LEONARD MEAD, in his capacity as provost and senior vice-president, served as acting president until a successor to Wessell could be chosen. A trustee committee had been selected at a special meeting in July 1965, headed by Robert Meserve, chairman of the board. (The other members were Alumni Trustee John T. Blake, E'21; Life Trustees Paul I. Wren, A'26, and Max Tishler, A'28; and Carl Gilbert.) He solicited suggestions from a six-person faculty advisory committee, three elected from thirteen nominees at a special meeting of the Faculty of Arts and Sciences in September 1965, and one each representing the medical and dental schools and the Fletcher School. The Arts and Sciences committee consisted of Freeland Abbott (History), Kenneth D. Roeder (Biology), and Albert D. Ullman (Sociology), with Daniel W. Marshall (Education) as an alternate. After Ullman resigned as chairman because of his appointment as Acting Dean he continued to serve on the committee but was replaced as chairman by Abbott. Graduate students also chose a representative so that their views might be made known.

Mead prepared the annual report to the trustees for 1965-66. As he pointed out, he had been at Tufts for twenty-seven years and "somebody has to give the report." It was devoted mostly to in-house matters, with abundant charts and figures covering the period 1960-66. As a tribute to his many contributions to Tufts over the years, Mead was awarded an honorary Doctorate of Humane Letters in 1967. In the following year he resigned his position as provost and senior vice-president and spent three years in India as special adviser for the Ford Foundation at the University of Delhi. Upon returning to Tufts he resumed his position on the teaching staff of the Department of Psychology to which he had been first appointed in 1939. Mead retired from Tufts at the end of the first semester of the academic year 1976-77, having gained not only a local reputation as an effective teacher and able administrator in many capacities but as a major contributor to the academic discipline of experimental and

The search for a successor to Wessell lasted eighteen months, during which more than 250 individuals were considered. Burton Crosby Hallowell was unanimously elected president of Tufts at a special meeting of the trustees on 3 January 1967, effective 1 September. The choice of a new president was publicly announced immediately. (He was recorded erroneously in the minutes of the meeting as having been elected as "President of the Trustees of Tufts College.") In June he became a Life Trustee.

Hallowell, fifty-one years of age when he became the ninth president of Tufts, was a native of Orleans, Massachusetts, on Cape Cod. and the son of a textile mill designer. After moving to

He earned a PhD from Princeton in 1949, having returned to Wesleyan in 1946. He was promoted to full professor in 1956 and served several private business firms as an economic consultant. By the late 1950s he had become an expert in national fiscal policy. In 1962 he became an administrator, while continuing to teach. He had outlined a plan to improve operations at his alma mater which sufficiently impressed President Victor L. Butterfield to result in Hallowell's appointment in 1962 as Vice President for Planning and Development. Three years later he became Executive Vice President, responsible for a wide range of university affairs as operational head of the institution.

The new president, with extensive academic and administrative experience already behind him, was a friendly, affable, and eminently approachable person, enthusiastic about his new position. His genial personality was to be severely tested in the next few years as he was buffeted by institutional financial problems, student upheavals, and the frustrations of an increasingly demanding office. Hallowell faced an environment- both external and internal- which Wessell had not been forced to confront. The period from 1953 to 1967 had been a relatively stable one in the nation's economy. Inflation was minimal, averaging less than 2 percent between 1952 and 1965 and less than 3 percent in 1966. The Vietnam conflict had not yet roused strong feelings on the campus, and the civil rights movement had not surfaced in a significant way except for a debate over fraternity and sorority discrimination.

The new president outlined his educational philosophy in his inaugural address, delivered on 24 September 1967. He startled many by including the following statement: "Man, not knowledge, is the ultimate goal of the university . . . [which] should acknowledge the primacy of man over knowledge by creating a climate of concern for the individual which would dominate the entire process of education, from the newest freshman to the most advanced student." For students, education should be "a total experience" involving more than the classroom and the library. He put the emphasis on the socialized individual, with his or her own self-concept, definition of values, and pattern of interaction with others. To further this end he committed himself to bringing undergraduate education "back into the spotlight." It was not merely a "roadstop" between high school and professional or graduate school but a distinct unit in human development which demanded recognition in its own right. The president repeated this and related themes, with minor variations, in both public and private statements. He devoted one entire annual report

Hallowell's ideas bore an interesting resemblance to those expressed by Tufts President Frederick W. Hamilton in 1909. "The university, it must be remembered, is not altogether or even primarily a place for the acquisition of information. The university is . .. primarily a place for the creation of [a man] . . . with the power to use and control his faculties and powers, with a vision of what lies within the possibilities of accomplishment, and a motive to stir his energies into action and to seek realization of his ideas."

[] Universalist Leader 12 (3 July 1909): 837.