Fields of Concentration

Bio-Chemistry

Natural Sciences Continued

Concentration in the field of Bio-Chemistry allows more distribution than either Biology or Chemistry, but it emphatically does not prepare its concentrators to step into jobs right after college. They should use it as a stepping stone to Medical, or some other graduate school. But if this field doesn't pretend to do the job of a Trade School, neither does it cater to the student who is just interested in science in general. It is a field which its concentrators call, with some pride, very difficult. It is the concentration for Med. School.

There are no courses actually listed as Bio-Chemistry courses, but one usually takes Physics, Chemistry, Biology and Mathematics. Biology D is essential if you haven't had the equivalent already. Darrah gives the first half year on Botany, Hisaw the second half on Zoology. Darrah is a dry lecturer and his material is disorganized, But Hisaw is both amusing and well organized. He understands which students are likely to have difficulty, and takes special pains to help them. The labs, under Pomerat, are very fine. Romer's Bio. 2, on Comparative Anatomy and the Evolution of invertebrates, is especially valuable for its lab work, though the lectures are dull. Students who had taken some Math., Physics and Chemistry found that Wyman's half year on the Physics-Chemical aspects of Biology was useful for the last part of the Divisionals, and for their honors theses. It is advanced; there are no labs, but three lectures a week and occasional problems--like a kind of a seminar. It also fits in well with tutorial.

But the concentrator can't get away with only one Biology course, Chemistry is a much more important part of the major. Chem. A is better than High School training plus Chem. B. Both are prerequisite to any other Chemistry course, and the student gains a half course by taking Chem. A. Lamb is a good lecturer, but the labs are unorganized and "don't mean too much." The advantage of taking Chem. B is that you can take Chem. 3 the second half year, and then get right into advanced courses in organic chemistry. The labs take two afternoons a week and are fairly good. It is very important to get a good section man, because they can make or break the course.

Chemistry 3 on qualitative analysis is an essential course. Forbes' lectures are full and concise. The labs, however, will take 10 to 15 hours a week and they don't go along with the lectures, which makes the course a little difficult to organize. Fieser's Organic Chemistry (Chem. 2) is good for learning experimental technique. Fieser himself is said to be a "kind of a clown," and his lectures are the best and major part of the course. This is one of the most popular courses in the department. Chem. 4 is absolutely unnecessary for Divisionals but good for research. Wilson "peps up a difficult- subject" in Chem 6. This is a necessary course for advanced chemistry and important for any research work or preparation for Med. School.

Saunders' in Physics C is thorough but uninspiring. His book contains all the material necessary for the course, and the lab is dull and unimportant. Physics 1 by Oldenburg, on Atomic Physics, is unnecessary for Divisionals but good for advanced theory nX-Ray radio activity for Med. School. Math A is a necessary course for both advanced Physics and advanced Chemistry. The quality of the course depends almost entirely on the section man. Concentrators are given credit for Anthropology.

The tutorial staff has not been uniformly good, chiefly due to the fact, that many of the tutors are more absorbed in their own research than they are in tutoring. It is possible, however, to take advanced tutorial, and a special exam is given on the material covered in that.

It is a mistake to reason that Bio-Chemistry is a happy medium between Biology and Chemistry and therefore a wise choice. The choice is wise only if you fully understand that you will not be prepared for any particular job, but are practically committed to go on to the Med. School or some other postgraduate work.

Mathematics

Math, A, 2, and 5 are prerequisites for concentration in this rather specialized and small field of concentration. In A, Beatley is particularly good for a student who is not too well grounded; if you're hot, try to get MacLane. In 2, for good men Huntington is excellent. Furthermore he is eminently worth getting to know as a person, and in his classes is best known for his sense of humor, Chances are that he will retire this year, but be sure to check up and see whether he actually has. In the same course, Widder makes you work hard, but is perhaps the clearest teacher in the department, and Whitney is adequate and fairly easy going. As to Math. 3, this is something you've got to have. Birkoff is a wonderful mathematician, but he isn't a good teacher.

As to the remaining courses, the usual program is to select one out of 3, 4, and 6, and some other courses. And perhaps the best polloy is to select according to the men teaching the courses, your year. Unfortunately for this analysis, these men shift.

However, 3 was this year under Zariski, who is certainly competent, but some students find his accent bothersome (this hardly would appear a reason for avoiding his course). Van Vleck (4), is hard to follow, and before taking this course it is good to have had physics. 6 is very abstract, and requires a good deal of maturity in handling mathematical concepts. But under MacLane, it is excellent, though difficult.

Losses Hurt Department

If the Philosophy department lost Prall, the Mathematics department lost Graustein and Coolidge. Stone or Walsh may take over. Walsh's lectures are extraordinarily good, and he is also well worth knowing, and very interested in his students. Both the Birkoffs, though fine mathematicians, are bad teachers, with carelesely organized lectures, and exasperating blackboard technique. As to Stone, he is well liked in his advanced course.

Math. 9 is interesting if its particular problem concerns you, and is not especially difficult. Math, 11, which may be given next year by MacLane, is excellent, but not too good to take unless the student has had Math. 2. Math 12 is mostly taken by graduate students, and is definitely steep. Math. 13 is one of the stiffest courses in the department, and trains the student in really rigorous proof. The lecture material is generally well presented, but the problems are tough, and the grading severe. The course is recommended, but for senior year.

Math. 21 is for specialists, so to speak, but if given by Huntington is worth taking. Math 22, under Graustein, was excellent, though exceedingly difficult.

Candidates for the degree without Honors will be subject to a four hour exam on the general field of analysis. Candidates for the degree with Honors will be subject to two three hour exams on the same field, more broadly treated.