J. I( Walters, B.S., l\LS., Ph.D.
J. Nelson Norwood, Ph.B., M.A., Ph.D.
Sam.uel R. Scholes, A.B., Ph.D.
Benjamin F. Crml)p Clifford M. Potter, B.S., M.S.
Brinton Stone. A.B., M.A.
Elizabeth Geen, A.B., M.A., .Ph.D.·
Mary A. Coleman, B.S.
Grace E. Marsteiner
· Pt:fJSident -Pr.esident Emeritus Dean Tr.easJtr.er Registrar . Dean o.f Men Dean ·of Women Admis~ions' Coi;nselor Secretary to the Dean
Instructional and Resear~h .. Staff
Department Robert M. Campbell, B.S., P.E.
Van Derck Frechette, !\LS., Ph.D.
Claren~e W. Mertitt, B.S.
Willard J. Sutton, RS., Ph.D.
Leon B. Bassett, "B.S.
( 'l'o be n,ppoin teg) Alexander P. Sheheen
• ('l'o be n,ppointed)
of Ceramic Engineering
Head of Depar~ment Professor of Ceramic Tech1rology Associat~ Professor of Cetamic .Engineering Associate Professor of Ceramic Engineering Professor of Ceramic Engineering Part-time A.ssistant Professor of Cera,nic Tecliriology . Graduate All8istant Librarian
Harold E. Simpson, ('l'o 1be appointed) Arnold G . .Tohnson
Department <Jf Glass Technology
B.S., M.S., Ph. D., Cer.Eng, Hea,l of Department of "Glass Technology Graduate Assistant Assistant Professor
Depa.rtment of Industrial Cera.mic Design
Charles M .. Harder, B.S. Hea.d of Department
(Art Institute of Chicago; Alfred) 1
, Kurt J. Ekdahl Associate Professor of Ceramic Design
(Polyteclmlcal Inst. Gothenburg; Swedish Arts and Crafts;
Nat'! Acad. of Arts, Chicago; Art Inst. of Chicago; · Ill. Inst. of 'l'echnology; Johann 'l'app)
Marion L. Fosdick Associa.te Professor of Ceramic Art
(Grnd., Boston -1\luseum of Fine Arts; Kunstgewerbe Schule, Berlin; George Demetrio.s; Ernest 'l'hurn; Hans Hofmann).
Clara K. Nelson Associa.te Professor of Drawing
(Grad., R. I. School of Design; Ernest 'l'hurn; Hans Hofmani1)
('l'o ·be· appointed) -- Assistant ·Professor of Drawing
Loyal Frazier Graduate Assista.nt
( Chicago School of Sculpture ; Art Inst. of Chicago) · Department of ·ceramic Chemistry Murray J. Rice, B.S.,
Marlon J. Voss, B.S.
('l'o be appointed)
M.A., Ph.D. Head of Department
Assistant Professor of Chemistry In,structor Departntent of Research Staff
Cliarles R. Amberg, B.S., 111.S.
1,
Head of Department (On Sabbatical Leave)
John F. McMahon, B.S.,
P·.E.
Willis G. Lawrence, B.S., D.Sc.
Professor of Research, Acting' Head of Dept.
Professor of Research
'
'
\The Business Manager administers the staff, consisting of,. (1)
Superintendent of Buildings and Grounds who has under him an as- sistant chief engineer. and four firemen, a part-time secretary and the janitors of the various buildings, a grounds force foreman who super- vises a carpenter, truck driver, and campus labor,ers (2) the Chief Aq_countant (Assistant Business Manager) who has under his super- vision the payrol1 clerk, requisition, and \other clerks (3) · the Su_per- intendent of Dormitories and Boarding Clubs who has under his super- vision cooks, maids, etc., in the dormitories and· boarding clubs ( 4)
a Secretary-ste:nographer. I
The requirements of this position are: A graduate of a recog- nized College of. Business Administration (or equivalent) with busi- ness experience in a College or University; perferably some account- ing experience in business or industry; age about 35 to 45; good per- sonality; absolute accuracy and honesty.
The salary of this position is from $3,000 to $5,000 depending upon the qualifications, education, and experience of the applicant.
Those interested and qualified apply to J. E. Walters, President,
1Alfred University, Alfred; New York, with an outline of experience and education.
Responsibility of the Faculty
For a university to pro&'ress as it should, the cooperation of the trustees, the president, the faculty, the alumni, the students, and every- one else concerned with the university, is important. But the heart of the universt'ty consists of the minds and hearts of the faculty.
The height of their· intellectual and moral standards· will determine the·
standards of the university. It is the responsibility .of each member of the faculty, first, to do an excellent job of teaching, not only to know his subject and teach. it well, 'but to teach students, as well as sub- jects. I agree with Gasset in his Mission of the Unive·rslty, that there·
is a principle of economy of education, that the student cannot learn all that we should like for him to know. Therefore, teachers should te~ch students as individual human beings of different learning po~ers.
and flt their courses to the intellectual and other abilities of the in- dividual students. This involves individualizing ed,ucation to dignify the individual as one of the ultimate purposes of a democracy.
Although the teacher believes in individualizing education, he has the job of .coordinating his courses with those of. the. other teachers,
\ \ • I
to see .that all courses fit together in a pattern of general and special education and electives.
The responsi):>ilities of each member of the faculty are:
1. Good teaching with an excellent· knowledge of the subject, an ability to present it well, and a co:q.sideration of each in- dividual student as a real· human being.
74 PRESIDENT'S REPORT
2. Consultation with students on courses, educational, personal and vocational problems.
3. A good university faculty member will also do original think- ing-creative work and research-at least in the development of his own subject.
4. Writing, at least in his own field.
5. Public reh1tions; particularly with those in his own field of endeavor.
6. Every teacher, has the responsibility of such conduct · as will let the students know that he is a gentleman, who will ex- emplify a spirituality which soon convinces the student of its worth, as a standard to follow. Each teacher should have excellent personal qualities.
7. The teacher has a responsibility for his own well-being and · full development, so that his mind will not be disturbed by his physical ill-being.
8. And finally, that general cooperation toward the welfare of the university, the community, the state and the nation. He should fit his work into that of .the organization as a whole,.
by considering what is best for the university.
He needs to exemplify democracy in his dealings, and show happy wisdom or wise h'armony, rather than disgruntled .brilliance. He has the obligation of keeping in touch· with the world of affairs, especially in his gwn field; to do some consulting work, so that he may bring to students those p,ortions of. life in which he participates actively, though not to the detriment of his teaching and creative thinking and writing. I _realize that1 these qualities may be more and more difficult to find with the complications ,.of higher salaries in business and industry. However, the university must face with courage its competition, and must realize that those. faculty members are invest- ing their liv.es in youth, which will pay great dividends of human satisfaction in the future. l find that many business and industrial executives and others, at least secretly, would_· like to go back to col- lege, to teach and administer, even at a lower salary. We need their help to vitalize the university, but we also need those who have stead- fastly invested their lives in intellectual pursuits to help us clarify our thinking i:iJ. educational matters. We need these, and more.
Someone has said that we judge ourselves by our ideals, and others by their actions. These responsibilities represent at least our ideals.
Responsibility of the Student: The student, too, has responsi- bilities; those of realizing that his own education is self-education.
He must learn to choose wisely, and feel with discrimination, through cooperative contact with his teachers and others. He must live co- oper'atively with his fellow students. He, too, must seek and speak
the truth. He has the responsibility of learning life, not only through hi13 books but through his actions in all of his university affairs. He has all the responsibilities of a democracy, so that he will faithfully carry them out, even after he graduates.
Responsibility of the Alumni: A university is greatly._known by the accomplishments1 of its alumni. The personality of the alumni is greatly the personality of the university off the campus. The ideals and prosp-erity of the alumni ·often reflect the ideals and prosperity of the Alrria Mater. The closing day of four years' study in the uni-- versity is called "commencement."' It should ·mean the commence- ment of real study where it was left off when the student departed from the university. So often, the alumnus does not continue his theoretical work when he leaves the university. This, it seems to me, 1•ests partly with his university education, that he has not been per- suaded while in college to continue his learning afterwards. I have laid out five- and ten-year programs for seniors, and have foundJhem at the end of the five and ten years much farther alorig than they had thought they might be when they left the university, because of their continued study. The university should encourage its alumni to con- tinue their education. Much can be done in the future 'along this line.
Appendix B.
ALFRED UNIVERSITY RESEARCH FOUNDATION Rules and Regulations
The purposes of Alfred University and the New York State Col- lege of Ceramics are: To train young men and women tho_roughly in the Arts, Sciences and Engineering; to conduct .fundamental and applied research; and to cooperate with industry both by training personnel for its service and by performing research of direct and in- direct value to industry. Full training of personnel for either indus- trial or university needs, requires special training in research as well as the normal class room and laboratory study.
In order to accomplish the fu
0
nctions of Research and research training, the Alfred University Research Foundation was established by the Board of Trustees of Alfred University on November 26, 1946, and the f9llowing Rules and Regulations for governing the organiza- tion were approved.