Part 1 - The Institute Libraries - Institute for Advanced Study

CHAPTER I - NOTES
The souxce of all citations znd references to correspondence
and documents is the files of the Institute for Advanced Study, unless
otherwise specified in the indfvidual note.
1, Interview with Messrs. Zefdesdorf and %ass. Leidesdarf to Hardfn,
8/8/44. Hardin papers.
2. See E. M. Bluestone to Flexner, copy, 10/2/56. This put the ti=
of his conference with Leidesdorf at December 19, 1929, a Sunday.
The date fell instead on Thursday.
3. Statement mde by Maass a t luncheon commemorating the 25th anniver-
sary of the Institute.
4. P. Stewart Macauley to author, 11/28/56, with copy of the Resolution
of the Acadmie Councfl, February, 1927, and the reconmendations of
the Academic Council, April, 1930,
6. Interviev with Arthur 0, lavejoy. Conversation with Alfred Hutzles.
8. Plexner to L. Bamberger, 3/8/30. See Gordon J. king, Standards of
Graduate Work, in Problems in Education, Western Reserve University
Press, 1927, pp. 198-209. Laing, Dean of the Graduate School at
University of Chicago, urged the removal af the ffrst two years of
the college to a junior college, and advochted separation of the
last two undergradute years from the gxaduate school. This wwld,
he hoped, help to cancel from the University-mthe infection of
lesson-le~rning." The American system of education placed an in-
tolerable burden on the faculty of a university, whose members should
be required to teach no more than one hour a day, if that. He feared
lest rese~rch men Leave the universities, where in his judgmwt they
belonz.ea, to become sequestered in research institutes.
The Dean was very crittcal of graduate work in this COUA~~J~. kplte
the efforts of the A.A.U., the master's degree was little more than
"a gild-edged teacher's certificate," and though better results were
obsemable with the doctorate, the scholarship of those who won that
degree was very uneven.
Ling had just attended the Semicentennial of the Hopkins. Fle
merited on the Goodnou Plan, which he likened to the systems in Ger-
uany and Prance, where the graduates of the gymnasium and the ly&
enter the university with preparation equivalent to that of the