Orange Key Guide for Guides

8/9/2019 Orange Key Guide for Guides

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C HA IR : MATTHEW FRAKES ‘13 V IC E C HA IR : EVELYN ECONOMY ‘13 H I S TOR IAN : MICHAEL SHOWAK ‘13

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SAMANTHA BATEL ’13 U N I V E RS I T Y

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CHRISTINA HENRICKS ‘13 T REASURER : LISA YANKOWITZ ‘13

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BETH GARCIA ‘14 S OC IAL

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CAMERON HENNEBERG ‘14

W E BMASTE R : BRANDON ZAMUDIO ‘14 M E MB E R AT L ARGE :

JENNA WEINSTEIN ‘14



Revised January 2012 by Michael Showak ‘13

Originally Compiled by Lawrence Levine ’68

THANKS TO PREVIOUS WRITERS, RESEARCHERS, EDITORS, AND TRANSCRIBERS:

Larry Graham ’68 John Kirk ’68Lawrence Levine ’68 Win Padgett ’68

Rich Edwards ’69 John Poole ’69Lauren Muschio ’74Paul Wilson ’75Laura Petrucci ’76Rosalie Wedmid ’76Greg Hamway ’77 Andy Martorana ’77Caron Cadle ’79 Amy Friedman ’79Leonard Ritz ’79Cheryl Greenberg ’80 Ann Dougherty ’81Brian Murphy ’81

Susan Varrin ’81 Amanda Young ’81Bob Hilferty ’82David Hirsch ’82

Nancy Kalish ’82Eric Marton ’82Mike Salmanson ’82Debra Subar ’82 John Drzik ’83Lisa Dunkley ’83Steve Fasman ’84 Tom Robinson ’84Mark Ambrose ’85 John Gordon ’85Philip Mahin ’85Steve Mintz ’85Lauren Battat ’86Robert Swartz ’87

Lisa Jann ’88Diane Hewitt ’89Richard Holden ’89 Todd DeJesus ’90

Howard West ’90Chris Calkosz ’91 Janice Johnston ’92Brandice Canes ’93Sandy Musumeci ’94Kathleen Guinee ’95 Jared Gustafson ’95David Thom ’96Eric Paras ’97Francesca Rusello ’98Sarah Wimmer ’99Stanley Watt ’00Kit Cutler ’01Elizabeth Greenberg ’02

Loran Gutt ’02Kate Buckley ’03Rachel Bernard ’04Katherine Linder ’04

Mike Addis ’05Kim Mattson ’05Michael Taylor ’05Mara Tchalakov ’05Rachel Axelbank ’06 Jacob Bregman ’06 YuJung Kim ’06Eric Remijan ’06

Ryan Walsh ’06Elizabeth Linder ’07Daniel Gadala-Maria ’09Doug Sprankling ’10Keith Hall ’10 Jacquelyn Nestor ’12

SPECIAL THANKS TO: Fred E. Fox ’39, George Eager, Mahlon Lovett, and

The Princetoniana Committee of the Alumni Council

Cover text and photo of Nassau Hall Cupola by Jacob Bregman ’06Cover design by Gabriel Rodriguez ’10



ORANGE KEY GUIDE SERVICE

January 2012

Dear Prospective Tour Guides,

What you hold in your hands now is the Orange Key encyclopedia—the wealth of knowledge compiled over the yearsthat all tour guides read and learn prior to giving their first tour. It may seem a bit intimidating—I certainly got thatfeeling when I first picked it up two winters ago—but you will find before long that this book will be of incredibleinsight into the rich history and traditions that make Princeton what it is, and it will be of great help in creating your ownunique tour.

Within these pages you will find everything from the nuts-and-bolts of University statistics and admission to the legendsand lore that only a place as special as Princeton can produce. There is much more here than you can possibly fit intoyour tour. While having a firm grasp of the details is important, it is vital to remember that a tour is much more thanfacts and figures. As you read through the book, think to yourself, “What would I like to hear about as a prospectivecollege student? What would make me remember Princeton? What would give me the feeling that I want to come here?”

The Guide for Guides is just that—a guide . Take from it what will help you make your tour truly your own. In shapingyour tour, you will develop a combination of University facts—from academics and social life to Princeton history andarchitecture—along with classic Princeton stories: the Battle of Princeton, the “theft” of the cannon in Cannon Green,the decapitation of King George, and, yes, the Bulldog Story. You will learn the basic tour routes and suggestions about what to say at each stop. However, you will ultimately find that the most important part of giving a tour is not includedin the Guide for Guides . And that part is YOU. Being a tour guide is about sharing what makes Princeton a special placefor you, what experiences shaped your time here, the people you have gotten to know, and funny or impactful storiesthat are unique to you and you alone. More than anything else, visitors to Princeton want to hear about you…oh yes,and Princeton too. Admissions officers can win over their minds, but it is up to us to win over their hearts.

Thank you for boarding the ship to join the gatekeepers to the past, present, and future of “the best old place of all.” Ihope you enjoy the adventure!

Matt FrakesClass of 2013Chair, Orange Key Guide Service

WWW.PRINCETON.EDU /ORANGEKEY • [email protected]



TABLE OF CONTENTS 4

Table of Contents

I. Philosophy of Orange Key.......................................................................5II. How to Conduct an Orange Key Tour...................................................6

Developing Your Tour ..............................................................................................................................6Beginning Your Tour...................................................................................................................................6

Throughout Your Tour...... ............ ............ ............ ........... ............ ............ ........... ......... ........... ........... ........7Ending Your Tour........................................................................................................................................9

III. Tour Route and Content......................................................................11Segment 1: Frist Campus Center.............................................................................................................11Segment 2: Woolworth Center, 1879 Hall, and Architecture School.................................................12Segment 3: McCosh Walk Corner—Woodrow Wilson School and Engineering............................14Segment 4: McCosh Courtyard................................................................................................................17Segment 5: University Chapel...................................................................................................................20Segment 6: Firestone Plaza.......................................................................................................................23Segment 7: East Pyne Courtyard..............................................................................................................27

Segment 8: Cannon Green, Whig, and Clio...........................................................................................29Segment 9: Front Campus.........................................................................................................................31Segment 10: Nassau Hall...........................................................................................................................33Segment 11: West College.........................................................................................................................41Segment 12: Richardson Auditorium in Alexander Hall......................................................................42Segment 13: Holder Hall...........................................................................................................................43Segment 14: Mathey Courtyard, Blair Arch, and Witherspoon Hall..................................................46Segment 15: Upperclass Residential Life................................................................................................48Segment 16: Dillon Gymnasium..............................................................................................................52Segment 17: Art Museum and McCormick Hall...................................................................................53Segment 18: Prospect House and Garden..............................................................................................53Segment 19: Jones and Beyond................................................................................................................54

Segment 20: Princeton the Town……………………………………………………………...56IV. Common Tour Variations....................................................................57

Tours for Non-Prospective Students.... ........... ........... ........... ........... ............ ........... ........... ........... .........57Science Tours………………………...………………………………………………………..61

V. A Brief History of the University...........................................................69 VI. Famous Princetonians.........................................................................73

Famous Alumni..........................................................................................................................................73Distinguished Current Faculty Members................................................................................................74Distinguished Graduate Students............................................................................................................75Distinguished Emeriti Professors............................................................................................................75

VII. Legends and Myths............................................................................75 VIII. Frequently Asked Questions about Admission................................79IX. Points of Interest in the Princeton Area..............................................81X. Places to Eat Near Campus……………………...................................83XI. Constitution of the Orange Key Guide Service...................................85XI. Additional Reading..............................................................................92XIII. Princeton by the Numbers...............................................................93



TABLE OF CONTENTS

I. Philosophy of the Orange Key Guide Service

The Orange Key Guide Service is a student-managed organization composed of students with diverse backgrounds andinterests who are united in their desire to share Princeton with the broader community. Orange Key occupies a uniqueniche within Princeton University. Although made up of students and led by undergraduate officers, Orange Key is notan official student organization and instead operates in partnership with the Admission Office.

For prospective students and visitors, the tour guide is an embodiment of the University, as that student may be the onlyPrincetonian they will ever meet. Thus, as Orange Key guides talk about the undergraduate life and history of Princeton,they keep in mind that once prospective students return home they will link the quality of the tour with the quality ofPrinceton. Surveys have shown that a prospective student’s experience on a campus tour is one of the most importantfactors in his or her decision of whether to apply. As tour guides, we have the considerable responsibility of treating all visitors as special guests and attempting to make their time on campus as positive and memorable as possible.

Orange Key is committed to maintaining a community of informed tour guides who love sharing Princeton withprospective students and visitors from around the world. A continuing goal of Orange Key is to build a guide corps thatmakes fellow Princetonians proud each time they walk by a tour. We are also committed to having guides presentfactually informative, yet personalized, tours that allow visitors to come away from the University with a generalknowledge base as well as an understanding of the individual nature of the Princeton experience.

This Guide for Guides ensures that all guides are equipped with the basic knowledge necessary to lead a tour of thePrinceton campus and is considered the central document of the Orange Key Guide Service. Every effort has been madeby the Orange Key Historian and University Liaison, along with the rest of the Executive Committee, to make the Guide for Guides accurate and informative. However, as a continuously evolving document, the Guide should not be consideredcomplete or perfect. Factual material in the Guide should be regularly supplemented by information in the Undergraduate Announcement, the admissions prospectus, and other publications and websites (see Section X, “Additional Reading”).In addition, throughout the year, the information presented in the Guide is supplemented by regular meetings of theentire organization and email communications.



Orange Key Guide for Guides 2012

II. How to Conduct an Orange Key Tour

Learning how to lead an Orange Key tour is more complex than memorizing a few facts and figures. This section isdesigned to aid you in navigating through the Guide for Guides and provide you with important tips for how to give asuccessful tour.

DEVELOPING YOUR TOUR

Consider the Guide for Guides a reference source, rather than a script for Orange Key tours. It contains countless facts, which would be impossible to recite in an hour-long tour. Orange Key guides develop their own unique tours, mixingfacts about academics, history, and campus life with their own individual experiences as Princeton students.

The Guide is organized along the standard route, proceeding from Clio to Frist to the chapel to Nassau Hall to Holder toBlair Arch and ending back at Clio. Weekend tours begin at Frist, so guides preparing for Saturday or Sunday toursshould prepare with that route in mind, skipping the opening Art Museum/Prospect segments. In each segment, you will find prospective student information—such as academic requirements and residential life—as well as some of thehistory, architecture, and lore associated with that part of campus. Feel free, however, to deviate from the order in whichmaterial is presented in the Guide . For example, even though distribution requirements are presented in segment 4(McCosh Courtyard), you may choose to mention them in front of 1879 Hall and relate them to your discussion of

Woodrow Wilson, who pioneered the system.

After observing several Orange Key tours and reading through the entire Guide , it is your turn to plan your own tour. Your goal is to present the vital information while making the tour your own. Do this by drawing on your own uniquepersonality, sharing anecdotes, and presenting individual perspectives that enrich the information conveyed on the tour. Think about experiences such as your freshman seminar, an incredible conversation you had with a professor, the topicof your latest paper, meeting your roommates for the first time, or the array of orange and black clothing you haveacquired. Stories such as these personalize the tour and help prospective students picture themselves in your place as aPrincetonian.

In addition to your own experiences, you may wish to draw on elements of Princeton’s history to enrich your tour. Mosttours should include an overview of the history of the University; many visitors will be intrigued to hear about the Battleof Princeton in 1777 and Princeton’s status as the nation’s capitol in 1783. Keep in mind, however, that Orange Keytours are geared toward prospective undergraduate students. As such, when a prospective student is present on a tour,

history must come second to student information. When possible, try to interweave interesting historical details withprospective student information. For example, you could use Wilson’s 1896 “Princeton in the Nation’s Service” addressas an introduction to the campus SVC and volunteerism. Or, you could mention F. Scott Fitzgerald ’17, Jimmy Stewart’32, and Brooke Shields ’88 to preface your discussion of creative arts opportunities.

Finally, as a tour guide, you are expected know your stuff. Successful guides closely read the Guide for Guides, and even veteran guides should occasionally flip through it to refresh their knowledge. But an Orange Key tour is not just aboutfacts; you must have an enthusiasm and a love of Princeton that will carry you successfully through your tours. TheGuide for Guides will provide you with the facts, but the enthusiasm must be your own. Smile, have fun, laugh! You wantpeople to know that you love it at Princeton, so that they will want to come here too!

BEGINNING THE TOUR

Starting Point: Weekday tours begin in the second floor of Clio Hall, while weekend tours start at the Frist WelcomeDesk. For purposes of clarity, future references will refer to weekday tour processes. Weekend tours are largely similar,just in a different location, and guides are encouraged to ask the Welcome Desk staff if they have any questions aboutFrist tour procedures. In either case, you should arrive there 5–10 minutes prior to the tour time. You will need tohandle some logistics prior to the tour and a late guide does not make a good impression!

Dress: Be thoughtful about your apparel when conducting a tour. In choosing your dress, be yourself, but rememberthat in the eyes of your tour group you are representing Princeton University, and that flip-flops are a very realimpediment to walking backwards. (And a touch of orange is always appreciated.)



II. HOW TO CONDUCT AN ORANGE K EY TOUR

Logistical Preparations: • Sign in and initial on the tour schedule, which is kept on the desk meant for guides, next to the admissions officer’s

station. Simply check the appropriate box beside your name or, if you are a substitute for the regularly scheduledguides, write in your name.

• Check the Chapel Schedule to see if you can take your group inside (brides are not pleased when tours walk in

during their weddings!).•

Ensure that all visitors have signed the form in the clipboard on the desk, providing their name, hometown, numberof people in their party, academic interests, and other details. The information is used for statistical purposes only.

• Arrange to divide the tour with fellow guides if need be. Tours should ideally be no more than 30 people, and thus

larger groups should be split if possible. Multiple tours may be accomplished along the route either by staggeringstart times, or by having one group take a slightly different tour route. Sometimes adventurous guides even will takea tour route backwards to their usual route!

Just before you start the tour, take a look at the clipboard and glance over the names and information, especiallyinterests. This will help you gear your tour towards the interests of your visitors. For example, if all of the prospectivestudents are interested in international relations you may want to spend more time than usual describing the Woodrow Wilson School and politics departments. If the group is entirely non-prospective student visitors, you may want to relyprimarily on historical and architectural information. Keep in mind, however, that having just one prospective student onthe tour necessitates a thorough coverage of student information.

Now you are ready to begin the tour! Gather your group by announcing that the tour is beginning. Make a quick sweepof the foyer downstairs as well to make sure that you haven’t left any visitors and then lead your group outside Clio. Inthe case of bad weather, you can make your introduction inside before leaving the building.

Introduction: First introduce yourself by saying your name, your class, your major or academic interests, where you’refrom, and some of the activities you participate in on campus. Don’t forget to smile and appear excited (actually BEexcited) that you are leading their tour. Depending on the size of the group, you may want to ask visitors to introducethemselves saying where they are from and, if they are prospective students, what they are interested in studying. This iseffective with smaller groups as it reminds you what to areas to focus on, it can provide an interesting sample of diversegeographical locations, and it sets the tour up as an interactive experience. However, this can get tedious with largergroups so use your judgment depending on the weather and the size of the group. You should also provide someinformation about the tour itself, such as its length and general structure.

THROUGHOUT THE TOUR

Tour Outline: As you think about structuring your tour, it may be helpful to consider the tour as consisting of threebroadly defined sections: ACADEMICS from Clio to Nassau Hall, HISTORY around and inside Nassau Hall, and STUDENT

LIFE from Richardson to the end of the tour. This is certainly a rough framework (for example you’ll probably discussreligious life at the chapel, even though you’re in the middle of the academics section), but it can help you maintain aneffective tour structure. Remember: the following section of the Guide for Guides is structured in the order of a“standard” tour, one that covers everything in a fairly logical route. Once you have begun giving your own tours, youare encouraged to personalize your route and content to what you feel is best—it’s your tour!

Walking Backwards: Yes, you too will exhibit the famed skill of all college tour guides. Plan to walk backwards whenever possible so that you can face the visitors on your tour. This enables you to maintain eye contact and judgetheir reactions to the kind of information you are sharing with them; it also enables you to direct your voice toward

them. Keep in mind that “right” and “left” are relative terms, so you should identify items as being “on my left” or “on your left.” Be conscious of steps, ramps, poles, and other stationary and non-stationary obstacles; you can also useful toask your visitors in advance to speak up if you are about to walk into something.

“Stop, Talk, and Walk”: There are times when it is not advisable for you to walk backwards. For example, during thetour route, when you cross a roadway or go up or down stairs, it is perfectly acceptable to pause in your speech whileyou accomplish these tasks. If you are leading a large group or restricted to narrow paths after a snowstorm, you mayhave to adopt the “stop, talk, then walk” approach in order to allow people in the rear an opportunity to gather aroundbefore you launch into a description. With either a large or small group, when you want to direct the visitors’ attention tosome small detail of a building or object that you are passing, you will find that many people want to pause for a




moment to look or take a picture. Sometimes you may even have to jump up on a bench or stairs so that your voice canbe heard.

Silence Can Be Golden: Often guides feel they have to be talking for every second of the tour. While it is true thatthere is a lot to cover in an hour-long tour, brief breaks from talking can be very effectively used by guides. Theseperiods allow visitors to absorb the information, ask questions, chat amongst themselves, and take pictures. If you have a very large tour and stick to the “stop, talk, and walk” method, you can use the walking time in between tour stops tochat with individual visitors at the front of the group, or answer people’s specific questions.

Avoid Roads When Possible: It is not advisable to spend any length of time walking along Elm Drive or WashingtonRoad. Although we have a very pedestrian-friendly campus, avoiding major roadways is a smart safety practice. Inaddition, traffic is very noisy and will make it difficult for your group to hear you. When crossing Elm Drive, lead yourtour group carefully and quickly across the street, ensuring drivers have stopped. In general, stick to the pathways,they’re there for a reason!

Soliciting Questions: At certain points during the tour, it is important to ask visitors if they have any questions.Prospective students in particular may be nervous to ask questions, but may open up with a bit of encouragement. It isespecially important to stop for questions at the beginning of the tour so that you can gauge whether your tour group isinterested in asking a lot of questions (if they are, make sure to stop for questions more often than you normally would). Also, the questions will probably bring up very interesting items to discuss and may remind you of something that you

forgot to mention or will mention later in the tour. If, for example, a visitor asks about eating clubs when you are right inthe middle of your discussion of residential colleges, it is certainly permissible to tell the visitor that you were planningon discussing this later in the tour. When you do get to the eating clubs and finish talking about them, it is considerate tolook at the visitor who originally brought up the topic and ask them if you have answered their question. Then, if theyhad anything further they wanted to ask, they feel comfortable doing so. If you don’t know the answer to a question, itis certainly acceptable to say so. The tour is not the time to make up information or statistics, especially since an alumnusor alumna in the group may know more than you do! Offer to look up the answer when you return to the WelcomeDesk at the end of the tour.

Personal Opinions: When expressing a personal opinion on a tour, be sure to identify it as such. Many visitors will take what a tour guide says as the ‘official line’ of the University, and it is not uncommon for individuals to call the Admission Office to inquire about something an Orange Key tour guide said. Use discretion if you discuss anything thatcould be perceived as controversial (alcohol is a prime example) and attempt whenever possible to turn negativequestions into positive answers. That said, it’s important to answer questions honestly—if a visitor asks “What do you

like least about Princeton?” it’s not an opportunity to rant about all your Princeton qualms, but rather to choose onehonest problem you may have, and then talk about how you or the university is working on improving the situation. Visitors appreciate an authentic answer, so this is one question for which you may want to prepare a good responsebeforehand.

Can They Hear You? You should ask your tour group if they can hear you at several points throughout the route. Thisis especially important for large groups. You can help matters by announcing at the beginning of the tour that theyshould let you know if they can’t hear you. Keep in mind that acoustics will be better in arches and indoor spaces; youcan also help yourself out by standing on a step (especially if you are short of stature).

Length: Tours in general should last one hour. Wear a watch on every tour so that you can gauge the time. Also, ask atthe beginning of the tour if any of your visitors are planning to attend an upcoming admissions session or E-Quad tour,and try to accommodate them by making the tour end on time.

Emergencies: All guides should have the following phone numbers in their cell phones incase of emergency, Admissions (609-258-3060) and Public Safety (609-258-1000). If there is an accident with a visitor call both numbersand wait for Public Safety to arrive. If there is a Campus Safety Alert, call Admissions, and go to the nearest building,and wait until the emergency is over.

Chapel: Tours are permitted to go into the Chapel so long as no service is being conducted. Please check the ChapelSchedule at the Welcome Desk before you leave on your tour to determine whether a service has been scheduled duringyour tour time. Even if you can go into the Chapel, describe the building outside to keep talking inside to a minimum, asthere are often people quietly praying inside. When entering the Chapel, use the west door unless the side door is



II. HOW TO CONDUCT AN ORANGE K EY TOUR

necessary for wheelchair access. Walk in front of your group to lead them inside the Chapel, and stop at the back row ofpews. Facing the group will ensure that you maintain control whilst in the Chapel. Allowing the group to freely explorethe Chapel will result in the very difficult task of rounding up your group, so keep them close – and quiet. Flashphotography is not permitted during any chapel services, but pictures may be taken at other times. As a general rule, youshould be the first person in, and the last person out!

Nassau Hall: Orange Key has the great privilege of being able to bring visitors into the Faculty Room of Nassau Hall. To obtain the key, enter 1 Nassau Hall (the door on the east side of the Memorial Atrium) and speak with thereceptionist. If it’s your first time, be polite and take a moment to introduce yourself. The key’s location changesperiodically, so ask the receptionist where you can find it. When you enter the Faculty Room, turn to your right to findthe lighting panel, and turn all the switches on. Now you may continue your tour. In order to maintain the privilege ofusing the Faculty Room, it is important that each guide remember to turn off all the lights, ensure that the door is lockedafter all visitors have exited, and return the key. One effective method of managing the tour group while you do this is totell a capable looking person that is one of the first to exit Nassau Hall to lead the group down the hall and wait for yououtside. Or, you could ask everyone to congregate in the Memorial Atrium for a moment. Either way, make sure you arethe last to leave the Faculty Room and check that the door is indeed locked. Don’t forget to return the key!

Nassau Hall is closed during weekends, so if you are giving a tour on Saturday or Sunday you will not be able to take visitors inside. An effective way to handle this is to choose a few key stories to tell while standing in front of NassauHall, without resorting to a portrait-by-portrait description of the Faculty Room that you hope your visitors will envision

as you talk. Some ideas include the Battle of Princeton story, the ivy on the building’s exterior, and most certainly ageneral description of the Hall (when it was built and some interesting facts about its size and significance during theColonial and Revolutionary periods).

Dorm Rooms: During your tour, you are not allowed to take visitors into a dorm room, whether your room or that ofanother student. Please do not make an exception for any group; this is due to safety reasons. If visitors ask why youare not visiting a room during the tour, there are several things you can say. For instance, “There is no ‘standard’ dormroom at Princeton, so I wouldn’t want to mislead you – think of the differences between Forbes and New Butler.” Youcan offer to describe a typical room arrangement instead. Additionally, please do not offer to take any visitors to yourroom after the tour either. We only have your best interests in mind, and your visitors will understand.

Going Inside Buildings: Though you cannot go into a dorm room, many visitors often like to go inside building. Taking time out to go inside is especially welcome during tours in the winter or inclement weather. Popular spotsinclude stopping inside the Rocky Common Room, East Pyne/Chancellor Green, and Frist. Gauging the comfort of the

visitors on your tour is key to determine whether they want to walk and see more of campus or would rather spend tenminutes inside sitting in comfortable chairs listening to you talk.

Restrooms: It is inevitable that on one of your tours a visitor will ask you to use the restroom. Some convenient publicrestrooms for the tour route include: Clio (upstairs, in the back), Firestone Library (lobby), Nassau Hall (last door beforethe west entrance and down the stairs; weekdays only), West College (weekdays and Saturdays when the AdmissionOffice is open), Richardson Auditorium (basement; weekdays only), and Rocky Common Room.

Greeting Passersby: Don’t be afraid to say “Hi” to people you know on campus when giving a tour. It makes thegroup feel that the guide is in tune with University life. It also saves you from having to find new friends . . .

ENDING THE TOUR

As you approach Clio towards the end of the tour, it is prime time to ask for any remaining questions—tell visitors thisis their last chance to have any of their questions answered by a student currently attending Princeton!

When deciding how to end your tour, keep in mind that the last things you say may determine visitors’ overallperception of the tour and the University. It can be effective at this point to tell the group why you chose Princeton— what about Old Nassau appealed to you specifically. Another popular ending is to reiterate the features of Princeton thatmake it unique, and those things that you have found make is special to you as a student. In addition, some guides endthe tour by describing Reunions, the P-Rade, and the loyalty that alumni have for Princeton. You could also talk aboutthe future of Princeton, letting visitors know what an exciting time it is to be a Princetonian (Andlinger Center forEnergy and the Environment, new Neuroscience, Psychology, and Chemistry buildings, etc.).




Thank visitors and prospective students for coming to Princeton and encourage them to fill out evaluation forms locatedupstairs in Clio. Then remain behind for a few minutes to answer individual questions. Many prospective students willask questions that they were hesitant to bring up in front of the group. This can be an excellent opportunity to discuss with prospective students their particular concerns about college. Once the visitors have dispersed, your tour has beencompleted! Later that day or at some point before your next tour, take a few minutes to look up answers to anyquestions that stumped you during the tour. Alternatively, you can ask the Orange Key email list([email protected] ) or send an email to our knowledgeable Orange Key Historian ([email protected]).



III. TOUR R OUTE AND CONTENT 11

III. Tour Route and Content

This section is presented in sequential order for tours leaving from Frist, the classic starting point for Orange Key tours.However, while Frist is still the origin of tours on weekends, tours led Monday through Friday now begin in Clio, thelocation of the Admissions department. The walk from Clio to Frist can be a good time to introduce yourself, solicitquestions, and discuss walking backwards, in addition to covering all or parts of Segments 16-19: Dillon Gym, the Art

Museum and McCormick Hall, Prospect House and Gardens, and Jones. Note that although a Clio tour does not endon a segue into Reunions, this is still a good way to end a tour, possibly by connecting the event to Class Day on CannonGreen, or to Nassau Hall with the well-loved song Going Back (to Nassau Hall).

Segment 1: Frist Campus Center

PROSPECTIVE STUDENT INFORMATION

Frist Campus Center: The Frist Campus Center is a world-class facility where Princeton students, faculty, alumni, staff,and visitors can come together and build community. The three-story, six-level, 185,000-square-foot complex opened inSeptember 2000 and was specifically designed with the purpose of establishing an inviting and exciting meeting place. Allof the components of Frist reflect this vision and offer something for the entire University community. Facilities in Fristinclude the Food Gallery, two TV lounges, computer clusters, Witherspoon’s (coffee and ice cream shop), Café Vivian, a

convenience store, the Frist Film and Performance Theatre, classrooms, and extensive study spaces. Frist is also home tothe Undergraduate Student Government and several centers including the Women’s Center, the LGBT Center, and thePace Center (which is a resource for civic engagement at Princeton, see section 6), The Near Eastern and East Asianstudies departments and the East Asian Library’s Gest Collection are also housed here.

HISTORY ARCHITECTURE AND LORE

History and Architecture of Frist Campus Center: The Frist Campus Center was designed by the eminent collegiatearchitect Robert Venturi ’47 *50 and his wife, Denise Scott Brown. Other Scott, Brown and Associates campus projectsinclude Wu Hall (1983), the Lewis Thomas Laboratory (1985), Bendheim-Fisher Hall (1990), and Schultz Laboratory(1993). With a characteristically playful and vibrant style, Venturi’s architectural philosophy has been that of “complexityand contradiction.” This is reflected in the Frist Campus Center, where the modern parts of the building wereincorporated into the older U-shaped structure, to reflect the contrast of the old and the new. Various elements of theformer three-story building were restored and renovated, while new and modern components were added, including

high-tech equipment. The old is preserved while the new is strikingly visible, yet both elements are harmonious andcomplementary at the same time. This combination characterizes and reflects the vision and mission of the Frist CampusCenter—a place to build and create community.

One architectural note: if you walk beyond the North Plaza of the Frist Campus Center and look back at the building,you will notice a limestone and brick arcade (used as bulletin boards) with small regularly-spaced blocks running alongthe top. These blocks are the upper half of letters that spell out “FRIST CAMPUS CENTER.” Venturi wanted largeblock letters to run across the colonnade, but local zoning did not allow this.

The campus center is named for the Frist family of Nashville, Tennessee, who together donated $25 million for theproject and have a long history of association with Princeton. The most famous member of the Frist family, formerSenate Majority Leader William H. Frist ’74, continues the tradition of “Princeton in the Nation’s Service.”

History and Architecture of Palmer Physical Laboratory: The Frist Campus Center is built in, around, and on top ofthe former Palmer Hall, built in 1908 as a physics laboratory from the designs of Henry Hardenbergh. This facility wasconsidered the best university physical laboratory in the world, with space for both instruction and research, andpossessing specialized features such as machine shops, darkrooms, a liquid air plant, constant temperature capability,advanced pressure systems, and a large Foucault pendulum.

During World War II, Palmer Physical Laboratory was used for weapons research as part of the Manhattan Project. Also, Princeton’s atom-smashing cyclotron, housed in the northeastern corner of Palmer’s basement, was partiallydismantled so its power unit could be taken to Los Alamos for further development of the nuclear program.




The two statues adorning the North Face of the Frist Campus Center, on either side of the old front entrance, honortwo great scientists in the field of electromagnetism, Benjamin Franklin and Joseph Henry. The statues were sculpted byDaniel Chester French, whose most notable creation was the Lincoln Memorial in Washington, D.C.

Albert Einstein: Time Magazine’s “Man of the Century” first came to Princeton in May 1921—the year he won theNobel Prize in Physics—to lecture on his theory of relativity and accept an honorary degree. He returned in 1933 to jointhe nascent Institute for Advanced Study, which was housed in the University’s mathematics building (now Jones Hall,then called Fine Hall) until establishing a separate campus six years later. Though not a member of the Princeton faculty,Einstein taught a University seminar on the mathematics of relativity, often helped students with math problems, andsometimes lectured in Palmer. (See Frist 302, which was kept preserved in its original style during the building’s recentrenovation.) His presence in the community enhanced the University’s academic stature and drew other top scholars tothe town. Despite being an international celebrity for his scientific discoveries and world peace advocacy, Einsteinavoided ostentation and believed in universal simplicity and harmony. He lived at 112 Mercer Street—which is still aprivate residence—until his death in 1955. The movie I.Q. was filmed on the Princeton campus and on Mercer Street. Visitors who want to learn more about Einstein should visit the Princeton Historical Society, as well as the store“Landau’s” on Nassau Street, which has a small but permanent exhibition dedicated to this great scientist.

Segment 2: Woolworth Center, 1879 Hall, and Architecture School


Size of Princeton Student Body: Princeton has approximately 5,200 undergraduate students (roughly 1,300 pergraduating class) and around 2,300 graduate students. Beginning with the class of 2011, each undergraduate class wasincreased by 11 percent, to reach the final enrollment of about 5,200 undergraduates that now exists. The University hadbeen planning this increase for several years, has already increased the size of the faculty accordingly, and increased theamount of housing available with the construction of Whitman and Butler Colleges.

Student Interaction with Faculty: One of the most amazing elements of the Princeton educational experience is thatour world-renowned faculty members have come to the University in order to teach and interact with a largelyundergraduate student body; this is uncommon among large research universities. Our student-to-faculty ratio is about6:1.

Class sizes and preceptorials: Princeton courses are varied in their structure and size. Lectures classes are the mostcommon set-up, consisting of two lectures a week with one “precept.” A precept brings together a faculty member andsmall group of students, usually 10-15, to discuss course material, weekly reading, and writing assignments. Thepreceptorial system is one of the hallmarks of a Princeton education, as this is one of the means through which ourstudents get the chance interact with classmates and professors to discuss ideas. There are also many seminars andlaboratory courses, along with language and math “classes.” Class size varies throughout and within the disciplines.Princeton’s largest lecture hall (McCosh 50) can seat 455 students. Classes this large, however, are rare and typicallylimited to introductory courses such as ECO 101. On the other end of the spectrum, freshman and writing seminarsnumber 12-15 students and in the senior year, students work one-on-one with a professor on their senior theses.

All courses at Princeton are led by faculty members, never by graduate students. Sometimes advanced graduate studentslead several of the precepts or classes for the larger lecture courses, but it is important to note that graduate studentsnever lead lecture courses or seminars. Often, professors of courses with small enrollment lead all of the precepts, andfor larger courses, other professors or even administrators with related expertise will lead precepts. On the whole,

Princeton professors are very accessible to students outside class, both through email and office hours.

Woolworth Center of Musical Studies and Musical Opportunities on Campus: The Woolworth Center is home tothe music department and contains the Mendel Music Library, classrooms, practice rooms, faculty offices, recordingstudios, and a large rehearsal room (McAlpin Auditorium). The music department concentrates on the history andtheory of music, and is especially strong in composition instruction. It is possible to major in music at Princeton,although more students pursue the certificate program in musical performance. While the department offers noinstrumental or voice instruction for credit, lessons are available and, for students involved in a department activity orenrolled in composition classes, partially subsidized by the University.




There are also countless ways to become involved in music at Princeton on the extracurricular level. Many of theparticipants in Princeton’s six departmental ensembles are not pursuing degrees or certificates in music, but simply enjoyplaying an instrument or singing. The Princeton University Band is a high-energy, no-audition scramble band thatdresses in orange plaid jackets and boater hats and performs at campus athletic events. There are also 14 student-run acappella groups on campus, many of which often perform in nearby 1879 Arch or Blair Arch, as well as the Chapel Choirand Glee Club. Finally, piano enthusiasts can make use of dozens of grand pianos located in common rooms andlounges throughout the campus.

1879 and Marx Halls: These two attached buildings house the Departments of Religion and Philosophy, two ofPrinceton’s strongest departments.

Eating Clubs: Prospect Avenue (seen from 1879 Arch) is home to the 11 eating clubs. Most guides do not talk aboutthese until Segment #15, but many like to give their tours an idea of what they look like here.

Carl A. Fields Center for Equality and Cultural Understanding: The Fields Center’s mission is to promote diversity,equality, and pluralism at Princeton and beyond. The building that formerly housed Elm Club was renovated as a new venue for the Fields Center. This facility hosts student-initiated seminars, colloquia, lectures, conferences, ethnic dinners,parties, and other activities that provide the University community with opportunities to explore cultural and racialidentities. The center is open to all and enjoys the active participation of students from many different cultural groups.Linked to Community House, and works with Princeton middle school and high school students to bridge the

achievement gap.

The School of Architecture: Most of the school’s facilities are housed in the Architecture Building, includingundergraduate and graduate design studios, seminar rooms, Betts Auditorium, an exhibition gallery, faculty andadministrative offices, the School of Architecture Library (mostly non-circulating), the Audio-Visual Library, and theComputer-Aided Design and Imaging Facility. Additional facilities for work related to building and constructiontechnologies are located in the Architecture Laboratory, a facility located next to Jadwin Gym.


History and Architecture of the Woolworth Center: The original Woolworth Center was designed by the firm ofMoore and Hutchins and built on this site in 1963. Frasier McCann ’30 and his sister Helena McCann Charlton donatedthe building in honor of their grandfather, F.W. Woolworth, who founded the (now defunct) Woolworth's discountstore chain. Woolworth was rededicated in the fall of 1997 after a complete renovation and addition by architect Juan

Navarrow Baldeweg.

History and Architecture of 1879 and Marx Halls: Designed by Benjamin W. Morris, 1879 Hall was a gift of theClass of 1879 on the occasion of its 25th Reunion (in 1904). Take note of the plaque inside the arch, which lists classmembers Woodrow Wilson and William Marshall Rice (who is often mistaken to be the founder of Rice University; William Marsh Rice founded Rice University, but he dropped out of school at age 15). 1879 Hall was originally used as adormitory (note the servicemen’s stars on many of the window frames—see “Bronze Memorial Stars” in segment #14),and also contained the office of Woodrow Wilson during his tenure as University president. The 1879 Hall gargoyles,such as the “monkey with a camera” on the southwest side of the arches, were executed by Gutzon Borglum, who would later use his skills to carve the presidential faces on Mount Rushmore

Marx was added to 1879 Hall in 1993 through funding from Laurence Rockefeller ’32. Designed by the firm of Kallman,McKinnell and Wood, the building is named for Louis Marx ’53 (not Karl Marx or Groucho Marx).

Woodrow Wilson: Woodrow Wilson, class of 1879, is one of the University’s most significant personalities. The son ofan affluent Virginian minister, he spent his time at Princeton writing, then serving as the managing editor for the DailyPrincetonian , as well as leading a public affairs club and serving elected terms as the speaker of Whig Society, secretary ofthe Football Association, and president of the Baseball Association. Afterwards, he received a law degree from theUniversity of Virginia; when he tired of being a lawyer, he obtained a Ph.D. in history from John Hopkins University.(He remains the only U.S. president to possess a doctorate.) He was appointed Princeton’s McCormick Professor of Jurisprudence in 1890, rapidly establishing both a warm rapport with the student body and reputation for scholarship. In1896, Wilson delivered the eloquent and influential oration “Princeton in the Nation’s Service” at the University’s 150thanniversary celebration, which affirmed his status as a leader within the University community. Six years later, Wilson




became the 13th president of the University. During his tenure, Wilson embarked on an ambitious program of reform forthe University. Some of his ideas met with success, but others proved highly controversial.

Wilson tightened academic standards, created a workable administrative structure, expanded the physical campus, andformally established Princeton as a nonsectarian institution. He pioneered today’s distribution requirements by leadingthe faculty in instituting a unified curriculum of general studies during the first two years, capped by concentrated studyin one discipline and related fields during the last two years. This change replaced a free elective system and has beencalled the most significant curricular reform of the 20th century. The following year, Wilson revolutionized the teachingsystem by introducing the preceptorial method, which would allow students to master fields of knowledge throughguided reading and small-group discussion rather than the memorization of lecture notes and textbooks. Wilson broughtin 50 new assistant professors called “preceptors,” doubling the size of the faculty; out of this group came manyoutstanding professors and administrators who later brought Princeton great renown.

In Wilson’s view, the social life of the undergraduates remained not only beyond administrative control but alsodetrimental to the intellectual life and social democracy of the University. Wilson was particularly critical of the eatingclubs, which he perceived as elitist and divisive and had expanded their presence greatly in the 1890s. In 1907, Wilsonannounced a plan in which students from all four classes would live in quadrangle-shaped colleges, each havingrecreational facilities and resident faculty masters; the clubs would be absorbed into this system or abolished. Thetrustees initially approved his “Quad Plan” but, in the face of mounting alumni pressure, withdrew their support a fewmonths later.

Wilson also met resistance with his ideas for the creation of a residential graduate school. Wilson wanted graduatestudents to live and work in the center of the campus, but Dean of the Graduate School Andrew West, class of 1874,insisted that these advanced scholars enjoy a more cloistered existence on a site across the Springdale golf course. Thebitter battle between Wilson and West, exacerbated by alumni and trustee pressure, came to an end when Isaac Wyman1848 died in May 1910, leaving his entire estate to Princeton’s graduate program and naming West as one of twoexecutors. Estimated at $3 million (though actually totaling just under $800,000), this money became West’s trump card; when news of Wyman’s bequest reached Wilson, he is said to have remarked, “We can’t fight the dead.”

Wilson resigned the Princeton presidency to begin his political career in 1910, running for and winning the governorshipof New Jersey, where he quickly established himself as the nation’s leading progressive politician. He was electedpresident of the United States in 1912 and re-elected in 1916. Major domestic policies during his administration includedthe passage of the Clayton Anti-Trust Act and the establishment of the Federal Reserve System. In his second term, Wilson led the nation into WWI, despite his 1916 campaign slogan, “He kept us out of war.” Hailed as a champion of

peace by war-weary Europeans, he failed to produce an effective settlement at Versailles, and spent the last years of hispresidency debilitated by a stroke. For his efforts at Versailles including his League of Nations proposal, he was awardedthe Nobel Peace Prize, the only Princetonian to receive this honor (though there are and have been laureates of otherNobel prizes).

History of the School of Architecture: The historical roots of the School of Architecture reach back to 1832 whenProfessor Joseph Henry, an amateur architect and scientist (recall the statue adorning Frist’s north face), taught a courseon the history of architecture. Formal study began in 1882 when the Department of Art and Archaeology was foundedand Professor Allan Marquand offered a course in the history of Christian architecture. Princeton inaugurated a programin architecture immediately after World War I as part of the Department of Art and Archeology. The first graduate ofthe program was Robert O’Connor ’20, the architect of Firestone Library. Another early graduate of the program was Jimmy Stewart ’32; he graduated in the midst of the Great Depression, and even received a scholarship from Princetonto return for graduate studies in Architecture but he chose to launch a career as and actor instead. Architecture gained

departmental status in 1954, though the school’s building was not put up until 1963. For the architects of its School of Architecture, Princeton chose its own alumni—the firm of Fisher ’23, Nes ’28, Campbell and Associates.

Segment 3: McCosh Walk Corner—Woodrow Wilson School and Engineering


Degrees Offered: Princeton offers two bachelor’s degrees: a bachelor of arts (A.B.) and a bachelor of science inengineering (B.S.E.). Undergraduates are admitted to one of these two-degree programs, but it is possible for students to




switch between the programs once they matriculate.

By history and design the Graduate School is relatively small and traditionally has emphasized Ph.D. programs in thearts, sciences, and engineering. Princeton University has no business, law, or medical schools; the three professionalprograms are architecture, public policy (Woodrow Wilson School), and engineering.

Majors: Students generally choose a concentration, or “major,” with the help of their individual academic advisors. A.B.students have until the second term of their sophomore year to choose a departmental major; engineers choose in thesecond semester of freshman year. Roughly 17% of the student body are B.S.E candidates. There are 34 differentconcentrations at Princeton, including six different engineering departments:

Anthropology, Architecture, Art and Archaeology, Astrophysical Sciences, Chemical and Biological Engineering,Chemistry, Civil and Environmental Engineering, Classics, Comparative Literature, Computer Science, East AsianStudies, Ecology and Evolutionary Biology, Economics, Electrical Engineering, English, French and Italian,Geosciences, German, History, Mathematics, Mechanical and Aerospace Engineering, Molecular Biology, Music,Near Eastern Studies, Operations Research and Financial Engineering, Philosophy, Physics, Politics, Psychology,Religion, Slavic Languages and Literatures, Sociology, Spanish and Portuguese Languages and Cultures, Woodrow Wilson School (of Public and International Affairs)

Princeton does not offer double majors as such, but students with interests that cannot be studied adequately within an

existing department may apply for the Independent Concentration Program. An independent concentrator designs aprogram of studies with the support of two faculty advisors, choosing eight or more upper-level courses in the specialfield of concentration. Another option is to major in the department of a student’s primary interest, and pursue acertificate in the other subject.

Certificate Programs: Undergraduates may supplement their concentration by participating in any of the followinginterdisciplinary programs, most (46) of which grant certificates of proficiency (similar to a “minor”):

African-American Studies, African Studies, American Studies, Applications of Computing, Applied andComputational Mathematics, Architecture and Engineering, Biophysics, Contemporary European Politics andSociety, Creative Writing, East Asian Studies, Dance, Engineering Biology, Engineering and Management Systems,Engineering Physics, Environmental Studies, European Cultural Studies, Finance, Geological Engineering, GlobalHealth and Health Policy, Hellenic Studies, Humanistic Studies, Information Technology and Society, Jazz Studies, Judaic Studies, Language and Culture, Latin American Studies, Linguistics, Materials Science and Engineering,

Medieval Studies, Musical Performance, Near Eastern Studies, Neuroscience, Planets and Life, Quantitative andComputational Biology, Robotics and Intelligent Systems, Russian and Eurasian Studies, South Asian Studies,Sustainable Energy, Teacher Preparation, Theater, Translation and Intercultural Communication, Urban Studies, Values and Public Life, Visual Arts, Study of Women and Gender, Woodrow Wilson School

Students can pursue majors and certificates that are highly complementary (for instance, History and American Studies),but often they are entirely separate (for instance, Molecular Biology and Visual Arts).

Woodrow Wilson School: The School of Public and International Affairs (also known as WWS or “Woody Woo”) isone of the University’s three professional schools. The program is designed to produce graduates interested in careers inthe various fields of public service. The curriculum is a synthesis of the departments of Politics, Economics, History, andSociology, and is open to a limited number of undergraduate and graduate students. Every year about 90 sophomoreschoose to concentrate in the school. Starting with the Class of 2105, admission to the school will no longer be

competitive and all students who have completed the prerequisites will be eligible for admission.

Several types of graduate degrees are offered: a two-year course of study leading to a master in public affairs (M.P.A.); aone-year program for mid-career professionals leading to a master in public policy (M.P.P.); a Ph.D. program in publicaffairs; a joint-degree program in law with various law schools; a joint-degree program in urban and regional planning;and five certificate programs (in demography; health and health policy; science, technology, and environmental policy;urban policy; and urban policy and planning). In the summer of 2007 the school expanded its M.P.P. program. TheSchool counts among its alumni two secretaries of state, a secretary of defense, several senators and governors, a chair ofthe Federal Reserve Board, leaders of nonprofit organizations, many ambassadors, and other influential policymakers.




The most distinctive feature of the undergraduate program is the policy task forces in the junior year. In each task force,students work together with a faculty advisor and sometimes several senior “commissioners” toward proposing solutionsto current issues in public and international policy. The final product of a task force is a final report with policyrecommendations to the appropriate bureaucratic or legislative body that makes such policy decisions (for example, theUN policy task force this year will be presenting their recommendations about the United States’ policy toward the UNto the Obama Administration). Reports’ recommendations are taken seriously and are often implemented into real, working policy.

A new program in the Woodrow Wilson School called Scholars in the Nation's Service, launched in 2006, is open tostudents in any major and is designed to encourage more students to pursue careers in the U.S. federal government,especially in international relations. It’s a six-year program that begins in a student’s junior year at Princeton and includesa federal government summer internship between junior and senior year, two years working for the federal governmentafter graduation, and then returning to the Woodrow Wilson School to enroll in the two-year Master in Public Affairsprogram. Participating students must be U.S. citizens.

Engineering School: About 17% of all undergraduates at Princeton are candidates for the degree of Bachelor ofScience in Engineering. The undergraduate School of Engineering and Applied Sciences includes the Departments ofChemical and Biological Engineering, Civil and Environmental Engineering, Computer Science, Electrical Engineering,Mechanical and Aerospace Engineering, and Operations Research and Financial Engineering. In addition, the graduateprogram (one of three professional schools at Princeton) offers Nuclear Studies, Polymer Materials, Solid State and

Material Sciences, and Engineering and Public Affairs. Research initiatives include earthquake engineering, earth-observing systems, fiber optic networks, materials science, photonics and optoelectronics, polymer science andtechnology, and theoretical computer science. Current areas of strength and growth include research in human health,energy and the environment, and security.

The engineering community at Princeton is diverse. The undergraduate program comprises more than 38% women(national average is 17%) and about 10–15% underrepresented minorities. Moreover, on the faculty there are 18 womenprofessors out of about 130, including 11 tenured. There are active student chapters of the National Society of BlackEngineers, the Society of Hispanic Professional Engineers, and the Society of Women Engineers.

Princeton also has a student chapter of Engineers Without Borders, an organization that partners with developingcommunities around the world to improve their quality of life. Through that group, Princeton students have traveled toGhana to build a library for a local community, Peru to work on a water distribution system, and Sierra Leone to install asolar energy system.

After graduation, B.S.E. students generally pursue one of four paths:1. Engineering as a research science, generally involving getting an advanced research degree (about 20%)2. Engineering practice, which may or may not eventually involve a graduate degree (about 30%)3. Work at the intersection of technology and business, such as technological enterprises, management consulting,

and financial services (about 30%)4. Anything else, including law school, medical school, entrepreneurship, military service (about 20%).

The Engineering Quadrangle, whose floor area is the equivalent of that of seven Nassau Halls, contains 120 laboratories,over 125 faculty offices and graduate study spaces, 25 classrooms, a research library, an advanced computer graphics lab,a machine shop, and a lounge and convocation room. In 2008, a major gift established the Gerhard R. Andlinger Centerfor Energy and the Environment and planning began for a 110,000-square-foot laboratory to house the center. Anothernew building, completed in the fall of 2008, houses the Department of Operations Research and Financial Engineering

and the Center for Information Technology Policy. The Keller Center for Innovation in Engineering Education, createdin 2005 and endowed by a major gift in 2008, supports cross-disciplinary teaching initiatives and opportunities forinternships, entrepreneurialism, and independent research.

Tours of the Engineering School for prospective undergraduates are offered at 11:15 am and 2:45 pm Monday throughFriday when classes are in session. Interested students should call ahead of time to confirm the availability of a tourduring their visit. During the summer, tours are offered on the same schedule during July and August. For visitors whocome during weekends and breaks, a self-guided tour leaflet can be picked up outside the SEAS Dean’s Office.





Scudder Plaza and the Fountain of Freedom: The fountain in the center of the Scudder Plaza reflecting pool,designed by James Fitzgerald, is called the Fountain of Freedom and is meant to symbolize the goals, hopes, andfrustrations of Woodrow Wilson. The fountain is home to a longstanding Woodrow Wilson School tradition, in which Wilson School seniors, upon turning in their theses, take a jubilant swim in the fountain. The Princeton University Bandalso plays in the fountain whenever Princeton wins a home football game.

History and Architecture of Robertson Hall: Robertson Hall was erected in 1965-66 and designed by Minoru Yamasaki, who also created the World Trade Center towers. The building was dedicated in May 1966 by PresidentLyndon B. Johnson, as 250 Princeton students and similarly-minded community members protested the Vietnam Waron the other side of Washington Road. Robertson was built on the original site of Corwin Hall (see below). In 1988, thebuilding was named in honor of benefactors Charles Robertson ’26 and Marie Robertson, who had given an anonymous$35 millon gift in 1961 (but later revealed their identities) to allow for the building’s creation.

History of the Woodrow Wilson School: The Woodrow Wilson School was founded in 1930 as a small,interdisciplinary program at the undergraduate level. Beyond normal course work, students took part in semester-long“policy conferences” in which they focused on policy issues and conducted original research in order to formulate policyrecommendations. Now called task forces, these conferences remain key elements of the school’s undergraduatecurriculum. The graduate program was added in 1948, a year after the school was renamed in honor of Wilson.

History and Architecture of Corwin Hall: The red brick building to the east of the Woodrow Wilson School (east ofthe Scudder Plaza fountain) was originally called Woodrow Wilson Hall and served as that program’s headquarters whenconstructed in 1952 by Stephen Voorhees 1900. The building was in fact located in part where Robertson Hall standstoday. In 1963, the University moved the older structure back 200 feet from the edge of Washington Road to its presentlocation so as to make room for the more impressive new home for the public policy and international affairs program.Once taken on rails to its new location, the building was renamed Corwin Hall in honor of Edward Corwin, the greatscholar of constitutional law and the first chairman of the Department of Politics. This engineering feat also warrantedthe destruction of the unusually old “Observatory House,” formerly the home of the great Princeton astronomers in thelate-19th and early-20th centuries, which was located on the northeastern corner of Prospect Avenue and WashingtonRoad.

History of the Engineering School: Princeton’s School of Engineering was officially formed in 1921, but classes inengineering were taught as early as 1875, when Charles McMillan became the College’s first civil engineering professor. Another 19th-century professor, physics instructor Cyrus Fogg Brackett, conducted a course in electrical engineering as

early as 1889, marking the beginning of the first American program in that subject area. Three new areas of study inengineering—chemical, mechanical, and mining—were added in 1921, and the School of Engineering and AppliedScience (SEAS) was formally established, obtaining its own home in the John C. Green Engineering Building (nowknown as Green Hall) in 1928, after the old Green School of Science burned to the ground earlier that year. A professorof aeronautical engineering was appointed in 1942 and charged with the task of developing a curriculum of study in thatdiscipline. In 1962, the school was moved to the new Engineering Quadrangle, which was built on the grounds of theformer University Field. The Department of Operations Research and Financial Engineering (ORFE) was founded in1999.

Segment 4: McCosh Courtyard


McCosh Courtyard: The crossroads between many large academic departments and campus academic centers, McCoshCourtyard is one of the busier spots between class times. On its south sits McCosh Hall, home of the Englishdepartment and the Program in American Studies, as well as several large lecture halls and many smaller classrooms andseminar/precept rooms. McCosh 50 is the largest classroom lecture hall on campus, seating 481 students and housingsuch perennially popular courses as Introduction to Microeconomics. This room is often the location for famed,academically-oriented guest speakers on campus—last year, the Mayor of Newark Cory Booker, author Ian McEwan,and actress Natalie Portman spoke here. To its east is Dickinson Hall, home of the History department.

Distribution Requirements for A.B. Students: Every A.B. student is required to take a total of 31 courses, and




included among these must be a total of 10 courses taken in the following distribution areas:• Epistemology and cognition (1 course)• Ethical thought and moral values (1 course)

• Historical analysis (1 course)

• Literature and the arts (2 courses)

• Quantitative reasoning (1 course)

• Science and technology, with laboratory (2 courses)

•

Social analysis (2 courses)

A.B. candidates must also demonstrate proficiency in a foreign language before graduation (see “Foreign LanguageRequirement” in segment #7).

Distribution Requirements for B.S.E. Students: Every B.S.E student must take a total of 36 courses, including 4semesters of math, 2 semesters of physics, 1 semester of chemistry, and 1 semester of computing by the end ofsophomore year. B.S.E candidates must also take at least 7 courses in the humanities and social sciences, comprising atleast 4 of the following:

• Epistemology and cognition

• Ethical thought and moral values

• Foreign language (through the 107/108 level)

• Historical analysis

•

Literature and the arts• Social analysis

Writing Requirement: All Princeton undergraduates (A.B. and B.S.E) are expected to develop the ability to writeclearly and precisely. Because the faculty believes that students at all levels can profit from guided practice in writing,even students who receive advanced placement in English are not exempted from the writing requirement. All studentssatisfy the writing requirement by taking a writing seminar of 12 students in the freshman year. Writing seminars focuson a specific topic in a wide variety of disciplines; students select their seminar based on their interests. Current seminarofferings include topics on ‘Antarctica,’ ‘1920’s America,’ ‘Walmart Nation,’ etc.

Advanced Placement Credit: Princeton grants advanced placement to enroll in appropriate upper-class courses and tosatisfy the foreign language requirement. AP credit may NOT be used to satisfy writing or distribution requirements. Advanced Placement decisions are the responsibility of the individual departments and are based on performance on theCEEB AP tests, achievement tests (SAT II), International Baccalaureate tests, or placement exams given during

freshman week. Approximately one-half of each entering class earns advanced placement in at least one field. Any A.B.candidate who earns advanced placement in at least three subjects including a science or foreign language (or in foursubjects without a science or language) is normally eligible for advanced standing. (With four AP credits, students maygraduate in three and one-half years; with eight AP credits, students may graduate in three years.) B.S.E. candidates whoearn two terms of advanced placement in math and physics and one term in chemistry are eligible for advanced standing.Notification of advanced standing occurs during the fall of freshman year.

Grade Scale: Undergraduate classes are graded on a standard A-F scale. Up to four courses may be taken on a“Pass/D/Fail” option (no more than one per term), the intent of which is to encourage exploration and experimentationin curricular areas in which the student may have had no previous experience. Students may also use the P/D/F optionin completing distribution requirements. Students are permitted to rescind the P/D/F and opt for a regular letter gradeuntil the end of the ninth week of classes. Most departments will not permit their majors to take courses on a P/D/Fbasis. There are also some courses that can only be taken as P/D/F, such as creative writing.

Average Course Load: Most A.B. students take four courses per semester during their freshmen, sophomore, andjunior years; during one of those six semesters, they must also take a fifth course. During senior year, most A.B.candidates must take a total of six courses (either three courses per semester, or four courses in the fall and two in thespring). Most B.S.E. students alternate between taking four and five courses per semester each year. A.B. students need31 courses to graduate; engineers need 36.

Departmental Programs: Each department’s requirements are unique. However, the University requires that majorstake no fewer than 8 and no more than 12 courses in any department (unless these extra courses are in addition to therequired 31 courses). Cognates may fulfill part of this requirement, thus allowing for a certain amount of interdisciplinary




study.

Honor Code: Princeton’s honor system against cheating was established by the undergraduates in 1893 and has been ineffect without interruption since that time. Entirely student-run, the honor code has been successful because generationsof undergraduates have respected it, and by common agreement they afford it the highest place among their obligationsas Princeton students. Under the honor system, students have a twofold responsibility: individually, they must not violate the code, and as a community, they are responsible to see that suspected violations are reported. Students sign apledge when they matriculate, and again on every exam they take, that they will not and have not violated the honorcode. Students also sign a pledge on papers and other written assignments.

Student Initiated Seminars: A group of students may propose a seminar of special interest to them that is not a regular part of the curriculum. Withthe cooperation of a faculty member who has agreed to teach the course, students develop a reading list and syllabus with information such as the meeting times, assignments and due dates, and grading. A student-initiated seminar countsas a regular course and may count as a departmental, but does not fulfill distribution requirements.Some recent student initiated seminars include Computer Graphics and Rendering, The History of Welfare, Contemporary AmericanIndians, Transition in the Caribbean, and Concept Design.

Community Based Learning Initiative (CBLI) The Community Based Learning Initiative (CBLI) is the collaborative effort of students, faculty, administration, and

community experts working to provide students with opportunities for community involvement and hands on researchas an extension of their work in the classroom. Working with faculty members and community leaders, students developresearch projects, collect and analyze data, and share their results and conclusions with their professors as well as theorganizations and agencies that need the information to build capacity, create and improve programs, and obtainfunding. Not only does the community benefit, but students' understanding of the subject is also greatly enhanced.Opportunities for community-based research are made available in several classes across the curriculum, including somefreshman seminars. CBLI also supports students interested in engaging in community-based research for Junior Papersand Senior Theses, and connects students with summer internship opportunities with local organizations in need ofresearch assistance.


James McCosh: This Scottish minister was Princeton’s 11th president, serving between 1868 and 1888. McCosh tookup the reigns precisely 100 years after his countryman John Witherspoon assumed the office; like Witherspoon, McCosh

proved a transforming force and is commonly acknowledged to be the greatest Princeton president of the 19 th century.Chosen because of his status as an eminent ecclesiastical figure, McCosh proved to be a dynamic educator and leader who began to evolve Princeton from a college into a university (though its name was not changed to reflect thistransition until 1896). During his 20-year tenure, McCosh introduced electives to the curriculum, founded schools ofscience, philosophy, art, and graduate studies, eliminated fraternities and secret societies, doubled the student body,tripled the faculty roll, started an official Graduate Department, filled the new 70,000-volume Chancellor Green library,encouraged organized athletics, and embarked upon an impressive program of campus construction (14 new buildings)and beautification. The president’s wife, Isabella McCosh, was responsible for the creation of organized healthcare at theCollege. McCosh insisted that science and religion were not mutually exclusive, and stood nearly alone among Americanclergyman in his support of Darwin’s theory of evolution. Ever compared to Witherspoon, McCosh died in 1894, 100years and one day after the date of Witherspoon’s death.

History and Architecture of McCosh Hall: Built in 1906, McCosh Hall was the gift of a small group of friends of the

University in memory of the late James McCosh. It was then the largest building on the campus, extending 400 feetalong McCosh Walk and 100 feet on Washington Road. It contained 4 large lecture rooms, 14 recitation rooms, and 26smaller rooms specifically planned for the preceptorial program that had been introduced the year before. It has longfulfilled President Wilson’s expectation that “this noble memorial to our beloved one-time leader” would be both a fineornament and one of the most useful buildings on the campus. McCosh Hall was designed by Raleigh C. Gildersleeve in Tudor Gothic style, with exterior walls of grey Indiana limestone.

History and Architecture of Dickinson Hall: This structure was named for the first president of Princeton, JonathanDickinson, and replaced an earlier recitation and lecture hall of the same name, which stood for 50 years at thesouthwest corner of the site now occupied by Firestone Library and was lost in the 1920 fire that also destroyed the




Marquand Chapel. Built in 1930 as an extension of the wing of McCosh Hall on Washington Road and connected withthe University Chapel by the Rothschild Arch, the present Dickinson Hall completed the great court of which the chapeland McCosh form two sides.

Mather Sundial: In the center of McCosh courtyard resides a replica of the Turnbull Sundial (1551) at Corpus ChristiCollege, Oxford. The Mather Sundial was given in 1907 by Sir William Mather, governor of Victoria University inManchester, England, to symbolize both the connection between Oxford and Princeton, and Great Britain and America.It was unveiled by Viscount James Bryce, then British ambassador to the U.S. There are 24 different dials on it, and thefrustum supports a globe (representing the earth) with a pelican on top (the symbol of Corpus Christi College). Up until World War II, only seniors were permitted to sit on the sundial steps.

Segment 5: University Chapel


Religious Life: The University does not have a religious affiliation, although Princeton was founded by Presbyterianministers. Today, the Office of Religious Life (ORL) represents the University’s care and support for the many religiouscommunities that flourish on its campus. ORL supports and encourages interfaith activities, as well as activities that areunique to each faith tradition. Murray-Dodge Hall, which houses the religious life offices and the Muslim prayer room,

provides a home for meetings, community services, worship, study, and informal gatherings. The ministry of the ORLincludes ecumenical Christian worship, the Chapel Music program, the Gospel Ensemble, Hallejuah! Café, the ReligiousLife Council, and the Student Volunteers Council. There are also 25 affiliated campus ministries and student religiousorganizations, representing a broad spectrum of faiths and denominations. If visitors have specific questions aboutreligious life on campus, you may wish to direct them to the ORL, located in Murray-Dodge Hall.

University Chapel Services: The University Chapel is nondenominational and holds Protestant, Catholic, andnondenominational Christian services on Sundays and throughout the week. Throughout the academic year, theUniversity also holds a few ceremonies in the chapel (one of the few spaces on campus that is large enough to hold anentire graduating class):

• Opening Exercises mark the beginning of Princeton’s academic year. Specifically intended for the freshman

class and new graduate students, Opening Exercises includes a speech by the University president and theannouncement of achievement honors for rising sophomores, juniors, and seniors.

• Baccalaureate is an end-of-the-year ceremony focused on members of the senior class. The service includes

prayers and readings from various religious and philosophical traditions.• Service of Commemoration and Remembrance, conducted annually by the Alumni Association, is held on

Alumni Day in February. Conducted by alumni ministers, the service concludes with a procession of classrepresentatives, bearing floral tributes in memory of classmates who died in the preceding year.

• National Transgender Day of Remembrance, conducted annually in November by the Office of Religious

Life, the LGBT Center, and the Gender Rights Advocacy Association of New Jersey, is a service intended tocommemorate those who were murdered due to anti-transgender hatred or prejudice. It is attended by studentsand local residents alike.

Center for Jewish Life: This facility, located at 70 Washington Road, is another focal point of religious life. Designedby Robert Stern and completed in 1993, the CJL contains the University’s kosher dining hall, sanctuary, auditorium,library, computer cluster, lounge, late night café, offices, and a classroom, and is home to a wide array of social andeducational programs organized by the professional staff and several student organizations. The kosher dining hall is

open to all Princeton students and part of the University’s meal plan.


History and Architecture of the University Chapel: The present University Chapel was built between 1925 and 1928,and the architect was Ralph Adams Cram. The Princeton chapel is the third largest university chapel in the world (you will likely be asked to name the top two—the largest is at Valparaiso University in Indiana, and the second largest is atKing’s College in Cambridge, England). The University Chapel is in the shape of a Latin Cross (cruciform). It issymbolically built east to west; the rising sun lights up the stained glass window depicting the Last Supper over the altar,and the setting sun lights up the stained glass window depicting the Last Judgment over the main entrance to the chapel.




Different architectural features suggest various influences of the Gothic tradition, making it impossible to designate thestyle as any particular period of Gothic. Built of Pennsylvania sandstone with Indiana limestone trim, the chapel seatsalmost 2,000 people and is 270 feet long. The four-ton keystone over the crossing rises 76 feet above the floor.

The Exterior —The tympanum over the main entrance, sculpted by John Angel, portrays the majesty of Christ as he isdescribed in the book of Revelation. The inscription of the Greek scroll in his lap is translated, “Who is worthy to openthe book?” Four beasts surround, representing the writers of the Gospels of the New Testament—the angel forMatthew, the winged lion for Mark, the winged ox for Luke, and the eagle for John. The coat of arms of the Universityis directly beneath the tympanum. We also encounter the architect—literally—at the main entrance. “In 1991, a 96-year-old man named Clifford MacKinnon revealed that he had carved his own head along with that of his boss, Ralph AdamsCram, as one of a pair of crockets or ‘grotesques’ on either side of the chapel’s entry portal. Cram, to the right, is easilyidentifiable by his glasses” (taken from The Campus Guide: Princeton University by Raymond Rhinehart, pg. 50).

The Interior —The first room entered is the narthex. To the right, the words to “A Prayer for Princeton” are found carvedin the wall. This prayer was written by former Dean of the Chapel Donald Aldrich and is repeated at several officialUniversity ceremonies. The nave, constituting the largest part of the Chapel, is named for President Hibben. The oakpews are made from wood originally intended for Civil War gun carriages. The plaque for Dr. Martin Luther King Jr. was given by the USG in 1990 in honor of a sermon King delivered here on March 13, 1960; when you reach the firstpew you can see the black and gold plaque on your right (or left, if you are walking backwards).

The Pulpit and Choir are found at the end of the nave. The Pulpit, brought from France, dates back to the middle of thesixteenth century. The lectern came from Normandy. The eagle standing over the snake in victory represents virtue’s victory over sin. Beyond the pulpit and lectern is the Milbank Choir, which was built to serve as a separate, medium-sized chapel in itself. The Choir and Clergy Stalls are made of Pollard Oak brought from England; it took 100 woodcarvers a full year to complete them. The Marquand Transept, on the left, holds the former chapel’s name and isused for some denominational services. A bronze statue of President McCosh is set into the left wall of this transept;this is a reproduction, the original was destroyed in the Marquand Chapel fire of 1920.

The flags hanging in the Braman Transept (on the right) include two ceremonial flags of the University in the center,flanked on the right by the flag of Edinburgh University (for John Witherspoon) and on the left by that of Queen’sCollege, Belfast (for James McCosh). The banner is that of Glasgow University. The coats of arms carved in the stoneare a duplicate of the schools represented by the flags, except Glasgow. The chapel’s tapestry is Flemish and dates fromthe fourteenth or fifteenth century; David L. Frothingham ’43 donated the tapestry, which had been in his family for 150years. There is also on display an American flag that flew over the White House when Woodrow Wilson was president.

The colored banners hanging in the main aisle are a set of paintings called Infusion and are meant to express spiritual andintellectual enlightenment through a progression of images. The color and image inspiration comes from the brilliant redof Aristotle’s robe, the legendary Phoenix rising from its own ashes, the liturgical season of Pentecost, and the minglingof spirit, heart, intellect, and body in unified awakening. They are made of silk and measure 12 by 3 feet.

The Stained Glass Windows —The stained glass windows are one of the most impressive features of the chapel. They weredesigned by many different artists and installed over a period of several years after the structure was completed. The windows in the nave have the following themes:

• North Aisle (lowest level, left side as you face the Holy Table)—the life of Jesus, beginning with the

Annunciation (the bay nearest the entrance) and ending in the fifth bay with his entrance into Jerusalem onPalm Sunday;

• North Clerestory (top level)—the history of the spiritual development of the Jews from Creation to the

prophecy of the coming messiah;•

South aisle (lowest level, right side as you face the Holy Table)—the teachings of Jesus, depicted by scenesfrom Sermon of the Mount and parables; and

• South Clerestory (top level)—the record of human thought from the Greeks to modern times, with each bay

representing a particular field—Science (nearest the entrance), Law, Poetry, War and Chivalry, Theology andPhilosophy. The Poetry window is the most brightly colored. The man with the green overcoat and briefcaserunning up the stairs is T.S. Eliot. Emily Dickinson sits above him. Milton, with a cane, is at the top of the nextpane, above William Blake. The tiger below Blake’s seat recalls his line, “Tiger, tiger, burning bright.”Elizabethans William Shakespeare (top) and John Donne (goblet) have the middle pane. Dante (top) and ascene from Chaucer’s Canterbury Tales occupy the next pane; Virgil and the vision of the holy child are in the




pane closest to the altar. The rosette shows King David with a harp, Martin Luther, and seventeenth centurypoet George Herbert. (These details are fun for English majors and literature buffs.)

The four Great Windows make the chapel’s collection of stained glass among the most outstanding in the westernhemisphere. The North Window depicts Endurance, with scenes and figures of Christian Martyrdom. The East Window, over the Choir, has Love as its subject, with the Last Supper as the central theme. The South Window presentsnoted teachers of Truth (John Witherspoon is in the west corner). The West Window sums up all of the art of the chapelby envisioning the Second Coming of Christ.

The windows in the Pulpit and Choir have great Christian literature as their theme. On the left are pre-Reformation works, Dante’s Divina Commedia and Malory’s Le Morte d’Arthur; on the right are scenes from Milton’s Paradise Lost andBunyan’s Pilgrim’s Progress, both post-Reformation.

The final stained glass window in the chapel, installed in October 1969, honors the late Adlai E. Stevenson ’22. Thefunds for this memorial were given mostly by his classmates. Adlai Stevenson was one of six unsuccessful U.S.presidential candidates who attended Princeton. (The others were Aaron Burr Jr. 1772, Norman Thomas 1905 [Socialistparty candidate from 1928-1948], Bill Bradley ’65, Steve Forbes ’70, and Ralph Nader ’55.)

Princeton’s Former Religious Association: Of all the religious revivals in American history, the Great Awakening of

the early 1700s was among the most intense and influential. Evangelical, emotional, and marked by fiery preaching anddedication to piety, the Great Awakening had split the Presbyterian Church into two camps by the 1740s. On the onehand were the conservative “Old Lights,” who frowned on the emotional excesses of the Great Awakening. On theother were the “New Lights,” filled with zeal of the born-again. The College of New Jersey was born because of thissplit in the Presbyterian Church, a period called the Great Schism. Led by the renowned ministers Jonathan Dickinsonand Aaron Burr Sr. a group of prominent New Light moderates decided to establish a college that would be moresympathetic to the precepts of the Great Awakening than Harvard or Yale and that would train the ministers needed bythe growing New Light congregations (see also Section V, “A Brief History of the University”).

Although not a seminary and officially non-sectarian (something unique among educational institutions of the time), theearly College of New Jersey was a deeply religious institution. Four of the seven founders of the College werePresbyterian ministers, as were nine of the twelve original trustees and five of the eight men on the committee thatcommissioned Nassau Hall. Students were subjected to stern Presbyterian oratory at chapel several times daily andmandatory morning services, a subject of special undergraduate loathing, sometimes started as early as 5 a.m. For the

first 136 years of the College’s existence, students were required to attend daily morning and evening prayers, andmorning and afternoon services on Sunday. These requirements were a source of student complaint and frequentpranks—chapel seats were tarred, pews buried in hay, students occasionally interrupted services with bouts of frequentcoughing, and once, a cow was discovered near the pulpit just before the morning service began.

The influence of the Presbyterian Church continued well into the 20th century. Wilson was the first University presidentnot to be an ordained Presbyterian minister, although he was a Presbyterian minister’s son. Wilson found, however, thatreligious politics still played a major role at Princeton when he wanted to hire the famous Western historian Frederick Jackson Turner, but the trustees blocked him because Turner was a Unitarian. Turner was hired by Harvard instead.

Required attendance at Sunday chapel ended gradually—for upperclassmen in 1935, for sophomores in 1960, and finally,for freshmen in 1964. The trustees’ decision to remove the last vestige of compulsion was made, in their official words,“in the best interests of a freer, more honest, creative expression of religion.” Today Princeton has no official ties to the

Presbyterian Church and has lost virtually all of its Calvinist flavor.

History of Princeton Chapels: The University has had several chapels over its history. The first prayer hall was in therear of Nassau Hall, and this moved after 1847 to a small chapel on the site of East Pyne, which in 1881 was replaced bythe Marquand Chapel by Richard Morris Hunt. Unfortunately, this Presbyterian chapel was lost to fire in 1920. Alexander Hall was used for religious services for eight years until the present chapel was completed in 1928, on a sitenear that of its predecessor.




Segment 6: Firestone Plaza


Princeton Library System: The Princeton University Library, one of the world’s most distinguished research libraries,consists of the Harvey S. Firestone Memorial Library and 15 special libraries, housing more than 13 million volumes. Itsholdings include more than 6.7 million books, 6 million microforms, 33,000 linear feet of manuscripts, and smaller butdistinguished holdings of rare books, prints, archives, and other material that require special handling. The library’sextensive electronic resources include databases and journals, statistical packages, images, and digital maps. The budgetfor 2007–08 was approximately $42 million, which included more than $18 million for acquisitions. Expert reference andsubject specialists help students locate material that will best match their academic interests, as well as identify primarysources at Princeton and elsewhere that will support their independent work. The library also spends more than $2million each year to provide access for Princeton students, faculty, and staff to licensed, restricted, high-quality e-resources; these, along with complete library catalogs, are available for use on the Web at the library’s homepage athttp://libweb.princeton.edu. The Student Friends of the Library, a student organization affiliated with the 75-year-oldFriends of the Library, is dedicated to the exploration of Princeton’s libraries and was founded in 2005 under the Latinmotto, Sapientia a libris legendis; admiratio a libris lustrandis (Knowledge comes through reading books; Curiosity comes

through exploring them).

Firestone Library: With more than 70 miles of shelving, the Harvey S. Firestone Memorial Library is the largest campuslibrary and the administrative center of the system. It is one of the largest open-stack libraries in the world (and was thelargest when it opened in 1948). The open-stack designation means that with the exception of some rare or fragilematerial, books and journals are shelved in open stacks, where users can browse at their leisure. (At many other largelibraries, students must wait while a librarian retrieves requested books.) Firestone, which can seat 1,850 and is openmost days during the academic year between 8 am and 11:45 pm, houses most of the humanities and social sciencecollections, as well as the Trustee Reading Room, General and Humanities Reference Division, Social Science ReferenceCenter, the Reserve Periodicals Reading Room, the main microfilm center, hundreds of student study carrels, and theCotsen Children’s Library (which is good to point out to visitors with children).

Also within Firestone is the Department of Rare Books and Special Collections, whose wing on the main floor housesthe most valuable volumes in the building. Collections range from Babylonian cylinder seals and Egyptian papyrusdocuments down through medieval and Renaissance illuminated manuscripts, from the earliest printed books to thecorrespondence and literary manuscripts and documents of a wide array of 19 th- and 20th-century English, American, andLatin American authors (including Booth Tarkington 1893 and F. Scott Fitzgerald ’17). The Scheide Library (which isprivately owned but housed as part of the Rare Books Collection) holds priceless materials like music manuscripts of Johann Sebastian Bach and Ludwig van Beethoven, as well as all four of the first printed Bibles—the Gutenberg Bible,the Mentelin Bible, the 36-Line Bible and the 1462 Bible—the only such collection in the U.S. and one of only six in the world (the other owners are European public libraries). Princeton’s notable collection of diplomatic papers includes allof the declassified documents and personal papers of John Foster Dulles pertaining to his term as Eisenhower’ssecretary of state.

The wing also features a gallery of exhibits, open to the public and changed three times a year. On permanent display isthe Eighteenth-Century Room, resembling the second library of the College of New Jersey in Nassau Hall, includingsome of the books originally presented by Governor Jonathan Belcher, whose portrait hangs in the room. The desk and

side chairs are those actually used by Witherspoon when he was president of the College.

Other Campus Libraries: Although it is by far the largest, the Firestone building is only one of many library facilities.Fifteen major subject collections are located in other buildings:

• Architecture Library (Architecture School)

• East Asian Library and the Gest Collection (Frist

Campus Center)• Engineering Library (Friend Center)• Fine Annex (Fine Hall)

• Fine Hall Library (Fine Hall)

• Lewis Library

• Marquand Library of Art and Archeology

(McCormick Hall)• Mendel Music Library (Woolworth Center)• Mudd Manuscript Library

• Psychology Library (Green Hall)




• Forrestral Annex (Forrestal Campus)

• Furth Plasma Physics Library (Forrestal Campus) • Humanities Resource Center (East Pyne Hall)

• ReCAP (Forrestal Campus)

• Stokes Library of Public and International Affairs, Population Research (Wallace Hall)

Lewis Library: Completed in September 2008, the Peter B. Lewis Library was made possible through a donation byPeter B. Lewis ’55 and was designed by internationally acclaimed architect Frank Gehry. Marked by its curving lines, itsbold use of color, and its recurrent use of natural light, the Lewis Library will form the hub of the emerging “ScienceNeighborhood” and will bring many of Princeton’s scientific books, periodicals, maps, and other scholarly resourcestogether in one place. The library includes both solitary and collaborative study spaces, the Educational TechnologiesCenter, the New Media Center, and houses the research activities of the Princeton Institute for Computational Scienceand Engineering (PICSciE). The library’s extensive collection of electronic resources, its electronic classroom, and itsnumerous computer clusters emphasize the growing importance of digital information to the sciences.

Mudd Library: The Mudd Library is the second installation of the Department of Rare Books and Special Collections. This three-story, $2.5 million facility on Olden Street across from the E-Quad houses two major collections: 1) theUniversity archives, including memorabilia and material related to University history as well as senior theses going backto this requirement’s inception in the 1920s; and 2) the twentieth-century statecraft and personal papers and files of suchnotables as James Forrestal ’15, George McGovern, James Baker III ’52, Bernard Baruch, Adlai Stevenson ’22, andothers. It is also the repository for the papers of the American Civil Liberties Union and Common Cause.

Independent Work: A significant portion of the educational process at Princeton takes place outside the classroomsand lecture halls, especially during junior and senior years. Junior independent work in the A.B. program usuallyproduces two junior papers, or “JPs,” of 20 to 30 pages at the end of each semester. Several B.S.E. departments alsooffer opportunities for independent work in the junior year. Every A.B. candidate and a majority of B.S.E. candidatesmust also complete a senior thesis, which is typically 80 to 100 pages. The thesis gives seniors the opportunity to pursueoriginal research and scholarship on topics of their own choice under the one-on-one guidance of faculty advisors. Thesenior year course load is reduced from the usual four per term to three to permit a thorough investigation of the thesistopic. Most seniors take advantage of the Firestone carrels to conduct uninterrupted research and thought.

The emphasis on independent work is one of the hallmarks of the undergraduate Princeton education; the senior thesisis a rite of passage that most alumni describe as the most valuable educational experience of their time at the University.Many students go on to expand and publish their theses; others simply draw on the knowledge acquired and opinionsformed during the research process later in life. The following sampling of the senior thesis titles from notable Princetongraduates illustrates this point very well:

•

Bill Bradley ’65: “On That Record I Stand”—Harry S Truman's Fight for the Senatorship in 1940(New Jersey senator, NBA star, presidential candidate)

• Dean Cain ’88: The History and Development of the Functions of the Academy of Motion Picture Arts

and Sciences (Actor, Lois and Clark )• Pete Conrad ’53: The Design of a Turbo-Jet Military Advanced Trainer

(Commander of Apollo XII, the Second Lunar Landing)• Jonathan Safran Foer ’99: Before Reading The Book of Anticedents: Intention,

Literary Interpretation, and the Hypothesized Author (Author of NY Times BestsellerEverything is Illuminated )

• Malcolm Forbes ’41: Weekly Newspapers—An Evaluation (Publishing tycoon)

• Michelle Obama ’85: Princeton-Educated Blacks and the Black Community

• Steve Forbes ’70: Contest for the 1892 Democratic Presidential Nomination

(Presidential candidate, publisher) •

Wendy Kopp ’89: An Argument and Plan for the Creation of the Teachers Corporation(Founder of Teach for America)• John McPhee ’53: Skimmer Burns , a novel (Pulitzer Prize-winning author and Princeton professor)

• Robert Mueller ’66: Acceptance of Jurisdiction in the South West Africa Cases (Current FBI Director)

• Donald Rumsfeld ’54: The Steel Seizure Case of 1952 and Its Effects on Presidential Powers

(Secretary of Defense, congressman)• Meg Whitman ’77: The Marketing of American Consumer Products in Western Europe

(eBay President and CEO, donor and namesake for Whitman College)

Arts Education and the Lewis Center for the Arts: 185 Nassau Street—which is located a block east of the main




campus—is the current home to many of the University’s arts programs. Between curricular and extracurricularofferings, Princeton has a thriving arts culture. The Program in Creative Writing, has been recently moved to NewSouth, and allows students to pursue original work in fiction, poetry, and translation under the supervision of award- winning practicing writers, such as faculty members Joyce Carol Oates, Jeffrey Eugenides, Paul Muldoon, and Chang-Rae Lee. The Programs in Theatre and Dance, at 185 Nassau Street, offers credit and non-credit courses, as well asproductions, concerts, and workshops in facilities throughout the campus, including the new Berlind Theatre (see“McCarter Theatre” in segment #15). The Visual Arts Program has studio courses in ceramics, computer graphics,drawing, painting, photography, printmaking, sculpture, and video production. The Princeton Atelier, founded by NobelLaureate Toni Morrison, brings many renowned creative artists to the University to conduct semester-long seminars forundergraduates.

In 2006, Peter B. Lewis ’55, Chairman of the Board of the Progressive Corporation, made a $101 million gift to theUniversity—the largest ever given to Princeton—establishing the Lewis Center for the Arts. The Center will give a newfocus and force to the arts at Princeton. It will have close links to the School of Architecture, the departments of Artand Archaeology, Comparative Literature, English, and Music, the Council of the Humanities, the Princeton University Art Museum and the McCarter Theatre. Students who are first and foremost interested in choreography, costumedesign, screenwriting, printmaking, photography, painting or poetry, or indeed any aspect of the creative or performingarts, will discover that Princeton’s faculty and facilities will be second to none. Another significant component in theLewis Center for the Arts will be a Society of Fellows in the Arts, bringing to the campus some of the most excitingartists and performers—and scholars of art and performance—of our era. None of Peter B. Lewis’ donation is going

toward the creation of new buildings (the Lewis Center is not a physical place now). The University is raising $265-300million for the construction of an “Arts and Transit Neighborhood” to be located near the Wawa area on whichconstruction will soon begin after zoning was approved in 2012.

Theatre Intime: Pronounced “on-team” and housed in the Murray-Dodge Hall complex, this entirely student-runtheater company takes its name from the French word for “intimate”—the best word to describe the 200-seat theater.From aspiring playwrights to Broadway-bound actors to future professional directors, Intime has provided theatricalsupport and facilities to Princeton students since the 1920s. Students are solely responsible for every aspect of thetheater’s artistic and operational endeavors—from acting and directing to fundraising and administration.

Community Service: Inspired by Princeton’s informal motto “In the Nation’s Service and in the Service of AllNations,” students engage in a variety of community service programs. Two major organizations coordinate mostcommunity service initiatives, and another supports a broader set of civic engagement activities:

• The Student Volunteers Council (SVC), Princeton’s largest student-led organization, connects students to

surrounding communities by serving as a resource center for a wide variety of community-action projects.o

Over 48 weekly service projects addressing health, education, emergency services, youth development,special needs, and more

o Week-long service immersion experiences that are organized for all three academic breakso Summer service internshipso Community Action freshman pre-orientation program. A week of team-based service and reflection

before freshman orientation• Community House, located in the Carl A. Fields Center, is a diverse gathering of Princeton University students

and staff committed to responding to needs identified by the community to enrich, empower and renew thelives of underserved children and families in the Princeton Borough and Township by providing educational,cultural and recreational programs.

o Tutoring, mentoring, English as a foreign language projectso

Princeton students working with Community House act as summer camp staff for area youth•

The Pace Center, located in the Frist Campus Center, takes a broader view of acting in the public interest. Itsgoal is for all Princeton students to be lifelong active citizens, whether they choose to engage through directservice, advocacy, engaged scholarship, activism, political participation, or some other approach.

o Maintains a comprehensive website and database of all civic engagement opportunities at Princetono Provides funding and support—directly or indirectly—for events addressing public issues, social

entrepreneurship projects,post-graduation fellowships, breakout trips, and summer internships in thepublic interest

o In 2009, the Undergraduate Student Government donated $50,000 by referendum to the Pace Center.

Other public service-focused groups on campus include Princeton chapters of national organizations such as Amnesty




International, UNICEF, and Students Taking Action Now: Darfur, as well as Princeton University-specific groups suchas the Princeton Justice Project, the Katrina Project, Princeton Water Watch, and Princeton Against Cancer Together.


John Witherspoon: John Witherspoon (1723-1794), depicted by the statue in front of East Pyne Hall, was the sixthpresident of Princeton. A graduate of the University of Edinburgh, Witherspoon became widely known in Scotland as aleader of the Popular Party in the Church of Scotland, in which he was an ordained minister. He was installed as thepastor of Paisley, Scotland, in 1757. The author of pamphlets dealing with controversial religious subjects, he gained wide recognition for his works in Scotland and in the American colonies. The trustees of what was then the College ofNew Jersey elected him president in 1766, but he declined their offer. He was eventually persuaded to reconsider, andmoved his family to Princeton in 1768, where he held the College presidency until his death a quarter-century later.

Witherspoon’s time as president is considered a major turning point in the life of the College, none of whose first fivepresidents had lived long enough to provide security to the infant school. He bolstered the educational program,advocating the need for a broadly educated clergy, encouraging the teaching of both politics and religion. Witherspoonrevitalized the College’s falling enrollment (and finances) by preaching throughout the colonies, which both stimulatedinterest in a Princeton education and brought out collections on behalf of the College.

The founders had hoped too that the College might produce men who would be “ornaments of the State as well as theChurch,” and Witherspoon realized this goal in full measure. His students included an eventual president (JamesMadison 1771) and vice-president (Aaron Burr Jr. 1772), 9 cabinet officers, 21 senators, 39 congressmen, 3 justices ofthe Supreme Court, and 12 state governors. Five of the nine Princeton graduates among the 55 members of theConstitutional Convention of 1787 were students of Witherspoon. Indeed, Princeton had more representatives at theConstitutional Convention than any other school; Yale provided five, and Harvard two.

Witherspoon was the only clergyman and only college president to sign the Declaration of Independence in 1776. Hethen served for six years as a New Jersey representative in the Continental Congress, during which he played a leadingrole. Through the years he served in Congress, Witherspoon’s patriotism and judgment won the respect of hiscolleagues, as evidenced by his assignment to many committees, some of them among the most important. He struggledthrough these years—not always successfully—to keep the College in session, and he became a frequent commuterbetween Princeton and Philadelphia. He resigned from Congress in November 1782, when the war that had cost him the

life of his son James (see “Memorial Atrium” in segment #10) was ended, and peace and American independenceseemed assured. He was later a member of the ratifying convention that brought to New Jersey the honor of being thethird state to ratify the Constitution. He also contributed greatly to the organization of a newly independent and nationalPresbyterian Church. Above all, his status as an eminent divine, educator, and patriot brought returning strength to theCollege, and he is remembered as one of the great presidents of Princeton.

History and Architecture of Firestone Library: Harvey S. Firestone Memorial Library was constructed primarilythrough money from the “Third Century Fund” and generous contributions of Roger S. Firestone ’35 and the Firestonefamily (of tire fame). Princeton’s enormously successful bicentennial celebration in 1946 enabled President Dodds tofocus on his primary interest—a new library to replace the overcrowded East Pyne/Chancellor Green facility. The plansfor the new library came out of a report published in 1944 titled “A Laboratory-Workshop Library for Princeton.” The very idea drew directly on Princeton’s focus on independent work in the undergraduate course of study. The new library was intended to be the laboratory for students in the humanities and social sciences, and the design of Firestone Library

reflected this intent. Only at Princeton, for example, did undergraduates always have priority over graduate students inassignments for study carrels.

The committee planning the library presented the architects, the firm of O’Connor and Kilham (led by RobertO’Connor ’20, who was the first graduate of Princeton’s architecture program), with six design conditions. It was to be a working, “open stack” library, not a storehouse, and the stacks were to be located underground to prevent ultravioletlight from prematurely aging books. The committee wanted a flexible and utilitarian design that was also inexpensive— “though designed in the Gothic spirit of the rest of the campus, it [should] avoid costly ornamentation and wastedspace.” There had to be carrels for undergraduates and the whole structure had to have central heating and cooling.




The architects followed their orders to the letter. In keeping with theme of library-as-laboratory, all of the interior spaces were laid out before the exterior design was considered. The final plans called for a six-level building (three of themunderground) constructed on a modular plan of basic, adaptable units of area totaling 300,000 square feet and containingroom for 1.8 million volumes. The collegiate Gothic detailing was restricted primarily to the southern facade, whichfeatured a modest entrance tower. The texture of the stone was intended to blend with Nassau Hall and the chapel. When completed in 1948, undergraduates excoriated Firestone as a boring “Gothic cloak” superimposed on a concreteskeleton; however it succeeded admirably in the crucial consideration of scale. From the front, Firestone seemed far toosmall to be a world-famous research library. Only from the air, or perhaps Nassau Street, can one appreciate howimmense this structure really is, especially following major expansions in 1962, 1970, and 1989. The library is currentlyin the beginning stages of a major 10-year renovation.

History and Architecture of Murray-Dodge: Murray-Dodge Hall consists of two buildings, joined by a cloister, each amemorial to a Princetonian who died young. Murray Hall was built in 1879 with a bequest left by Hamilton Murray1872, who went down with the S.S. Ville de Havre when it sank in mid-ocean in November 1873; he had written his willthe night before he sailed. Designed by H.S. Harvey in the Romanesque style of the neighboring academic buildings,Murray Hall was a one-story structure composed of two main parts connected by a vestibule. To the south was a 400-seat auditorium/prayer hall and to the north was an octagonal reading room.

In 1899, a square, Gothic-style building designed by the firm of Parrish and Schroeder was built just west of Murray andthe two structures were connected by a 52-foot-long covered walkway. The new two-story building, Dodge Hall, was

built of the same brownstone as Murray Hall, which itself underwent roofline renovations so as to appear more“Gothic.” Dodge Hall was built in memory of Earl Dodge 1879, the former president of the student religiousorganization called the Philadelphian Society, who died five years after graduation in 1884. The funds were given by hisfather and brother William and Cleveland Dodge in 1879.

Both buildings were originally used by the Philadelphian Society. In the 1920s, Murray Hall was converted into thestudent-run theatrical company Theatre Intime; Dodge Hall continued to be a center for religious activities and offices.During World War II, Murray-Dodge served temporarily as a USO facility for troops stationed on campus, in effectserving as Princeton’s first “campus center.” Even today, the basement café continues to serve light snacks.

History of the Princeton Library System: The first students of the College of New Jersey used books from thepersonal collections of College presidents Jonathan Dickinson and Aaron Burr Sr. In 1750, a gift from GovernorBelcher of 474 books made the library the sixth largest in the colonies. The library’s first home was a second-floor roomin Nassau Hall, which it shared for a time with the Continental Congress. The library withstood the ravages of the

Revolutionary War only to be destroyed in 1802 when a fire gutted Nassau Hall. Generous donors helped rebuild thelibrary’s collections. However, soon after President James McCosh came to Princeton in 1868, he reported to thetrustees that he found the library “insufficiently supplied with books and open only once a week … for one hour.”

Modern library philosophy had its start at Princeton when President McCosh arranged to have the library open every daybut Sunday, hired Princeton’s first full-time professional librarian—Frederick Vinton, formerly of the Library ofCongress—and obtained a new building designed solely for library purposes. The plans for the new Chancellor GreenLibrary made such an impression on the trustees that Philosophical Hall (made famous by Joseph Henry’s discoveriesthere) was razed so the library could be placed next to Nassau Hall. The library opened in 1875 and was considered bymany to be a model of future library space—an octagonal building in which Vinton kept a watchful vigil over thepatrons from the center of the room, on a raised platform, while writing the card catalog.

By 1897, the library was filled to capacity and Pyne Library was added to Chancellor Green. It took 50 years for the

collections to reach 1.2 million volumes and for them to outgrow these two buildings. In 1948, the Harvey S. FirestoneMemorial Library opened its doors, the first large university library to be built after World War II. In 1971, the need foradditional space for both books and readers led to expansion of two lower floors; more space was added again in 1988.Over the years, the areas housing periodicals, the reserve collection, photoservices, and microforms have been movedand redesigned to provide better access. Throughout the growth of the past 250 years, the library’s objective hasremained consistent—to further the advancement of learning at Princeton University.

Segment 7: East Pyne Courtyard





East Pyne Hall: Renovated in 2002–2003, East Pyne Hall provides classrooms and offices for many of the foreignlanguages, literatures, and cultures departments at Princeton, including French and Italian, Spanish and Portuguese,Slavic, and Germanic departments. East Pyne is also home to the Classics and Comparative Literature departments andsome offices of the Council of the Humanities.

Foreign Language Requirement: The language requirement applies only to A.B. undergraduates, though it can alsofulfill distribution requirements for engineers. All A.B. candidates must demonstrate proficiency in a foreign languagebefore graduation. Students may use credit from AP, SAT II, International Baccalaureate, or British A-levelexaminations to place out of the foreign language requirement; in addition, a language placement test is offered duringorientation week. The following 22 languages are taught at Princeton: Arabic, Chinese, Czech (some semesters), French,German, Greek (ancient and modern), Hebrew, Hindi, Italian, Japanese, Korean, Latin, Persian, Polish (some semesters),Portuguese, Russian, Sanskrit (graduate level), Spanish, Swahili, Syriac (graduate level), and Turkish.

Study Abroad and International Internships: A new Office of International Programs has been established this year, which will house the Study Abroad Program and the International Internship Program. The new office is located on thethird floor of the U-Store at 36 University Place. Study abroad is increasingly popular at Princeton with roughly 13% ofundergraduates choosing to do so for one or two semesters. In 2011, approximately 56% of the graduating seniorsparticipated in at least one structured international activity lasting one month or longer. 55% of these experiences were

in Non-English speaking countries. Opportunities include Princeton-sponsored programs, affiliated programs withother institutions abroad, and programs organized by other institutions that have been approved for Princeton credit.Princeton also offers intensive language programs abroad in the summer in various languages. Other Princeton summercourses provide students with field experience in marine biology, geosciences, and anthropology. There are approvedstudy abroad programs in 34 nations and courses taken abroad can count toward departmental and distribution arearequirements if they are approved for that purpose by the appropriate departmental representative. Furthermore,students approved for foreign study can use their University financial aid for their term or year abroad. In 2008, thestudy abroad fee was eliminated, making study abroad more financially affordable.

PROGRAMS UNIQUE TO PRINCETON UNIVERSITY Woodrow Wilson School Task Force Junior YearOxford-Princeton ExchangeMedical Research in Stockholm, SwedenEEB Programs in Kenya and PanamaRoyal College of Music – A semester at a Conservatory

University of Hong Kong Architecture Programs

The International Internship Program (IIP) is also housed in the new Office of International Programs. IIP offers over120 internships every summer that are specifically reserved for Princeton students. In addition, the program will be theprimary resource for students that have found their own international internships and need help setting them up.

Bridge-Year Program: Starting with the class of 2013, the University is preparing to offer incoming freshmen theopportunity to spend a “bridge year” doing service work abroad before beginning college. The goals of the program areto give students an enriched international perspective while at the same time helping other countries through service.Participants will typically live with a family and work in clinics, hospitals, social service agencies, orphanages,environmental agencies, and other non-profit organizations for nine months. Princeton will heavily subsidize theprogram costs, and financial aid will be available for those students that need it. There are 20 students currently involved.

Andlinger Center for the Humanities: Named for Gerhard Andlinger ’52, the center serves as the new hub for thehumanities on campus. The center brings together a number of departments and programs, including Classics, severalforeign languages, Judaic studies, Hellenic studies, and the Council of the Humanities. At the heart of the AndlingerCenter is the renovated Chancellor Green, also known as “Channy Green” and “The Chance,” which now serves as acommon area with comfortable seating and study spaces. Other Andlinger Center facilities include the Scheide CaldwellHouse, an Internet-friendly café, a 71-seat auditorium, a language laboratory, a computer classroom, and several seminarrooms.





History and Architecture of East Pyne: Originally Pyne Library, this structure was built in 1897, the sesquicentennialgift of Mrs. Percy Rivington Pyne, mother of University benefactor Moses Taylor Pyne 1877. Designed by WilliamPotter (architect also of Chancellor Green Library and Alexander Hall) in collegiate Gothic, it was used with VenetianGothic Chancellor Green as the University Library until the completion of Firestone Library in 1948. At that point, thelovely Chancellor Green reading room was converted into a student center featuring a cafeteria, coffeehouse, gameroom, and, for a brief period, a pub. The Pyne Administration building housed part of the student center as well as various administrative offices until 1965 when, with the completion of New South Building, it was extensively renovatedto assume its present use as the home of various languages, literatures and cultures departments and programs. Thelaunch of the Frist Campus Center in 2000 allowed for another complete renovation of both East Pyne and ChancellorGreen, completed in fall 2003.

In niches just above the western arch at the foot of the tower are statues by the Scottish-American sculptor John MasseyRhind of presidents John Witherspoon and James McCosh, and, higher up, flanking the southwest corner, of JamesMadison 1771 and Oliver Ellsworth 1766. On the south side of the tower is a sundial and beneath it Martial’s epigramabout the hours it records: Pereunt et Imputantur (they pass away and are charged to our account). The epigram seems tohave vanished. Was it ever there? Today, a recording of the original Nassau Hall bell sounds the hours from the EastPyne tower.

9/11 Memorial Garden: Thirteen alumni (11 undergraduate and 2 graduate) died in the September 11th attacks. Thismemorial garden, located in the niche between Chancellor Green and East Pyne directly east of Nassau Hall, was

dedicated in September 2002. The garden design was a collaboration between Office of Physical Planning architects andQuennel Rothschild landscape architects. Thirteen stars (evocative of the memorial stars placed on dorm window sills)are arranged in a circle reminiscent of the first American flag. The garden features a bell, suspended between two posts,that mimics the color and shape of the Nassau Hall cupola. The bell, titled Remembrance , was designed by Toshiko Takaezu, a noted ceramicist and retired Princeton faculty member (she taught in the Program in Visual Arts from 1967to 1992). The bell was rung 13 times by President Tilghman at the garden’s dedication in 2002.

Segment 8: Cannon Green, Whig, and Clio


Cannon Green: Named for the large cannon buried in its center (see “History” below), this square area between NassauHall and Whig and Clio Halls is used today for various warm-weather ceremonies throughout the year, including theClass Day graduation proceedings, in which student achievements are recognized and selected seniors have theopportunity to reflect on their college experiences. Students also invite a guest speaker who is bestowed with honoraryclass membership. Recent speakers have included Jon Stewart, Jerry Seinfeld, and Stephen Colbert. Cannon Green isalso the site of a traditional bonfire that follows a “Big Three” football championship—beating Harvard and Yale in thesame year—which recently occurred in 2006.

Whig Hall: The American Whig-Cliosophic Society is the oldest college political, literary, and debating society in theU.S. “Whig-Clio,” as it is known on campus, sponsors platform, on-topic, off-topic, humorous, extemporaneous, andindividual debate as well as public affairs programming. All competition is at the intercollegiate level. The SpeakersProgram and International Relations Council bring speakers to campus and provide forums for the discussion ofpolitical issues; Whig-Clio also participates in the Model United Nations conferences and sponsors an annual ModelCongress program in Washington, D.C., for high school students. The Mock Trial group is also part of Whig-Clio. Whig-Clio always has been and continues to be one of the largest student groups on campus. The organization is housedin Whig Hall (eastern building).

Clio Hall: Clio (“Ka-LIE-oh”) is the home to the Admissions Office, and thus the start and end point of weekday tours.Below are some key points about the Admissions Office.

Admission: As a tour guide, you are only expected to answer basic questions about the admission process, most of which can be found with answers in Section VIII, “Frequently Asked Questions About Admissions,” and Section IX,“Princeton By The Numbers” Remember it is okay to answer “I don’t know” when asked specific questions. Also whenprospective students and parents have particular concerns about specific practices or policies, please refer them to the Admission Office staff. Tour guides are not expected to share information about their individual admission process. Forexample, it is not necessary to reveal your standardized test scores, high school class rank, or any other personal




information when asked. Feel free to share personal anecdotes about your college search process (if you wish) butremind prospective students and parents that the process is different for each student. Again, there is no formula used with the selection process and each application is read and evaluated individually.

Cost: Princeton’s tuition is one of the lowest among the Ivy League schools (second only to Harvard by $8). Theestimated total cost (including tuition, room, board, and expenses) for 2011-2012 is $52,670.

Financial Aid: Princeton's need-based aid meets 100 percent of each admitted student’s financial need with aidpackages including grants, student employment and outside scholarships. Here are a few things that set it apart:

• No loans: Loans have been eliminated from financial aid awards and replaced with grant aid that students do

not have to repay. Currently, the average financial aid grant covers all of Princeton’s tuition. The average grantis $38,000.

• Lowest self-help requirement: Colleges typically include a self-help component in their aid packages, made

up of a student loan to be repaid and a campus job amount to be earned during the school year. BecausePrinceton’s no loan policy replaces student loans with grants, its remaining self-help package is the lowestamong our peer institutions.

• Outside scholarships reduce student earnings first, not grants: When a student wins outside awards, these

funds reduce student’s term-time employment and summer earnings expectations before replacing his or herPrinceton grant funds. If outside scholarship funds exceed the earnings expectations, the excess can be appliedto the purchase of a personal computer.

•

A generous summer savings replacement policy: Partial grants are available to replace summer earnings forstudents who are unable to save the expected amount. We typically accept a wide variety of reasons — forexample, choosing to participate in valuable unpaid activities such as internships or volunteer work, as well asbeing unable to find a job or earn the full amount required by the aid package.

• A reasonable expected contribution from students and their families: A family's ability to pay is

determined using Princeton's own need formula, making a careful review of all special concerns andcircumstances.

• Campus Jobs: Many students on financial aid are expected to work on campus to help pay for expenses suchas books. Incoming freshmen are either assigned to the Library or Dining Hall, but there are may otherpositions available through the Student Employment Website.

• Financial aid for international students: Princeton is one of only six colleges nationwide that offer need-

blind admission and full-need financial aid to international students.• Full funding for semester or year-long study abroad: Students who receive financial aid continue to receive

their funding to cover the cost of approved study abroad programs.•

A free, easy online aid application: Students can register with a secure login and complete the PrincetonFinancial Aid Application (PFAA) from any computer. Data can be saved before submitting the application,and the CSS/PROFILE form is not required, so there is no need to pay a fee.


History of Cannon Green and the Cannons: Cannon Green has always been a student playground of sorts. Duringthe 19th-century students played “baste ball,” field hockey, and soccer, using West College and (the now missing) EastCollege as goals. The Big Cannon dates from the Revolutionary War, and it was probably used by Hessian troopsoperating around Trenton. Abandoned after the Battle of Princeton, the cannon remained near the College until 1812, when it was taken to New Brunswick to aid in that city’s defense. Almost two decades after the war, a contest arosebetween the two towns over the ownership of the cannon. In 1835, the Princeton Blues (a military company of towncitizens) went up to the New Brunswick common, loaded the cannon onto a wagon and headed back to Princeton. Their

wagon broke down on the outskirts of town and they abandoned the cannon at the side of the road. There it lay untilanother dark night a few years later, when about 100 students, led by Leonard Jerome 1839—the maternal grandfatherof Winston Churchill, and the man who would be known as the “father of American horse racing”—hoisted it onto aheavy wagon they had engaged, along with a team of horses and driver, brought it to campus, and dumped it in front ofNassau Hall before Vice-President Maclean could intervene. In 1840, it was moved and planted muzzle down in itspresent location to protect it from retaliatory Rutgers raids.

The Little Cannon, buried just south of the Green in front of Whig Hall, had a similar record of service in theRevolution, before being left at a mill on the road to Jugtown, which was a popular drinking spot for the Princetonstudents. It was not long before several of them picked up the cannon and brought it back to campus.




The cannons did not rest secure very long, for in April 1875, Rutgers students heard old tales about “their” cannon anddecided to reclaim it in time for the centennial celebration of the Revolution. Choosing the last week of spring vacationas a time when the campus would be deserted, these boys came at night with a wagon. Their target should have been theBig Cannon, the one actually involved in the earlier dispute. Yet being either confused or practical, they abducted theLittle Cannon. The “War of the Cannon” was on. There were wild plots to recover the gun, but the Rutgers raiders hada “gun watch.” Each night they changed the gun’s secret location as one of them stood guard. Princetonians succeededonly in stealing a Rutgers collection of Revolutionary muskets as hostages for the Little Cannon. Eventually, collegeadministrators became involved and an exchange was negotiated that allowed the Little Cannon to return to Princeton. To this day, Rutgers students occasionally paint a red “RU” on the cannons a few times a year to remind us that the feudis not over.

A curious episode in this rivalry occurred in 1969 in the week before Princeton and Rutgers played college football’s100th anniversary game. Princeton authorities awoke one morning to discover a huge hole next to Whig Hall, and theLittle Cannon gone! After much blustering from both campuses including a claim of responsibility from two Rutgersfraternities, it was revealed that a group of Princeton seniors, concerned about the lack of campus sprit, hadprovocatively dug the hole just next to the Cannon and carefully piled the dirt on top of it. No one thought to lookunderneath! The incident attracted national media attention, as was intended by the timing of the prank.

History and Architecture of Whig and Clio Halls and Society: Originally two separate groups, Whig and Clio grewout of two earlier student societies, the Plain-Dealing Club (Whig) and the Well-Meaning Club (Clio), founded about1765 to promote literary and debating activities. The American Whig Society was officially born on June 24, 1769, andthe Cliosophic Society on June 7, 1770. The name “American Whig” was derived from a series of essays by new Collegetrustee William Livingston (shortly to become the first governor of the state of New Jersey), signifying adherence toancient principles of British political and religious dissent, principles that found resonance in the Revolution and thefounding of the American Republic. The adjective “Cliosophic” was invented by William Paterson 1763 (who also laterbecame governor of New Jersey) signifying “in praise of wisdom,” though bearing no relation to the muse of history.

The societies were at first housed in two small chambers of Nassau Hall, then moved to more spacious apartments inthe newly-constructed Stanhope in 1805. By the 1830s, the societies had outgrown these rooms; after an appeal toalumni for funds, the distinguished Philadelphian architect, John Haviland, was engaged to draw plans. Unlike the otherfive campus buildings at the time (Nassau Hall, Stanhope Hall, Philosophical Hall, and East and West College), Whigand Clio Halls were designed as little Ionic temples in keeping with the then-popular neo-classical style, and Princeton

lost its opportunity for uniformity in its architecture (though the campus did remain symmetrical). These original 1838 Whig and Clio Halls were constructed of wood and stucco, and were both smaller in scale and situated farther apart thantheir counterparts today (they were located at the southern ends of the pathways on either side of Nassau Hall that runup to Nassau Street).

Throughout the 19th century, competition between the two societies for members and stature was intense. In this erabefore collegiate athletics, eating clubs, and other extracurricular activities, a student’s affiliation with Whig or Cliodefined his college experience. By the turn of the century, however, participation in the societies’ activities and the rivalrybetween them had diminished. Concerned alumni believed the old buildings were partly to blame and, in 1893,commissioned A. Page Brown to design new, more impressive marble structures modeled after the Greek temple styleof the originals. This did not reverse the trend in the long run, however, and in 1929, Whig and Clio merged to become asingle entity. Today, the entire organization is housed in Whig Hall, whose interior was redone after a 1969 fire. Whig-Clio continues to maintain an active presence on campus, and members annually host a Model Congress conference in

Washington, D.C., a Model United Nations conference in Princeton, and an array of speakers events.

Cloaca Maxima : Built in the 1860s, this was a large group of outhouses buried into the ground, at a time beforePrinceton had plumbing. Its former location is near the foot of the stairs between Whig and Clio. The Cloaca Maxima , which Princeton's Latin-literate undergraduates named for Rome’s famed sewers, was built of brick and granite into theground, to avoid its being set ablaze (which was a common prank when the previous outhouses were built of wood). The decision to tear down the Cloaca Maxima and build private bathrooms in the college's buildings most likely happenedas part of an effort to improve general sanitation of the College in the 1880s after a cholera epidemic killed severalstudents, although no known record of this decision exists.




Segment 9: Front Campus


Front Campus: The grassy, shaded area in front of Nassau Hall is called Front Campus and constitutes most of the

original 4.5-acre property of the College of New Jersey. Princeton’s main campus now consists of over 500 acres and180 buildings. One of the most notable activities that takes place on Front Campus is the Pre-Rade, when the freshmenclass files through the gate together for the first time and are welcomed to the University by their peers and theadministrators. After Commencement in early June, graduating seniors walk out through FitzRandolph Gate, a symbolicgesture of passing out into the “real world” (see “FitzRandolph Gate” below for information on the superstition part ofthis event).

Graduation Rates: The four-year undergraduate graduation rate is about 90%. The six-year rate is about 96%. This isone of the highest graduation rates in both the country and the highest in the Ivy League. The freshman retention rate is98%.

Career Services: This office assists students (and alumni) in exploring their career-related interests and developingeffective strategies for finding summer or permanent employment, seeking admission to graduate schools, or changingcareers. This office—recently moved to the U-Store building at 36 University Place—and its staff provide numerous

facilities and services, including pre-graduate school (law, medicine, business, and other graduate programs) advising,career counseling, on-campus recruiting for permanent and summer employment, the Alumni Careers Networkprogram, and more.

Joseph Henry House: Henry House, located on the east side of Front Campus next to Chancellor Green, is currentlythe home to the Humanities Council, founded in 1953 to foster teaching, research and intellectual exchange in thehumanities. Every year the Humanities Council invites a number of distinguished visiting scholars to enhance theintellectual environment of the University. Henry House is also part of the new Andlinger Center.

Maclean House: This yellow house, bordering the west side of Front Campus, is home to the Alumni Council, anactive organization that fosters continuing relationships between the University and its undergraduate and graduatealumni (see also “Alumni, Reunions, and the ‘P-Rade’” in segment #20).

Stanhope Hall: Since 2006, Stanhope has been the home of the Center for African American Studies. Since itsfounding in 1969, the program has offered an interdisciplinary certificate that has allowed students to draw on theinsights and techniques of various disciplines in an effort to understand the experiences, history, and culture of African-descended people.

Princeton’s Location and Surroundings: Beyond FitzRandolph Gate is the town of Princeton, from which theUniversity took its name in 1896. “Princeton” will now refer to a combined municipality made of the former Princeton Township and Princeton Borough—which together have a population of approximately 30,000 including Universitystudents after a consolidation vote passed in 2011. Though it is not a typical “college town,” it is a lovely community with many advantages such as cafés, restaurants, and shopping outlets. The town, incidentally, is also named after William III Prince of Orange and Nassau, in honor of his assumption of the English throne in 1689.


“Campus”: The use of the word “campus” (Latin for “field”) to mean the grounds of a college originated at Princeton.Its earliest recorded use is found in a letter written by a Princeton student in 1774. Previously, “yard” was used atPrinceton, as it was at Harvard and other colleges. It is believed that the word “campus” may have been introduced byPresident John Witherspoon who, being accustomed to the city universities of Scotland, was struck by the rural aspect ofPrinceton where the College’s grounds consisted of a perfectly flat field with no enclosures. Gradually “campus” wonout over “yard” at Princeton and every other American college, except for Harvard.

FitzRandolph Gate: Built in 1905 in fulfillment of a bequest by Augustus Van Wrinkle in memory of his ancestorNathaniel FitzRandolph, it was named for this man who donated the plot of land on which the College was constructed(see also “FitzRandolph Graveyard” in segment #13 and Section V, “A Brief History of the University”). Prior to 1970,




the gate was closed except during graduation, but in that year the gate was permanently opened to the town in a gestureto symbolize greater awareness of the world beyond the campus and better town-gown relations. A rumor quicklydeveloped that anyone who walked out of the open gate before the graduation ceremony would not graduate with his orher class—or at all. That superstition remains strong to this day. The gateway was removed for renovations in 2004 inpreparation for its 100th anniversary.

Joseph Henry: Joseph Henry was a largely self-educated man who became one of the greatest American scientists of hisera. As one of the first to study the field of electromagnetism, Henry deduced the property of self-inductance, and hisname is immortalized as the unit of inductance measurement—the “Henry.” In 1832, Henry was named professor ofnatural philosophy (physics) at Princeton, where he constructed his own home in 1837. He then rigged up the world’sfirst telegraph line between his home and his laboratory in Philosophical Hall so that he could signal when he was readyfor lunch. Samuel Morse later consulted with Henry and used his scientific papers to build his own apparatus.

While at Princeton, Henry continued his electrical experiments and also studied sound, capillary action, and ballistics,even as he lectured in subjects such as chemistry, geology, mineralogy, astronomy, and architecture. In 1844, Henryhelped investigate a deadly cannon explosion during a demonstration aboard the new U.S.S. Princeton , the mosttechnologically advanced warship of its time, and his inquiries led him to explore the subject of molecular cohesion.Henry left Princeton in 1846 to become the first secretary of the recently-created Smithsonian Institution, where hisenormous energy and intelligence were channeled into driving forward both the organization and the very course of American science. A statue of Henry graces the front of the Frist Campus Center. Henry’s house was originally located

on the south side of Stanhope Hall. It was moved three times, twice narrowly escaping destruction by fire, beforecoming to rest in its present location.

History and Architecture of Maclean House: John Maclean House is the second oldest building on campus and wasoriginally called the President’s House. Designed and built by Robert Smith, the co-architect and builder of Nassau Hall,immediately after the construction of Nassau Hall in 1756, this structure first served as the home of University president Aaron Burr Sr. Over the years, it was home to 10 college presidents until Prospect House became the new presidentialresidence, seven deans of the faculty, and one British general. Maclean House acquired its present name when it becamethe Alumni Council headquarters, as he was the last president to occupy the house throughout his administration. Throughout many major renovations, it has retained most of its original structure, appearance, and style. Like NassauHall, this building is on the National Registry of Historic Buildings.

History and Architecture of Stanhope Hall: Completed in 1803, it is the third oldest building on the campus afterNassau Hall and Maclean House. Originally known as the Library, then Geological Hall, then “the College Offices,” the

building was one of an identical pair, with the other being located in the corresponding position to the east of NassauHall. This twin was first the refectory, then known as Philosophical Hall, and was removed in 1873 to make way forChancellor Green Library. Stanhope takes its present name from former University president Samuel Stanhope Smith.

Segment 10: Nassau Hall


Nassau Hall: Devoted primarily to offices for top University administrators such as the president and vice presidents,the dean of the faculty, the dean of the graduate school, and the provost, Nassau Hall retains the distinction of beingone of the oldest buildings in the country to be used as an academic center. Its Faculty Room hosts quarterly trusteemeetings and special events, but is used most often as a historical gallery for tour groups.

University Official Symbols: Nassau Hall is one of the most recognizable images associated with Princeton but is onlyone of several official symbols of the University. Princeton’s mascot is the tiger and its colors are orange and black. Theorange recalls England’s King William III, Prince of Orange and Nassau; black became Princeton’s other color in 1867, when the sophomore baseball team used black ink to write class numerals on orange ribbons (see Myth #4 in Section VII “Legends and Myths.”) The Princeton University shield contains an open Bible with the Latin characters “VETNOV TESTAMENTUM” signifying Old and New Testaments resting above a chevron. The Latin motto appearingbeneath the shield on the University flag is “Dei Sub Numine Viget,” which translates to “Under God’s Power, SheFlourishes” (though many students loosely interpret this to mean, “God Went to Princeton”). Both of these phrasesrecall Princeton’s religious heritage. The University’s informal motto is “Princeton in the Nation’s Service and in the




Service of All Nations,” which it seeks to fulfill through the scholarship, research, and teaching of its faculty, and themany contributions to society of its alumni.

ROTC: While in the Memorial Atrium (see Category B), you may wish to mention Princeton’s ROTC program, through which students can pursue an officer commission in the U.S. Army while receiving a Princeton education. Students canalso obtain a commission in the U.S. Air Force through Rutgers AF ROTC. The program is open to both men and women, and four, three and two-year ROTC scholarships are available for full tuition and fees.


History and Architecture of Nassau Hall: Nassau Hall is the oldest and most historically significant building on thePrinceton campus. Ground was broken for the structure in July 1754, eight years after the College’s creation (to learnabout the founding of Princeton, see Section V, “A Brief History of the University”) and the heavy walls soon began torise following plans drawn by Dr. William Shippen and Robert Smith of Philadelphia. When completed in November1756, Nassau Hall was the largest academic building in the colonies and dominated both the town and the countrysidearound it.

At the suggestion of Jonathan Belcher, the New Jersey provincial governor, Nassau Hall was named for England’s King William III of the house of Orange and Nassau. The trustees wanted the hall to provide all facilities for the students inorder that they would be “sequestered from the various temptations attending a promiscuous converse with the world,

that theatre of folly and dissipation.” Thus Nassau Hall originally contained the entire College, including a prayer room,recitation rooms, a library, dining facilities, and students’ rooms. With the exception of the old President’s Home (nowMaclean House) and some dependent buildings (stables, sheds, etc.), the hall remained the College’s sole structure until1802.

Today the original exterior walls of Nassau Hall still stand. Built of local sandstone to a thickness of 26 inches, they haveendured the shelling of the Revolution (see “Battle of Princeton” below), two serious fires, and more than 250 classes ofPrincetonians. The building suffered heavy losses in 1802, when the first of the fires took place. In two hours from thetime the blaze was discovered, the whole interior of the building (walls excepted) was reduced to ashes. BenjaminLatrobe, who later supervised the construction of the Capitol Building in Washington, was asked to restore “OldNorth.” He made few changes in the Georgian facade, however, and it was not until the second fire, in 1855, thatextensive alterations were executed. President Maclean selected John Notman of Philadelphia to take charge ofreconstruction. Notman had already demonstrated his preference for Italian style in his Prospect House, and now hebrought a Florentine flavor to Nassau Hall with four major additions: a 40-foot extension for the library (now the

Faculty Room), a narrow arch over the central door, a larger cupola (making the overall height 65 feet), and two hugetowers capping the stairways at the ends of the wings. Although the towers were removed in 1905, Notman’s otherrenovations became permanent features.

National Importance —Aside from serving as a center for academic affairs, Nassau Hall has played a vital role in the historyof the state and nation. The first State Legislature of New Jersey met in Nassau Hall in 1776. There, its membersapproved the first state constitution, inaugurated the first state governor (William Livingston), and adopted the state seal.During the Revolutionary War, Nassau Hall served at different times as a barracks and hospital for both Continental andBritish troops. Classes were interrupted and the students evacuated the building late in 1776 with the approach of theBritish. The Americans recaptured the building in January 1777, after troops directed by General George Washingtonhad been victorious at the Battle of Princeton (see “Battle of Princeton” below).

Nassau Hall briefly became the nation’s capitol in 1783. The capitol was then in Philadelphia, but American soldiers

mutinied nearby, unhappy over their lack of pay. Congress thus fled across the river to New Jersey, and moved first tothe Prospect estate house (the predecessor to today’s Prospect House) before settling down in the dignified collegiateedifice. Nassau Hall served as the nation’s capitol for four months and eight days (June to November 1783), until themutiny was quelled and Congress returned to Philadelphia. During this time, Congress received news of the Treaty ofParis, which ended the Revolutionary War, and greeted the first ambassador to the independent U.S., Peter John VanBerkel from the Netherlands. George Washington also came to Princeton to receive the official thanks of Congress forhis wartime service, at which time the trustees commissioned his portrait.

In 1961 Nassau Hall was declared a National Historic Landmark by the United States Department of the Interior, mainlybecause it once served as the U.S. capitol. The U.S. Post Office issued a commemorative three-cent stamp in orange and




black in 1956 to mark the bicentennial of Nassau Hall’s construction.

Nassau Hall Bell —The Nassau Hall bell is actually the third such instrument to reside in the cupola. The first bell wasdestroyed in the 1855 fire. The second bell was installed in 1858 and used for 97 years, until a minute crack forced itsretirement and replacement in 1955. According to Arthur Bigelow, who served as University Bellmaster from 1941 to1967, this beloved campus icon was struck 35 million times in its lifetime—more than any other bell in the world. Thisrecord will not be broken until the year 2206 by a bell founded in 1466 hanging at St. Gertrude’s Abbey in Belgium. Thebell was rung constantly: marking the hours, signifying class changes, calling students to meals and chapel services,proclaiming American wartime victories and celebrating Princeton athletic triumphs, for which the bell would be rungfor hours on end. This historic bell is now on display in the Frist Campus Center. The clock in the Nassau Hall cupola was a gift of the Class of 1866.

Stealing the Bell Clapper —Between 1864 and 1992, it was a tradition for entering freshmen to try to steal the clapper fromthe Nassau Hall bell in order to stop the tolling of class hours on the first day of the term. Though made entirelyineffectual by an endless supply of extra clappers in storage, successful bell-clapper nabbing was viewed as an indicatorof class spirit and success. The tradition ended in 1992 when a freshman who had scaled the walls of Nassau Hall fellfrom the roof and sustained serious injury. The administration had the clapper removed to avoid tempting futuregenerations of students to renew the ritual. Now we hear a recording of the Nassau Hall bell sounding from atop nearbyEast Pyne. The clapper is only installed for a few important ceremonies every year, including Reunions andCommencement.

The Tigers —The bronze tigers flanking the steps, named Woodrow and Wilson after Princeton’s most famous president(looking at the building and reading from left to right, as you would a book), were sculpted by A.P. Proctor and weregiven by the Class of 1879 (which included Woodrow Wilson) in 1911. Originally, the class (upon its graduation) hadgiven statues of lions designed by Auguste Bartholdi (better known as the sculptor of the Statue of Liberty), inaccordance with the administration’s wish for this regal animal to be the school mascot. However, the mascot evolvedinto a tiger during the 1880s when a number of sportswriters began to refer to our football players, clothed in orangeand black striped uniforms, as “the Princeton tigers” or bengals, and the designation stuck. For a time, the 1879 lionsgraced the pedestals on the street-side of 1879 Arch, but now guard the stairs beside 1938 Hall in Wilson College.

Class Ivy — Beginning in the late 19th century, it was the custom for each graduating class to plant ivy along the outer wallsof Nassau Hall. Plaques commemorate these occasions, which were temporarily discontinued when the north face wascovered with ivy. Princetonians like to believe the ivy on Nassau Hall to be the derivation of the phrase “Ivy League,” aterm first used in print by sportswriter Alan Gould of the Associated Press in 1935 (the Ivy League now refers to eight

schools: Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, and Yale). It is unclear precisely what classstarted the ivy tradition. The class of 1869 and 1870 commemorated their graduation with plaques inserted into thechapel; later classes moved their plaques to Nassau Hall, and soon started the ivy tradition, which by the end of the1870s was firmly established. Today, classes continue to insert a plaque on the side of Nassau Hall to commemoratetheir graduation, although no ivy is planted. The reason for this is ivy erodes the mortar between the stones, spellingtrouble for the 250+ year-old Nassau Hall.

Memorial Atrium— The main lobby of Nassau Hall is a sober reminder of the price of being “In the Nation’s Service.”Inscribed upon the walls are the names of all Princeton students, alumni and faculty who died in military service duringthe various American wars. The years beside their names refer not to their date of death, but rather their class year(whether or not they actually graduated). There are 646 names on the wall, with the following tally:

• American Revolution: 10

• War of 1812: 1

•

Civil War: 70•

Spanish-American War: 5

• World War I: 152

• World War II: 355

•

Korea: 29•

Southeast Asia [Vietnam]: 24In the Revolutionary War listing, note the name of James Witherspoon 1770, son of Princeton president John Witherspoon. Like his father, James was a supporter of American Independence, and he shed blood to match hisfather’s ink. He joined the American army and was killed at the Battle of Germantown in 1777.

Before and during the Civil War, Princeton deeply felt the sectional division because it was unique among northernschools for attracting nearly one-third of its student body from the southern states. In the years leading up to conflict,political discussions and Whig-Clio debates frequently considered the issues of slavery and secession, with defenders ofthe status quo often winning such matches. When war erupted, most southern students withdrew from Princeton to join




the Confederate forces, even as their northern classmates enlisted in the opposing army; there were many tearful good-byes among classmates who feared their next meeting could be on the opposing sides of a battlefield. Along withnumerous officers and enlisted men, the College contributed four generals to the Union and eight to the Confederacy. The Civil War section of the Memorial Atrium in Nassau Hall lists 70 Princetonian casualties. Recorded in alphabeticalorder, the register makes no distinction between those on opposing sides, though campus lore has it that exactly halffought for the North and half for the South.

World War II is perhaps the most impressive example of the sacrifice of Princetonians. Over 10,000 students and alumniserved in the war, and 355 were killed. The Class of 1944 is an exemplar of this service—of the 655 students whomatriculated in 1940, 565 left the University to join the armed forces of either the U.S. or an allied nation, and 23 werekilled.

For the Korean War, note John D. Page ’26. A graduate of Princeton ROTC, he was killed in 1950 while waging what Army officials called a one-man war against the North Koreans. Part of an ambushed convoy, he plunged aheadsuccessfully to take out a North Korean roadblock and was killed in the process. For his actions he was awarded aposthumous Congressional Medal of Honor.

The Faculty Room —When Nassau Hall was completed in 1756, this “Prayer Room” was only about one-third its presentsize and served as the College chapel, furnished with straight-backed pews and a high pulpit. The post-fire 1855renovations enlarged the room to its present size, allowing it to be the College’s library, then a museum. Finally, in 1906,

President Wilson had the chambers remodeled, using the House of Commons in London as the pattern for the newseating arrangement and even importing carved oak paneling from England to complete the effect. Likewise, the table inthe center of the room is exactly one sword’s length in width, representing the precautions that the English took toavoid bloodshed during conflicts between the government and the loyal opposition. The room was most recentlyrefinished during the summer of 1983. Today, the Faculty Room is full of reminders of the tradition of the Universityand Princeton’s role in our national history. In it are hung the portraits of every Princeton president, as well as a numberof other important Princetonians. Here follows a map plus descriptions of these individuals starting from the entrance,turning left and proceeding clockwise around the room.




N o r t h S i d e

E a s t S i d e

S o u t h S i d e

W e s t S i d e

2

1 4

5

3

7

6 10

11

8

9

12

14

13

15

17

16 18

19

21

22

20

23

24

25 26

The Mace

28

27

29

30 31

32

33 34 35




1. Oliver Ellsworth 1766 sat at the Constitutional Convention and later became Chief Justice of the Supreme Court,contributing many of the ideas behind the Judiciary Act of 1789 that codified our court system. It was Ellsworth who first suggested the name “United States” for this country.

2. Richard Stockton 1748 was a leader of the New Jersey Revolutionary movement and a signer of the Declaration ofIndependence. His home, Morven, was for a time the New Jersey Governor’s mansion and remains a popularplace for tourists to visit. Stockton was a tragic figure, in that he was the only signer of the Declaration to becaptured by the British, whereupon he was forced to sign a loyalty oath, and for this was widely reviled by hisfellow Americans. His health shattered by his imprisonment, he died in 1781.

3. Edward D. Duffield 1892 served as acting president of the University in 1932–33. He was also a long-term trusteeand president of the Prudential Insurance Company of America.

4. Ebenezer Pemberton was one of the original 12 trustees of the College of New Jersey (1746–51). Huntington Babcockbequeathed this painting to Princeton in 1973.

5. Elias Boudinot was president of the Continental Congress when it met in Nassau Hall in 1783.

6.

James Madison 1771 eschewed the traditional school of the Virginia elite, William and Mary, for Princeton, believingthe climes of New Jersey would be better for his poor health. After graduating, he stayed to study Hebrew withPresident Witherspoon, thus becoming the first “graduate student.” He became known as the “Father of the U.S.Constitution,” which was based heavily on the constitution he wrote for the State of Virginia. He also was adriving force behind the Bill of Rights and sponsored the Virginia Resolutions against the Alien and Sedition Acts.He authored many of the Federalist Papers, served as Jefferson’s secretary of state and was President of the UnitedStates from 1808 to 1817. After retiring from public life, he became the first president of the newly formed Alumni Association of Nassau Hall in 1826, a post he held until his death.

7. Jonathan Sergeant 1762 was a revolutionary statesman and member of the Continental Congress.

8. Gilbert Tennent was a College trustee (1746-64) and son of Log College’s William Tennent (see Section V, “A BriefHistory of the University”).

9. Philip Lindsly 1804 served as acting president of the College for a short period in 1822–23.

10. Ira Condict 1784 was a trustee (1804-09) as well as an officer of Queens College (Rutgers).

11. William Paterson 1763, for whom Paterson, N.J., is named, served as a United States Senator, State Governor, and Associate Justice of the Supreme Court. At the Constitutional Convention in 1787, Paterson and Madison had adisagreement concerning the formation of the federal legislature, but in true Princeton spirit they reached theGreat Compromise of the Convention; Madison’s Virginia Plan was instituted as the House of Representatives,and Paterson’s New Jersey plan is the basis of the Senate. The compromise produced our bicameral legislature.

12. Benjamin Rush 1760 graduated at the age of 14, and is the youngest known Princeton graduate. He later signed theDeclaration of Independence and became the era’s greatest American doctor and medical teacher. Rush’s earlygraduation was impressive given that to be admitted to Princeton, one had to master both Latin and Greek. Admissions were accomplished not by application but by a personal interview with the president; a typicalinterview might have the president present the aspiring scholar with a passage from the New Testament in theoriginal Greek, with the requirement that he translate it into Latin. Rush was instrumental in convincing John Witherspoon to migrate from Scotland to assume the presidency of the College, having met Witherspoon whilepursuing medical studies in Scotland.




13. Robert Francis Goheen ’40 *48 (Ph.D.) was elected to the University presidency in 1957 at the age of 37; he was theyoungest university president in the country at that time (see Section V, “A Brief History”). President Goheen wasborn in India, where his father was a Presbyterian missionary; after his Princeton presidency, Goheen served asU.S. Ambassador to India.

14. William G. Bowen *58 (Ph.D.) was Princeton’s president between 1972 and 1988 (see Section V, “A Brief History”).

15.

John Grier Hibben 1882 was president of the University between 1912 and 1933 (see Section V, “A Brief History”).

16. Samuel Stanhope Smith 1769 served as president of the College from 1795 to 1812, succeeding his father-in-law, Witherspoon. Smith was the first graduate of the College to become its president.

17. James Carnahan 1800 was the College’s president from 1823 to 1854. During his tenure, the College reached itslowest ebb, and then returned to prominence under the leadership of Vice President John Maclean.

18. Ashbel Green 1783 was the valedictorian of the College in the year when the Continental Congress sat in NassauHall, very much impressing the leaders of government. He served as the College’s president from 1812 to 1822.

19. John Maclean 1816 served as president of the College from 1854 to 1868 (see Section V, “A Brief History”).

20.

Francis Landey Patton was president of the College from 1888 to 1902 (see Section V, “A Brief History”).

21. Samuel Finley was president of the College from 1761 to 1766. He was the great-grandfather of Samuel Morse,inventor of the telegraph.

22. Aaron Burr Sr. was the second president of the College (1748–57) and oversaw the construction of Nassau Hall.Before the building was completed, classes were held out of Burr’s home in Newark. Burr Sr. is the father of themore notorious Aaron Burr Jr. 1772. Burr Sr. died when his son was only a toddler. Burr Jr. went on to serve withdistinction in the Revolutionary War, but his career ended in infamy after he killed Alexander Hamilton tried toestablish an empire in the West. Both Burrs are buried in the Princeton Cemetery.

23. Samuel Davies was one of the greatest pulpit orators and hymn writers of his day and served as the College’spresident from 1759 to 1761. Davies issued the first catalogue of the College Library in 1760 and instituted

monthly orations given by the students in the senior class. For many years these orations were considered animportant part of a Princeton education.

24. Jonathan Dickinson was one of the founders of the College and served as its first president from 1746 to 1748. Thefirst classes of the College were held in the parlor of his Elizabethtown house (see Section V, “A Brief History”).

25. George Washington ’s portrait “George Washington at the Battle of Princeton,” though it is a replica, is the mostsignificant work in the Faculty Room. The original, which now resides in the University’s Art Museum, was doneby noted early American painter Charles Wilson Peale, who had already completed 15 portraits of Washington on various battlefields of the Revolutionary War (collectively known as the “Trenton Series”). In doing the last 14, heused as a model an original of the general that he had painted on the field on a folding canvas. One of these works,“Washington at the Battle of Trenton,” now hangs in the vestibule of Procter Hall at the Graduate College. Yetthe Nassau Hall portrait is quite distinct from the series as the trustees specifically commissioned it and, moreover, Washington himself sat for it at Rocky Hill, near Princeton, while he was headquartered there in 1783. Peale’s fee was paid by a 50 guinea gift that Washington had earlier presented to the College as a mark of his esteem and topay for war damages to Nassau Hall. In the background beneath Washington’s upraised sword arm stands NassauHall as it appeared from the south in 1777. The scene suggested is the closing phase of the battle in which theBritish retreat toward the building following a red flag, while the American army advances, led by a blue banner. At Washington’s feet lies General Hugh Mercer, who was mortally wounded during the fighting. Behind Washingtonis a typical revolutionary soldier. It has been suggested that this is Peale’s son (as both Peale and his son alsofought in the Revolution). The painting now occupies the frame that held the first portrait of George II. Unlike thecanvas, its frame survived the shelling of Nassau Hall and was stored until the Peale portrait was completed in1784. (See also “Battle of Princeton.”) A similar Peale portrait with a similar name, “George Washington at




Princeton,” was previously owned by the grandson of John Insley Blair. It depicted Washington leaning against acannon, with Nassau Hall in the background. It was sold recently for $21.3 million, setting a record for the highestprice paid for an American portrait.

26. King George II is the other large portrait that appears on the south wall of the Faculty Room. Created by George’scourt painter Charles Jervas in the 1730s and formerly belonging to Lord Byron, it was presented to the Universityin 1936 by four alumni as a replacement for the one destroyed during the Revolution.

27. Jonathan Belcher was an early governor of the province of New Jersey (1747–57) and an important sponsor of theCollege of New Jersey (see Section V, “A Brief History”).

28. King William III was the Prince of Orange and Nassau. He obtained the throne of England during the so-called“Glorious Revolution” of 1688 and represented himself as the champion of Protestantism. When Princeton wasfounded, he already had a college named for him and his wife in the New World—the College of William andMary. The name Nassau Hall and College color orange were chosen in his honor.

29. The silver mounted hunting sword of William III.

30. John Witherspoon was president of the College from 1768 to 1794 (see “John Witherspoon” in segment #6).

31.

Jonathan Edwards succeeded his son-in-law Aaron Burr Sr. as president of the College in 1758. A great Americantheologians, he wrote the famous sermon “Sinners in the Hands of an Angry God,” which contained the passage:“The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire,abhors you, and is dreadfully provoked: his wrath towards you burns like fire; he looks upon you as worthy ofnothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are tenthousand times more abominable in his eyes, than the most hateful venomous serpent is in ours.” Edwards’s termlasted only 34 days. In the midst of a smallpox epidemic, Edwards had the entire student body and facultyinoculated by Dr. William Shippen, who had designed Nassau Hall. The inoculation was generally successful,except for Edwards’ case, as he fell ill and died soon afterwards. He is buried in the Princeton Cemetery.

32. James McCosh was president of the College from 1868 to 1888 (see “James McCosh” in segment #4).

33. Woodrow Wilson 1879 , the University’s 13th president, was a very influential figure in Princeton’s history (see

“Woodrow Wilson” in segment #2 and Section V, “A Brief History”).

34. Harold Dodds *14 (Master of Arts) served as University president from 1938 to 1957 (see Section V, “A BriefHistory”).

35. Harold T. Shapiro *64 (Ph.D.) is the newest portrait in the Faculty Room. The University president from 1988 to2001, he was also an economics professor (see Section V, “A Brief History”)

Current president Shirley M. Tilghman , whose portrait will be hung after she leaves office, is the first female president ofthe University and will be the first woman to have a portrait in the Faculty Room. President Tilghman is Princeton’s19th president who served on the Princeton faculty for 15 years before her election as president. Originally from Canada, Tilghman’s academic background is in the fields of chemistry and molecular biology.

The Mace —This ceremonial object rests in a special case on the desk at the south end of the Faculty Room. Presented tothe University in 1956 by the Princeton community, it commemorates the 200th anniversary of Nassau Hall and 200years of town-gown cooperation. The ebony carving bound with silver simulates the fasces, the bundle of wooden rodscarried by the lectors of ancient Rome before the consuls and chief magistrates. Surmounting the ebony is the orb ofdominion. The mace also displays four shields: the University, the State of New Jersey, the United States, and GreatBritain (careful inspection will show that the national motto has been misspelled). Symbolizing the power of thepresident, the mace is carried by the Chief Marshall of the University in each of the four full academic processionsprescribed for the school year (the Opening Exercises, the Memorial Service, Baccalaureate Sunday, andCommencement). When a group of frustrated freshmen were unable to capture the Nassau Hall bell clapper in 1963,they chose to take the mace instead. This theft caused a major uproar before it was returned to the president’s back




porch (of Prospect House) at 4:30 am one morning. (Beware: The mace is now electronically monitored, and moving theglass case will set off an alarm!)

Battle of Princeton: On January 3, 1777, George Washington was advancing north from Trenton with his entire army(roughly 5,000 men, mostly New Jersey and Pennsylvania militia along with 1,600 continentals), trying to escapeencirclement by the British General Cornwallis. Detached from Washington’s main column was a brigade ofPennsylvania militia, commanded by British General Hugh Mercer, which was charged with destroying the Stony PointBridge. Mercer’s unit encountered three British regiments, under the command of Col. Mawhood, the rearguard ofCornwallis’s army that had stayed behind to defend Princeton. The British opened fire and quickly scattered Mercer’smilitiamen, Mercer himself was wounded in the rout, and bayoneted multiple times by British troops who thought he was George Washington (Mercer died several days later—the county in which Princeton is located is named in hishonor). Washington, whose main army was advancing unseen behind a ridgeline, now hastily deployed his main forceforward, as the British surged across the field. An artillery battery was wheeled into position, and Washington personallyemplaced his soldiers, probably bringing about 1000 on line, against roughly 300 British soldiers deployed (Mawhooddeployed only one of his regiments). On horseback, Washington led his troops to within 30 yards of the British line, andthen ordered them to fire a crippling volley. While his aides cringed, fearing that he would be shot, Washington survivedthe sharp exchange of musketry, and in his exuberance chased the British survivors across the field, declaring afterwardsthat it was “a fine fox chase, my boys!” These actions all took place on what is now Princeton Battlefield State Park,three miles west of campus on Mercer Street.

The British survivors fled north, up the old King’s Highway. About 200 British soldiers took refuge in Nassau Hall. Washington’s vanguard, commanded by General Sullivan, advanced to Nassau Hall and quickly sought to reduce theBritish position. A single gun was placed on the rise where Blair Arch currently stands. Three or four cannon shots werefired at the building. One left a dent that is still visible (on the second row of windows of the west wing in the rear,between the first and second windows from the right). Another ball decapitated a portrait of King George II (this is true,although damage to royal portraits became a standard feature of Revolutionary war lore—for instance, a portrait ofGeorge III was allegedly damaged by the first shot fired in the siege of Yorktown). The British soldiers, realizing thetenuous nature of their situation, surrendered. Some 40 Americans were killed or wounded, while the British suffered 85killed and wounded, and lost another 200 prisoners.

The Battle of Princeton, along with the Battle of Trenton, was a turning point of the Revolutionary War. Havingsuffered grave defeats in New York in 1776, Washington now proved that his army could win; in addition he now held afirm position in strategic New Jersey, which lay between the two great colonial cities of New York and Philadelphia. Washington himself continued his march. He hoped to capture the city of New Brunswick, which housed a British

military treasury, but his worn out troops were by now exhausted, and thus he proceeded to settle down in winterquarters at Morristown, N.J.

History of ROTC at Princeton: Army ROTC began at Princeton in 1919, when a field artillery unit came to thecampus, part of the freshly created Reserve Officers Training Corps. By 1969, Princeton had Army, Navy and Air ForceROTC, although unrest spurred by the Vietnam war caused ROTC to leave campus entirely in 1970. Army ROTC alonereturned in 1970. Graduates of the Princeton ROTC include twice Secretary of Defense Donald Rumsfeld ’54 (NROTC)and four-star General James Guthrie ’42.

Princeton on the Moon: Pete Conrad ’53, the commander of Apollo XII, took a miniature of the Princeton flag to themoon in November 1969. (Some Princetonians like to say this put Princeton a quarter-million miles ahead of Harvardand Yale!) Unfortunately, after Conrad brought the flag back to Princeton for it to be displayed, it was destroyed whenthe framing shop burned down. In 1996, Conrad revealed that four other Princeton flags had also been taken along, and

donated one to the University for its 250th

anniversary.

Segment 11: West College


West College: West College is home to several important administrative offices, including Admissions offices, theRegistrar, Deans of the College and Undergraduate Students, and Financial Aid. (For information about Admissionsand Financial Aid, see Segment 8: Cannon Green, Whig, and Clio)





History and Architecture of West College: West College was built as a dormitory in 1836, probably from the plans of John Notman (who later reconstructed Nassau Hall following the devastating 1855 fire), and is the fifth oldest buildingon campus. Originally West College was mirrored across Cannon Green by East College (Nassau Hall was commonlycalled “Old North”), thus creating a symmetrical quadrangle (with Whig and Clio Halls on the south end). In 1896, thisarchitectural twin was demolished in what some alumni called “The Crime of Ninety-Six” to make way for theconstruction of Pyne Library (East Pyne). West College served its original purpose of a dormitory until 1964, though theUniversity Store also made its home here until 1958, and has since been used for administrative and academic offices.

“Oval with Points”: Sometimes called “Nixon’s Nose” by students, Henry Moore’s sculpture is based on one of hisfavorite found objects—an elephant skull acquired in east Africa. “Oval with Points” is part of the University’s PutnamCollection of Sculpture, which showcases works by major 20 th-century artists spread throughout campus.

Segment 12: Richardson Auditorium in Alexander Hall


Campus Performances and Assemblies: Richardson Auditorium in Alexander Hall is the largest auditorium facility

on campus (about 850 seats) and the premiere performance venue for a wide variety of events presented bydepartmental, student, and community organizations. It is host to two “Tiger Nights” at the beginning of each year,symposiums of many campus musical and dance groups, with the purpose of introducing freshmen to the variedcollection of performing groups at Princeton. Richardson regularly presents 130+ events a year ranging from musicdepartment performance ensembles, a cappella concerts, student theatrical and dance productions and the UniversityConcerts series as well as major lectures by leaders in fields ranging from public service to comedy. Recent speakersinclude former UN Secretary General Kofi Annan, Supreme Court Justice Ruth Bader Ginsburg, and comedians SarahSilverman and John Oliver. Richardson is also used for the recording of chamber, orchestral, and solo instrumental and vocal music.


Alexander Hall was built as a convocation hall for the College of New Jersey. Mrs. Harriet Crocker Alexander donatedthe money for such a building to be named in honor of her husband Charles B. Alexander 1870, his father Henry M. Alexander 1840 (a College trustee and member of the Committee on Commencement Arrangements), and hisgrandfather Reverend Dr. Archibald Alexander (founder of the Princeton Theological Seminary and its first professor,honorary Princeton doctorate 1810). Construction on Alexander Hall began in 1892 and was completed two years later(though the carving of the exterior sculpture continued long after the building was opened and dedicated on June 9,1894). During its early years, Alexander Hall was used for many lectures, mass meetings and various assemblies, such asthe events at the sesquicentennial (150th) anniversary celebration and Woodrow Wilson’s inauguration as Universitypresident. For 30 years freshmen were welcomed and seniors graduated in Alexander, but by 1922 commencementexercises had outgrown the building and thereafter were held in front of Nassau Hall. When the University’s MarquandChapel burned in 1920, Alexander was used for religious services until the new University Chapel was completed in1928. An organ had been installed in Alexander Hall in 1910 and was used for 40 years. Course grades also used to beposted on the interior walls of the building in massive lists; alumni have said that, to this day, they cannot enter Alexander Hall without recurring anxiety.

Alexander Hall was the culmination of the work of architect William Appleton Potter on the Princeton campus. Potter(who was not a Princeton graduate) was the former supervising architect of the U.S. Treasury (in effect, the officialarchitect of the United States) and the College’s house architect during the McCosh presidency. Potter had also designedChancellor Green Library, the John C. Green School of Science (destroyed in a fire in the early 1920s), Stuart Hall at thePrinceton Theological Seminary, and the University Hotel (removed in 1916 to make way for the Madison Hall diningcomplex at the corner of University Place and Nassau Street). He also collaborated with Robert H. Robertson, a partnerin his firm, on Witherspoon Hall. After Alexander Hall was completed, Potter also designed Pyne Library, now knownas East Pyne Hall.

The design of Alexander Hall drew on several architectural sources, but was mostly Richardsonian Romanesque in style.




Note that the present name of the auditorium ironically bears no relation to the building’s architectural style, whichrefers to Henry Hobson Richardson, one of the foremost American architects of the late 19 th century.

Two Latin inscriptions appear on the southern exterior. One honors the donor:

IN GLORIAM DEI INCREMENTUMQUE SCIENTIARIUMHOC AEDIFICIUM UNIVERSITATI PRINCETONIENSI

HARRIET CROCKER ALEXANDERDEDIT DEDICAVIT V ID IUN MDCCCXCIV

In translation, it reads, “Harriet Crocker Alexander gave and dedicated this building to Princeton University in the gloryof God and in the growth of knowledge the thirteenth of June 1894.” The second inscription is from Lucretius:

NIL DULCIUS EST BENE QUAM MUNITA TENEREEDITA DOCTRINA SAPIENTUM TEMPLA SERENA

In translation, it reads, “There is no greater joy than to hold high aloft the serene abodes well bulwarked by the learningof the wise.”

In 1984-85, Alexander Hall was extensively renovated and renamed as a result of a major gift to a Campaign forPrinceton from David A. Richardson ’66 in memory of his father, David B. Richardson ’33. The elder Richardson, alifelong enthusiast of classical music and a successful lawyer and investor, died in 1980.

When architect Frank Lloyd Wright visited Princeton, he declared that Alexander Hall was the most interesting buildingon the campus. Also one of the most historic structures, Alexander Hall was chosen by the U.S. Postal Service to appearon a postcard commemorating Princeton’s bicenquinquagenary (250th anniversary).

Segment 13: Holder Hall


Residential College System: Incoming freshmen are randomly assigned to one of six residential colleges: Butler,Mathey, Forbes, Rockefeller, Whitman, or Wilson. The colleges provide a smaller community and support network forstudents to begin their collegiate experiences. Housing is guaranteed to all undergraduates, and more than 98 percent of

students live on campus all four years. Each residential college consists of a cluster of dormitories with its own dininghall as well as other facilities. These include lounges, game rooms, computer clusters, seminar rooms, libraries,kitchenettes, and laundry facilities. All housing is smoke-free.

• Rockefeller College is a two-year college named after John D. Rockefeller III ’29 and includes Holder, Witherspoon, Buyers, and part of Campbell Hall. Students in “Rocky” enjoy its stunning Gothic architecture,proximity to Nassau Street, and impressive dining hall. Specific facilities include a darkroom, theater, and alibrary (the latter two of which are shared with Mathey).

• Mathey College is a four-year college named after Dean Mathey ’12 and includes Blair, Joline, Hamilton,

Edwards, and part of Cambell and Little Halls. Mathey is a four-year college noted for its Gothic architectureand proximity to Nassau Street. Special facilities include a darkroom, several kitchens, a library, and a theater(the latter two of which are shared with Rocky). (See also segment #14.)

•

Butler College is named after Lee D. Butler ’22 and currently includes Yoseloff (formerly Building A), 1967,Bogle, 1976, Wilf, Bloomberg, and 1915 Halls. Wu Hall houses the dining hall, lounge, TV room, and gameroom. Construction is finished on completely new dorms and facilities for Butler, including the Studio 34convenience store, commonly known to students as “The Stüd.” These new dorms opened in the fall of 2009,and re-opened as a four-year college.

• Wilson College, named after Woodrow Wilson 1879, is a two-year college that includes Dodge-Osborne,

Gauss, 1937, 1938, 1939, Feinberg, 1927-Clapp, and Walker, and Wilcox Halls. Wilson’s pink brick buildingscontain many of the largest suites on campus, including the “Zoo,” “Cuckoo’s Nest,” “Kitchen Suite,” and“Eye Suite,” as well as an art room, a dance studio, a ceramics studio, music practice rooms, and the Black Box




• Campus Escort Program: If students must travel alone, the campus escort program provides a safe, reliable

way to travel throughout the campus. The program consists of a shuttle van (P-Rides Express), augmented byDepartment of Public Safety officers when the van is not running. The program operates on a dial-a-ride basisduring the week and on a scheduled route during weekends.

• Security Patrols: Public Safety officers patrol the campus 24 hours a day.

The Department of Public Safety’s annual crime report is available online at www.princeton.edu/publicsafety.

Technology Resources: All dorm rooms are equipped with high-speed Ethernet connections through Dormnet. Inaddition, most campus buildings have network drops, enabling students to connect their laptops to the Internet whilestudying away from their dorm rooms. Furthermore, nearly all areas of campus have wireless networking facilities, whichis free of charge to students.

Throughout campus libraries, academic halls, and other buildings, you will find a wealth of computing resources,including PC, Macintosh and Unix workstations, laser printers, and scanners. Each residential college, eating club, andmost dorm buildings are also equipped with their own computer clusters. Two additional resources include the NewMedia Center, in the Lewis Library, and the Language Resource Center, in the basement of East Pyne Hall. The NewMedia Center provides cutting edge digital media technologies and instruction in their use; the Language ResourceCenter provides resources and facilities to support the study of foreign languages, literatures, and cultures.

Civic Engagement at the Colleges The purpose of the Residential College system is to create community among Princeton students, but there is also astrong focus on the communities beyond Princeton’s gates.

• College staff and faculty fellows affiliated with the colleges organize dinner discussions where undergraduate

and graduate students affiliated faculty and staff can learn about and discuss important issues of the day.• RCAs organize films and discussions that challenge students to think about issues like race, class, and civic

engagement; some RCAs organize group service projects with their advisees.• Some colleges have direct relationships with local community organizations. Students volunteer with these non-

profits and return to the college for group reflections.• The Carl A. Fields Center for Equality and Cultural Understanding provides cultural, social, political advocacy

and leadership development opportunities for all students at Princeton, by hosting speakers, dinners, and paneldiscussions, and sponsoring student-led projects promoting community at diversity.

• At least one member of each College Council is responsible for community service and other civic engagement

activities. These positions provide great leadership opportunities for students passionate about making a

difference. In the past they have promoted campus events that address issues of public concern, recruitedmembers for service projects, hosted student groups looking for new members, and worked with PVotes topromote voter registration. For example, several Butler and Forbes College Council members organized a bustrip to the Rally for Darfur in New York City in which over 70 students participated.


History of the Residential College System: The concept for residential colleges at Princeton dates back to Woodrow Wilson, the University’s 13th president. Wilson was the first major American academic administrator to advocate such aplan, which was modeled after the Oxford-Cambridge system. However, Wilson was unable to muster enough supportamong the trustees for what was called his “Quadrangle Plan” in 1907 (see “Woodrow Wilson” in segment #2). Harvardand Yale subsequently recognized the virtues of the system and reorganized their residential facilities in the 1930s, but it was not until 1979 that Princeton moved to implement the residential college system for all freshmen and sophomores,

adopting many elements of what President Wilson had sought so many years before. In 1983, Rockefeller, Mathey, andButler residential colleges were established, according to the plans of the Committee on Undergraduate ResidentialLiving (CURL). The other two colleges, Wilson College and Forbes College, predate the CURL plans. Wilson Collegeoriginated as the Woodrow Wilson Lodge, an alternative to the eating clubs developed in the late 1950s. The Lodgebecame the Woodrow Wilson Society in 1961 and was reorganized again in 1966, becoming Princeton’s first residentialcollege. In 1970, the University established Princeton Inn College after acquiring the Princeton Inn on Alexander Road.In 1984, it was renamed Forbes College with a gift from Malcolm Forbes ’41 and the Forbes Foundation.

History and Architecture of Holder Hall: Originally known as Sage Dormitory, Holder was built in 1910 by the firmDay and Klauder. Interior renovations were made in 1970, 1982 (to become part of Rockefeller College), 1985




(bathroom remodeling), and 2005. Holder Hall was given in 1909 by Margaret Olivia Sage, widow of the financier,Russell Sage, and named at her request for her Quaker ancestor, Christopher Holder. The building replaced the oldUniversity Hotel and was the first quadrangle built on campus. Together with the adjacent Madison Hall, Holderprovided housing and dining for all freshmen.

Holder’s 140 foot tower was modeled after the Canterbury Cathedral and placed to command the view on the main roadfrom Philadelphia, the city most closely linked to Princeton in the early twentieth century. For many years WPRBbroadcast from an antenna on top of Holder Tower. Holder is built of grey stone, Indiana limestone and slate.Noteworthy architectural features are the heavy, slate roofs and the leaded casement windows of the dormitory, the vaulted passages of the cloisters, and the unique finials atop the pinnacles on Holder Tower—four bronze tigers-rampant—which also functioned as weathervanes. Holder Hall, Tower, and the adjoining Madison complex have beencalled the best examples of collegiate Gothic architecture in the country.

FitzRandolph Graveyard: In the east arch of Holder, a plaque commemorates the (formerly) unmarked grave of thefamily of Nathaniel FitzRandolph, one of the College’s first benefactors. In 1909, workmen excavating for thefoundations of Holder Hall discovered 32 unmarked graves. At President Wilson’s direction, the graves’ contents werepreserved and re-interred under the eastern arch of Holder Hall with a memorial tablet placed in the arch.

History and Architecture of Hamilton Hall: Hamilton Hall, one of the smallest collegiate Gothic dormitories, wasalso designed by Day and Klauder. Built in 1911 with funds donated from the Classes of 1884 and 1885, the building

commemorates John Hamilton, president of the provincial council and acting governor of the Province of New Jersey who granted Princeton its first charter. An inscription on the limestone tablet in the low archway near University Placeexplains that Hamilton “in the name of the King gave being to Princeton University.”

History and Architecture of Madison Hall: Madison was completed in 1917 by (like Holder and Hamilton) Day andKlauder. The building, formerly known as “Commons,” served as the University’s freshman and sophomore diningfacility until 1980. Favorite remembrances among alumni often include the wild antics that occurred in Madison’s fiveinterconnected, cavernous rooms. From 1980 to 1982 Madison underwent extensive renovations overseen by Robert Venturi ’47 *50 in order to serve the new Rockefeller and Mathey colleges. North Madison now houses RockefellerCollege’s dining hall and Peter S. Firestone ’62 Common Room. South Madison is part of Mathey College, housing itscommon room and the Ricardo A. Mestres ’31 Dining Hall. The Rocky/Mathey library also used to be a dining hall.

Filming of A Beauti ful Mind : Many visitors recognize Holder Courtyard and Firestone Common Room from the2001 film A Beautiful Mind . The movie is based on the life story of mathematician John Forbes Nash Jr. *50. Some

interesting notes about the film:• The faculty dining room in the film is actually the Rockefeller College’s Firestone Common Room.

• The pen tradition portrayed in the movie is fictional; no such ritual exists. However, the math department does

meet for afternoon tea every weekday.• Some of the winter scenes were actually filmed in the spring, so the production company used fake snow.

Imagine the surprise of Holder Hall residents who awoke one warm May morning to find snow piled upoutside their windows!

• The film won two academy awards for Best Picture and Best Director, Ron Howard.

• Nash remains on the Princeton faculty and is still very much a friendly presence (and, more recently, a living

legend) on campus. He resides in Princeton Junction and takes the Dinky to work everyday.• Anyone interested in the period depicted in the film should read the five or six chapters on Princeton in the

biography of Nash that served as the basis for the movie—Sylvia Nasser’s A Beautiful Mind.

Segment 14: Mathey Courtyard, Blair Arch, and Witherspoon Hall


Mathey Courtyard: This nearly-complete quadrangle of buildings includes Campbell, Joline, and Blair Halls. The fourentryways on the east side of Blair Arch are now called Buyers Hall, and beyond sits Witherspoon Hall. If you haven’talready discussed the residential college system and housing arrangements, you can do so here.

Blair Arch and Tower: Blair Arch connects Buyers Hall (Rockefeller) with Blair Hall (Mathey). As the largest arch on




campus, it is a popular space for student a cappella groups to give free concerts (along with 1879 Arch). The broad stepsbehind Blair Arch are the location of the Senior Step Sing and the new Freshman Step Sing. The Senior Step Sing occursthe night of Baccalaureate Day, with seniors singing songs from throughout their Princeton years, culminating in thePrinceton alma mater Old Nassau .

U-Store: While passing Blair Arch, point out the orange flags below as one branch of the Princeton University Store,better known as the U-Store. This branch sells a wide range of products including dorm and educational supplies,computer equipment, and personal items. A pharmacy and Pequod Copy branch are located in the U-Store in additionto its nearly 24-hour convenience store. On the upper floors are the offices of Career Services and InternationalPrograms, Health Professions Advising, the Dean of the College, and the Community Based Learning Initiative (CBLI). The main branch of the U-Store recently relocated to 116 Nassau Street, to expand its operations selling Princetonapparel and insignia items. This location is next door to the new source of textbooks for students, independentbookstore Labyrinth Books, at 122 Nassau Street.

Student Publication Center: The red-brick building wedged between Lockhart and Foulke halls at 48 University Placeis the Student Publication Center, home to many of the student publications on campus, most notably the DailyPrincetonian . The Daily Princetonian is one of the oldest college dailies, founded in 1876 and published daily since 1892.One of its early editors, Woodrow Wilson 1879, described the ‘Prince’ as “an impartial record of College incident and amedium for a bold, frank, and manly expression of College opinion.” In addition to Wilson, some now-famous former‘Prince’ editors include Secretary of Defense James Forrestal ’15, political leader Adlai Stevenson ’22, Pulitzer Prize-

winning presidential biographer Robert Caro ’57, and Supreme Court Justice Elena Kagan ‘81. The ‘Prince’ existsindependently of the University and is overseen by a board of trustees.

Other campus publications with rich histories include the Nassau Literary Review , founded in 1842, and the Tiger , a humormagazine founded in 1882. F. Scott Fitzgerald ’17 contributed to both publications and Keith Blanchard ’88, one of Maxim ’s early editors, was editor of the Tiger . Today there are more than 20 student publications on campus, rangingfrom the Tory , a conservative political magazine, to Nassau Weekly , a satirical weekly publication skewering campus andsocietal issues.

Getting Off Campus and the “Dinky”: While most students remain on campus for the weekends, traveling to New York City and Philadelphia is quick, convenient, and inexpensive. The “Dinky,” which stops just short of Spelman Hallsnear Forbes College, connects the campus to Princeton Junction Station, which is along Amtrak and NJTransit rail lines.From Princeton Junction, trains to New York City and Philadelphia each take just over an hour and cost approximately$13 each way. For air travel, students can use Newark, JFK, or Philadelphia airports.

Getting Around Campus: Most students get around campus by walking, and a good number have bikes. Freshmen andsophomores are not allowed to have cars on campus, but parking is available for juniors, and seniors for a yearly fee. In2008, the University has begun a shuttle system called Tiger Transit, which will have 4 routes, including one that willcirculate around the edge of campus. Tiger Transit offers on demand service from 11pm to 3am. To continuesupporting sustainability Tiger Transit has just transitioned to using buses fueled by biodiesel.

Alexander Beach: The green area located between Alexander, Witherspoon, and Blair Halls is known as AlexanderGreen or Alexander Beach, so called because of the volleyball court in the Mathey Quad and its popularity as a campussunbathing spot.


Bronze Memorial Stars: The bronze stars located beneath campus windows (including many in Holder and MatheyCourtyard and 1879 Hall) memorialize Princeton students who lost their lives in service to their country during World War I and II. The stars are placed where the student once lived and the engraved year corresponds to graduating class,rather than the year of death.

History and Architecture of Blair Hall: Blair was built in 1897 by Cope and Stewardson of Philadelphia, who alsodesigned Little Hall. Constructed of Germantown stone, Indiana limestone, and slate, Blair was the first collegiateGothic building on campus. Blair was a gift John Insley Blair, a railroad magnate and University trustee, in celebration ofPrinceton’s sesquicentennial. In 1906–07, a 175-foot extension was built with a gift from Blair’s son, DeWitt ClintonBlair 1856. In 1999–2000, Blair became the second dorm (after Patton) to be remodeled as part of the University’s 30-




year dormitory renovation program. As part of this project, the east (Rockefeller) wing of Blair was renamed BuyersHall.

Originally, the broad steps leading up to Blair Arch served as the stunning main entrance to campus, as the “PJ&B” trainstation was located at its base (the Dinky was originally known as the PJ&B, which stood for “Princeton Junction andBack”). This was a convenience for most people but a mixed blessing for students living in Blair, since the soot from thetrain’s exhaust sometimes blew into their rooms. The station moved a quarter of a mile south to its current location in1918 to allow for post-WWI dormitory construction along University Place.

History and Architecture of Witherspoon Hall: “Spoon” was completed in 1877 by architects William AppletonPotter and Robert H. Robertson and named for Princeton’s sixth president, John Witherspoon. Built of brownstone,marble, and slate, Witherspoon is a mix of High Victorian Gothic and then-nascent Richardsonian Romanesquearchitecture (a style that would be more fully realized in Potter’s Alexander Hall). At the time of its opening, Witherspoon was considered the grandest dormitory in the country, costing $100,000 and possessing such amenities asindoor plumbing, an elevator for the transfer of coal and refuse, and private bedroom entrances to permit servants tocarry out their duties without passing through their employers’ sitting rooms. Such residents as Woodrow Wilson 1879paid between $60 and $150 a year in rent; rooms in less luxurious, older dormitories went for $20 to $90. Though Witherspoon was built to accommodate the tastes of an increasingly wealthy student body, President James McCoshdetested the “rich man’s college” label and soon ordered a more modest dormitory (Edwards Hall) constructed forstudents of limited means. Today, after two complete interior renovations (including one in 2002–2003), Witherspoon

Hall remains Princeton’s oldest dormitory that is still used to house students.

History and Architecture of Edwards Hall: Edwards Hall, located beyond Witherspoon Hall, commemorates theCollege’s third president, Jonathan Edwards. It was built in 1880 (architect: Edward Lindsey) at the behest of PresidentMcCosh to create on-campus housing that was plain and cheap, in the aftermath of the opening of luxurious Witherspoon Hall. McCosh was disturbed by comments that Princeton was becoming a rich man’s college and was not“making provisions for a class of persons for whom the College was originally intended.” Students continued to pay lessto live in smaller, plainer dormitories, like Edwards Hall, at Princeton until the 1960s.

Segment 15: Upperclass Residential Life


Upperclass Dormitories: Little, Dod, and Brown Halls are a few of the many upperclass dormitories on campus.Dormitory accommodations for upperclass students include various configurations for group and individual living, andnow the options of living in one of the four-year colleges, Whitman, Mathey, and Butler. Some eating clubs have livingquarters for their officers and extra space that they offer other students. Juniors and seniors may live off campus if they wish, although houses and apartments in town are in short supply and rents are high. Roughly 98% of students live oncampus for all four years.

Dorm Renovations: The University is committed to keeping its physical plant in good condition. According to theOffice of Physical Planning, each year one or two dormitories totaling at least 150 beds are taken out of use to permitcomplete renovation (which generally includes all new mechanical, electrical, plumbing, and fire safety systems, upgraded wiring, improved accessibility, as well as restored finishes and new furniture). It will take about 30 years (from year 2000)to complete the cycle through all of the dorms. Patton, Wright, Blair, Little, Dod, Holder, Hamilton, and WitherspoonHalls have all gone through this renovation and are now in excellent shape.

Upperclass Dining Options: In the spring of their sophomore year, Princeton students choose one of the followingdining options for their upperclass years:

• University Dining Contract —Students may purchase a meal plan from the University, with a varying number

of meals per week in any of the residential colleges’ dining halls, along with access to the CJL and late meal atFrist. This is the standard option for upperclassmen who choose to continue living in a four-year college.

• Being “Independent” —Students may sign an “independent agreement” giving them special preference in

room draw to secure rooms in Spelman Hall (which houses 220 students in apartment-like suites) or otherdormitories with kitchens. Many students interested in cooking for themselves or others like this optionbecause it allows them to set their own meal hours, cook to their own tastes, and often save money.




• Co-op Dining —There are three “co-ops” at Princeton: 1) the vegetarian “2-D,” located at 2 Dickinson Street,

2) the omnivore Brown co-op, and 3) the International Food Co-op (IFC). Co-op members alternate cookingmeals and share the associated chores. Members cite the very low cost and time commitment as a major draw.

• Eating Clubs (see below)

Eating Clubs: About 70 percent of Princeton juniors and seniors join one of the eleven eating clubs on Prospect Avenue. These coed, nonresidential facilities are operated not by the University, but instead by student officers under theauspices of independent alumni trustee boards, and have memberships ranging from 120 to 240 students. Each club hasits own cooking staff which prepares meals for members, in addition to offering a variety of social, recreational, athletic,and educational programs, including a number of community service and outreach programs in which eating clubmembers tutor underprivileged high school students in SAT prep, help them with college applications, and run clothingdrives, canned food drives, and similar activities.

Six of the eleven clubs (Cannon, Cap and Gown, Cottage, Ivy, Tiger Inn, and Tower) are selective “bicker” clubs; theother five (Charter, Cloister, Colonial, Quadrangle, and Terrace) are non-selective/“sign-in.” During the first week ofFebruary (spring semester), the open membership “sign-in” clubs conduct a lottery for interested students. Any student who wishes to join one of the sign-in clubs is assured membership in one of the five clubs. Sophomores interested injoining a bicker club attend dinners, parties, and “bicker sessions,” where they can get to know the current members. Atthe end of the week, the clubs select their new members. Students who are not accepted into a bicker club may thenparticipate in a second round lottery process for the remaining slots in the “sign-in” clubs.

Club membership fees vary, but yearly board rate averages about $7,900, a fee that includes meals, dances, concerts,formal and semi-formal events, trips, and so on. The University permits students on financial aid to use the portion oftheir aid package intended to underwrite board charges to be applied toward eating club board contracts. Financial aidgrants are increased by about $2,000 for all juniors and seniors receiving grants, to cover the difference between the clubcosts and the University Dining Plan. The University also allows for Shared Meal plans to allow students to eat in boththeir Eating Club and Residential Dining Halls.

Fraternities and Sororities: The University does not officially recognize fraternities or sororities on campus, but thereare roughly a dozen such groups, including three historically-black sororities. Roughly 5-10% of undergraduates aremembers of a fraternity or sorority, but unlike colleges with a strong Greek presence, Princeton has no fraternity orsorority houses. Beginning in 2012, the University has banned freshman rush.

Beyond Little Hall—the West Side of Campus: Two important Princeton institutions lie just beyond Little Hall and

the dormitories on the west side of campus:

• McCarter Theatre Center: The University owns McCarter Theatre and has, since 1973, leased it to the

McCarter Theatre Center, a non-profit corporation that is not affiliated with Princeton. Consisting of theMatthews Theatre (almost 1100 seats) and new Berlind Theatre (350 seats), as well as rehearsal andadministrative space, McCarter is a major cultural force in central New Jersey, offering a wide variety ofprofessional theatrical and dance productions, as well as concerts, film screenings, and much more, to whichstudents are offered discounted prices and may often receive free admission through the “Passport to the Arts”ticket books distributed to undergraduates. In 1994, McCarter received the Tony Award for OutstandingRegional Theater. The Triangle Club is the only student group that currently performs in the Matthews Theatre; the Berlind Theater space is jointly operated by the Program in Theatre and Dance and presents anumber of student events every year.

Graduate School and College: In Princeton usage, “Graduate College” refers to the residential and dining halls, while“Graduate School” refers to the program of instruction. The Graduate College is located on its own campus in themiddle of Springdale Golf Course. Enrollment in the Graduate School for the 2008-2009 academic year is 2,476, of whom 39% are female, 38% are citizens of foreign countries, and 62% are U.S. permanent residents. Among domesticgraduate students, there are 73 African Americans (4.7%), 168 Asian Americans (11%), 76 Hispanics (5%), 5 Native Americans (0.3%), 992 White students (65%), and 205 students whose race or ethnicity information is unknown (13%).Of the 9,238 applicants to the Graduate School for 2008–09, 1,202 (13%) were admitted and about half accepted theoffer of admission. Instruction is usually in the form of a small weekly or twice-weekly seminar, including 7 to 13students and a senior member of the faculty. Graduate studies are offered in 42 different departments and programs inliberal arts and sciences, architecture, engineering, and public and international affairs. 100% of Ph.D. students and most




Master’s students receive full financial support—tuition, fees, health insurance, and stipend—during the course of theirprogram, including summers. Roughly 78% of graduate students live in University housing, about half of which is in theGraduate College, but the University does not guarantee housing for graduate students. The Graduate School has acontinuum of programs and policies in place to ensure that students can meet the needs and demands of personal andfamily life while successfully pursuing their academic programs, including: childbirth accommodation and adoptionbenefit, a student childcare assistance program, and a dependent care travel fund for graduate students.


History and Architecture of Little Hall: Stafford Little Hall, which F. Scott Fitzgerald likened to a snake in This Side ofParadise , was built half in 1899, half in 1901. It was Princeton’s second collegiate Gothic building and was designed, as was the first—Blair Hall—by the Philadelphia firm of Cope and Stewardson. Little also was the first dorm built withbathrooms. The donor, Stafford Little 1844, was founder and first president of the New York and Long BranchRailroad, and later the president of the New Jersey Senate. He was a Princeton trustee from 1901-04.

History and Architecture of Dod and Brown Halls: Dod Hall, named for Professor Albert Dod 1822, was given toPrinceton by his sister, Mrs. David B. Brown, who also donated Brown Hall. Both dormitory buildings were designed by John Lyman Faxon in an Italian Renaissance style; Dod Hall in 1890, Brown Hall in 1892. Dod was a precocious andstimulating scholar and professor of mathematics, but also taught political economy and architecture. On Dod Hall,notice the cornices where there are small terra-cotta lion heads placed at regular intervals; at the time of construction,

Princeton’s mascot was still officially the lion.

History of the Eating Clubs: Eating clubs came into being in the 19th-century as a consequence of the College’sinability to provide adequate dining facilities for its growing student population. With the banning of Greek-letterfraternities in 1855, the field was left open for the eating clubs to become the dominant social influence amongundergraduates.

Originally, all undergraduates were required to take their meals in the commons operated by the College steward; hisofferings brought frequent complaints and occasional disorder. Beginning in 1843, students were sometimes permittedto board with families in town, where the rate was higher than that charged at commons. In certain cases, however (asannounced in the 1846 College catalogue), “select associations” of students had formed whose expenses were even lessthan those in commons. When the refectory was permanently closed in 1856, all students began taking their meals in village boardinghouses, many of them in “select associations.” In 1864, the newly founded Nassau Herald listed 12 suchgroups, by then called eating clubs. These clubs grew in number—there were 25 in 1876—but they were temporary,

lasting four years at most, usually sporting playful names like “Knights of the Round Table” and “ Nunquam Plenus [NeverFull].”

In the autumn of 1879 a group of upperclassmen rented Ivy Hall on Mercer Street (originally the home of the College’sshort-lived law school), engaged their own steward, and began a more formal kind of eating club than any previouslyknown. Four years later, this group obtained the College’s permission to incorporate and to erect a simple frame houseon Prospect Avenue and thus became the first self-perpetuating upperclass eating club. Ivy was followed in 1886 by theUniversity Cottage Club, and in the early 1890s by Tiger Inn, Cap and Gown, Colonial, and others, all of which adoptedcommon campus terms for their names. The early 1900s saw the formation of six more clubs and by 1906, two-thirds ofthe upperclassmen were eating regularly on Prospect Avenue. The clubs built impressive clubhouses, some of themdesigned by prestigious architects. The influence of the clubs on student social life grew larger, a situation deplored byPresident Woodrow Wilson, though he was ultimately not able to bring about their end (see “Woodrow Wilson” insegment #2). The formation of clubs continued but at a slower pace, and over the years, each developed certain

personalities, some of which were cited in F. Scott Fitzgerald’s This Side of Paradise . After peak at 18 operating clubs,many have gone defunct over the years, leaving the street in a near constant state of flux. Most recently, Campus Clubclosed its doors in 2005, and Dial Elm Cannon reopened in 2012 after a long hiatus.

All of the clubs utilized the “bicker” system, which attracted perennial complaints and accusations of elitism. In 1950, adeclaration by over 500 sophomores that none would join a club unless all who desired membership received invitationsintroduced an era of “100 percent club membership” that lasted well into the 1960s. During that decade, the Woodrow Wilson Lodge developed as an alternative to club membership (later evolving into Wilson College), and in 1970, thePrinceton Inn College (now Forbes) was created for a similar purpose. In order to meet changing student preferencesand attitudes in the wake of the late ’60s campus turmoil and coeducation, many of the clubs adopted features somewhat




similar to those of the University’s alternative programs. Many became non-selective, granting admission on a first-come-first-served basis, and for those that remained selective, the bicker process became more relaxed, withsophomores calling on the clubs instead of waiting anxiously in their rooms for visits from club bicker committees.

By 1979, three of the eating clubs remained all-male—Ivy, Cottage, and Tiger Inn. In December of that year, Sally Frank’80 filed a sex discrimination complaint with the NJ Department of Law and Public Safety, Division on Civil Rightsagainst these three clubs and the University. The case lasted 11 years, winding its way through numerous courtrooms. In1986, Cottage Club allowed women to enter and, after paying damages to Frank, was dropped from the lawsuit; theUniversity also separated itself from the case and agreed to pay Frank’s legal fees. Frank, in the meanwhile, graduatedfrom NYU Law School and became an attorney specializing in civil rights. In 1990, the NJ Supreme Court finallyordered Tiger Inn and Ivy to admit women; Ivy complied that September, while TI admitted its first women members inFebruary 1991.

History of McCarter Theatre: McCarter Theater was built by the Triangle Club and Thomas McCarter 1888 in 1929. It was designed by architect D.K. Este Fisher Jr. ’13 and built of native shale relieved by red brick on lines described asGeorgian with Gothic accents. Conceived in boom time but born in the early days of the Great Depression (openingnight was February 21, 1930), Triangle always struggled to maintain the property until, in 1950, the University cancelledthe Triangle Club’s $47,000 debt in return for taking over the theater, maintaining Triangle’s right to use the space for itsproductions. In 1973, the non-profit McCarter Theatre Center began operation independent of the University, and anarrangement through which the Princeton leases the building to this corporation remains to this day.

History of the Triangle Club: The Princeton University Triangle Club is one of the oldest collegiate musical-comedytroupes in the nation, and the only college group that creates an original, student-written musical each year that ispresented on a national tour. The Princeton College Dramatic Association produced its first show in 1891; two yearslater, the group changed its name to the Triangle Club. Since early casts contained only men, the tradition of an all-malekickline was quickly established. With the advent of Princeton coeducation in 1969, women took to the stage in Trianglemusicals, but the kickline, to this day, remains all-male. The club has a long list of alumni who have graduated toeminence in the creative arts, from co-founders Booth Tarkington 1893 and F. Scott Fitzgerald ’17 to David Kelley ’79and Brooke Shields ’87. Today, Triangle presents several shows every year, including its annual original production, a“best of” show during Frosh Week famous for flying paper airplanes and interactive audiences, and a short spring showof new, off-color material called The Rude Olympics .

History of the Graduate School and College: According to campus lore, the College of New Jersey’s first graduatestudent was James Madison 1771, who remained at the College following his graduation to read some law and learn

Hebrew under President Witherspoon’s tutelage. The College continued to educate post-graduate students throughoutthe late 18th and 19th centuries, though it was not until 1870 that President McCosh systematized programs of studyleading to master’s and doctor’s degrees. In becoming “Princeton University” at the 150th anniversary, graduate studiesand a college to house graduate students rose in priority. In December 1900, the trustees voted to establish the GraduateSchool and appointed Latin professor Andrew Fleming West 1874 as the first dean. West administered the affairs of theGraduate School for 27 years, during which time he saw the construction of the Graduate College on the edge ofSpringdale Golf Course (see “Woodrow Wilson” in segment #2) and managed growth in the number of programsoffering advanced study. By deliberate design, the Graduate School has operated on a scale smaller than that of theundergraduate school, keeping its educational opportunities intimate and high in caliber; most of Princeton’s graduateprograms perennially rank among the best in the nation.

The Princeton University Graduate College was dedicated on October 22, 1913. Designed by Ralph Adams Cram inclose collaboration with Dean West, this imposing group of connected Gothic buildings was the first residential college

in America devoted solely to postgraduate liberal studies. Situated on a hill half a mile from the main campus, thebuildings of the college consist of brown and gray Princeton stone with blue and green slate roofs. The ensembleconsists of Thomson College (the central quadrangle), Proctor Hall (the formal dining hall and chief public room), Pyne Tower (living quarters for the master-in-residence), Wyman House (the residence of the Dean of the Graduate School),the North Court (another quadrangle added in 1927), and the 173-foot Cleveland Tower, which was built as a memorialto President Grover Cleveland (who was a University trustee following his retirement from public life) through publicsubscription of funds. The architectural detailing is continuously interesting, with humorous depictions of student life inthe form of exterior gargoyles and grotesques, and caricatures of trustees carved on the dining hall hammerheads. Thecollege also has its own organ, library, and gardens, as well as a basement lounge appropriately called the DebasementBar (or “D-Bar”).




Segment 16: Dillon Gymnasium


Athletic Opportunities: Princeton is an NCAA Division I school and a member of the Ivy League conference. Close tohalf of all undergraduates, about 2,000 students, participate in intercollegiate athletic competition at Princeton. The

University offers 38 varsity sports and 40 club teams. Each year, more than 1,000 students participate in intercollegiate varsity and junior varsity sports:

• Men’s Teams: baseball, basketball, crew, cross country, diving, fencing, football, golf, ice hockey, lacrosse,

soccer, sprint football, squash, swimming, tennis, track and field, volleyball, water polo, wrestling• Women’s Teams: basketball, crew, cross country, diving, fencing, field hockey, golf, ice hockey, lacrosse,

soccer, softball, squash, swimming, tennis, track and field, volleyball, water polo

Princeton teams have won the Ivy League’s unofficial all-sports points championship each of the past 22 years, andPrinceton has also had at least one team or individual national champion each of the past 22 years. Since 2000, 32 of the33 Princeton teams that compete in official Ivy League sports have won at least one league championship. The 2010–11athletic year saw Princeton win 15 Ivy titles, more than double any other school in the leauge. Princeton teams have now won 404 championships sicne the league was founded in 1956.

Students can also participate in a variety of club sports, most of which compete intercolligately:• Men’s Teams: baseball, basketball, cricket, ice hockey, lacrosse, rugby, soccer, ultimate Frisbee, and volleyball

• Women’s Teams: basketball, field hockey, ice hockey, lacrosse, rugby, soccer, softball, ultimate Frisbee, and

volleyball• Coed Teams: aikido, badminton, ballroom dancing, cycling/mountain biking, equestrian, figure skating,

karate, tang soo do, Nordic skiing, riflery, running, sailing, Shotokan karate, skiing and snowboarding, tabletennis, tae kwon do, tennis, and triathlon

Nearly 300 teams are active in the intramural program, which schedules competition among residential colleges, eatingclubs, independent groups, and faculty and staff. Students can participate in the sport club program with 35 active clubs.Princeton’s group fitness and instructional program offers athletic instruction in nine core areas. Princeton’s physicaleducation program offers athletic instruction in eight areas: aquatics, dance, group fitness, martial arts, racquet sports,special interest sports (golf, figure skating), spinning, and yoga/pilates/wellness.

Athletic Facilities: Visible between Dod and Brown halls is Dillon, the non-varsity gym. It has facilities for aerobics,basketball, conditioning and weight training, dance, martial arts, swimming, squash, volleyball, and wrestling. For those who wish to exercise but not compete, the 8,000-square-foot Stephens Fitness Center allows students to pursue personalhealth goals on the treadmills, weight machines, and many other kinds of equipment.

Also on campus is Jadwin Gymnasium, providing 250,000 square feet of indoor space for basketball, track, and otherintercollegiate sports; Princeton Stadium, a recently built football arena with a seating capacity of 27,800; DeNuzio Pool,a modern facility for competitive swimming and diving; Baker Rink for hockey and ice skating; and the Shea RowingCenter as home to the crew program. In 2008, Myslik Field at Roberts Stadium opened for the 2008 soccer season. Thefacility features two fields, one natural grass and one FieldTurf, as well as a press box, team rooms, seating on threesides, a lounge, and other amenities.

Sharing TalentsPrinceton athletes are encouraged to share their talents with members of the local community. Members of some teamspartner with Special Olympics, while others help coach local youth sports teams.

Highlights in Princeton Athletics History:• The first American intercollegiate football game was held between Princeton and Rutgers in New Brunswick,

N.J. on November 6, 1869. Rutgers ended up winning the game 6 to 4. A week later, however, Princeton wonthe return match on its grounds, 8 to 0.

• The Princeton Football team has won more National Championships than any other team. Alas, the last one

was in 1950.





History and Architecture of Prospect House and Gardens:

In 1824, the wealthy Charleston merchant John Potter acquired the Prospect property. In 1849, his son, Thomas F.Potter, elected to replace Colonel Morgan’s stone farmhouse with a mansion designed by architect John Notman in theFlorentine style.

In 1878 Alexander and Robert L. Stuart, wealthy Scottish-American merchants and philanthropists, bought the house,then called the Thomas Potter House, and presented it to the College for use as the residence of President McCosh andhis successors. The house replaced Maclean House, which had housed the College’s first 10 presidents, as the officialpresidential residence. McCosh thought it the finest college president’s house in the world; on leaving it, he said he feltlike Adam leaving Eden.

However, Prospect’s Eden-like qualities diminished with the passing years, particularly with a number of student actsthat must have made residing in Prospect rather trying for the presidents. Undergraduates going to their eating clubstook short cuts across the Prospect grounds, and an unusually large football crowd in 1903 did the same, trampling theplant life and prompting Mrs. Ellen Wilson, then-President Wilson’s wife, to erect a strong fence around the Gardens.Princeton presidents lived in Prospect until 1968, when this function was transferred to the off-campus Walter Lowrie

House, coincidentally also designed by John Notman.

Segment 19: Jones and Beyond


Jones Hall: Jones is home to the East Asian and Near Eastern studies departments. Originally named Fine Hall, it wasgiven as a mathematics building in 1931 in memory of Henry Burchard Fine 1880, the long-time dean of theDepartments of Science and dean of the faculty. Fine was also an eminent mathematician and the individual largelyresponsible for building the science programs at Princeton (especially, but not exclusively, math and physics) that are soprominent and widely influential in the world today. Jones was designed to be luxurious, with a wood-paneled libraryand a locker room (with showers) for the faculty officed there.

For a period during the 1930s, while the Institute for Advanced Study was still constructing its separate campus, thisbuilding housed the Institute’s first faculty members, which confirmed Fine Hall’s reputation as the intellectual center ofthe mathematical world. Albert Einstein’s office was here (room 109), and carved in German over the fireplace in thecommon room are Einstein’s words: “Cunning is the Lord God, but He is not malicious.” When the math departmentmoved to the other side of Washington Road, it took the building name with them; old Fine Hall was renamed JonesHall, in honor of its donors Thomas and David Jones (both 1876). Mathematical formulas and figures are still imbeddedin the leaded windows. Several scenes in A Beautiful Mind , including the opening, were filmed in Jones, as the mathdepartment was housed here during Nash’s graduate education. (See also “Institute for Advanced Study” and “AlbertEinstein” below, and “Filming of A Beautiful Mind ” in segment #13.)

Alumni, Reunions, and the “P-Rade”: Princeton has a remarkably active alumni network of more than 70,000 people worldwide. Starting with the 1826 founding of the Alumni Association (James Madison 1771 was the Association’s firstpresident), the alumni have long supported the University in countless ways, ranging from interviews of prospective

students and athletic fanaticism to education initiatives and, of course, financial support. For nearly a century, the Alumni Council (and its antecedents) has provided leadership for alumni activity through standing committees andnetworks of alumni involvement in college affairs; its headquarters are in the Maclean House (see segment #9). AnnualGiving, the most well-known fundraising campaign, typically sees a participation rate of more than 60 percent, which isthe highest of any college in the country.

Every year before graduation, Princeton hosts its phenomenal alumni Reunions. This University-wide celebration eachyear brings back nearly 20,000 alumni and family members for a weekend of festivities. While alumni at most othercolleges will return for only their major class reunions every 5 (or even 25) years, hundreds of Princeton alumni make theeffort to attend Reunions even in off-years, ranging from first year to well above 65th-year reunions. Reunions are




topped off by an alumni parade review called the “P-Rade.” Led by the 25 th year reunion class, the P-Rade is a massiveparade of every class that starts at Nassau Hall and ends at Poe Field. A highly celebrated member of the P-Rade is oftenthe oldest returning alumnus, who for several years running has been Malcom R. Warnock ’25 participating in his 86 th reunion in 2011. Reunions and the P-Rade evoke the close ties that are felt by alumni towards their classes and almamater.

“With One Accord” Plaque: The large plaque in the main stairwell of Frist between the 100- and 200-levels of theFrist Campus Center commemorates the 58,358 contributors to the 250th Anniversary Campaign for Princeton. As themost successful fund-raising campaign in school history, the Campaign for Princeton raised over $1.14 billion forUniversity teaching, research, and campus life. The plaque, which is over 11 feet wide and 8.5 feet high, contains five vertical orange panels made of fiberglass. Intended to reflect the community of alumni participation and not the size ofindividual gifts, the names of all donors are written in 10-point white lettering that is only visible from inches away.Contributors are listed randomly, with no distinction between large and small donations. A whopping 78% ofPrinceton’s undergraduate alumni made donations during the Campaign for Princeton.

Alumni Promoting Civic EngagementMany individual alumni and alumni classes choose to focus their University giving on providing opportunities forPrinceton students to take action and learn about pressing public problems, both in the US and abroad. Below are somehighlights. All of these opportunities are paid.

• Princeton Project 55 is a nonprofit organization established by members of the Class of 1955 at Princeton

University to mobilize alumni, students, and others, to provide civic leadership and to develop and implementsolutions to systemic problems that affect the public interest. Their flagship program – the Public InterestProgram – places scores of outgoing Princeton students in year-long fellowships with public interestorganizations in major cities across the country each year. Host organizations provide opportunities forstudents to engage in policy making, research, advocacy, and/or direct service, and all fellows are paired with aPrinceton alumni mentor.

• Princeton Internships in Civic Service, coordinated by the Class of 1969 Community Service Fund and open to

Princeton students in all classes and recent graduates, offer summer placements in national and internationalcommunity and public service organizations involved in a wide variety of areas, including communitydevelopment, education, the environment, group advocacy, health and social services, housing, legal services,public policy, youth services and the arts. Through real-world experiences with their sponsor organizations,interns produce effective, meaningful work for their organizations. Internships focus on projects emphasizing work in the field, in research or in personal interaction rather than in routine office work.

• Princeton in Asia, Princeton in Africa, and Princeton in Latin America were all started by—and continue to be

supported in large part by—Princeton alumni. These organizations offer recent Princeton graduatesopportunities to work with community based NGOs throughout the world.

• The Class of 1948 recently provided financial support for a group of Princeton students who designed their

own project to teach English in a remote part of Western China.


The Institute for Advanced Study: The institute was founded in 1930 by a gift of $5 million by Louis Bamberger andhis sister, Mrs. Felix Fuld. It was first housed in Fine Hall (now Jones Hall), but the institute later built its own campus ashort distance down Mercer Street, just west of Princeton University. The institute supports high-level research ofeminent scholars and grants no degrees; faculty members are there for study and enrichment, and are not required totake or teach classes. In the words of the late director J. Robert Oppenheimer, “The primary purpose is the pursuit ofadvanced learning and exploration in fields of pure science and high scholarship to the utmost degree that the facilities

of the institution and the abilities of the faculty and students will permit.” The academic work of the institute is carriedon in three schools: Mathematics, Natural Sciences, and Historical Sciences. The institute faculty has also included suchfigures as John von Neumann, George Kennan ’25, and Carl Kaysen. Although the institute and University are entirelyseparate institutions, they enjoy “a fortunate symbiosis.”

Forrestal Campus: Far beyond the boundaries of main campus (about 3 miles and a 15 minute drive) resides thePrinceton Plasma Physics Laboratory on the University’s 825-acre Forrestal Campus, which was established in 1951.Named for the first U.S. Secretary of Defense James Forrestal ’15, this center conducts multi-billion dollar researchactivities in aerospace, mechanical, and nuclear sciences that are largely funded by the U.S. government. Between 1951and 1958, classified work on fusion consisting of the world’s largest thermonuclear experiment under the code name




“Project Matterhorn” took place at Forrestal. Matterhorn was renamed the PPPL in 1961, a facility that today continuesthe search for ways to harness the power of fusion for peaceful applications. PPPL has approximately 420 employees,and the laboratory’s budget in fiscal year 2008 was $6 million.

Section 20: Princeton the Town

In the 1690’s several Quaker families, including the Olden, Stockton, and Clarke families moved to the area. The townofficially became “Princeton” in 1724, when a village and tavern was formed in the area for Colonial Post Riders. In1756 the College of New Jersey moved to Princeton, and erected Nassau Hall. The town of Princeton gained fame in1777, with the Battle of Princeton. Princeton was divided into two townships at Nassau Street until 1838. The towncontinued to grow over the 1800s with the increase of traffic on Route 1 and the growth of the University. In 2012,Princeton Borough and Princeton Township merged into one municipality, ending the devision which cut campusputting Forbes and some Butler dorms in another zip code.

PLACES TO EATSee Section X: Places to Eat Near Campus

ATTRACTIONS IN PRINCETONSee Section IX: Points of Interest In the Princeton Area



IV. COMMON TOUR VARIATIONS 57

IV. Common Tour Variations

Now that you have read through a sample “standard” tour, it is important to realize that guides may need to vary theircontent or route depending on factors beyond their control, such as the weather or the type, number, special needs, andspecial interests of the visitors. Below, we have outlined some pointers that may help you to accommodate the morecommon variations. It is neither necessary nor suggested to memorize these variations; they appear here rather as a

resource to you, especially if you know in advance you will be giving a group tour for non-prospective students. In sucha situation you can look over the appropriate variation for some pointers. These special tours were originally developedby Kejia Tang ‘10, Daniel Gadala-Maria ‘09, and Doug Sprankling ‘10.

TOURS FOR NON-PROSPECTIVE STUDENTS

In the case of a tour with no prospective students, guides should focus on history, architecture, and lore. Here are a few words of wisdom on the types of information that certain kinds of visitors prefer to hear on their tours:

Children: In New Jersey, one year of the elementary school curriculum is designed to highlight the history of the state,so Orange Key receives many requests to lead groups of school children around the most noted buildings on campus. The most important aspect of a tour for kids is to keep them engaged through humor and by talking about things that

they find cool or to which they can relate. Talk about your own experiences as a college student, such as your schedule(no class on Fridays?!) or favorite classes. At the beginning of your tour, assign them the task of making sure you don’trun into anything—and tell them that this is one time when it’s okay to interrupt, as they should ask you questions whenever they have any. Here are some suggestions of other points of emphasis:

FRIST: Point out Einstein’s classroom, and the statues of Ben Franklin and Joseph Henry carved by Lincoln Memorialsculptor Daniel Chester. Ask if they’ve seen the TV show House , then talk about Frist’s use in its external scenes.Discuss the theater, the TV lounge, the pool tables, Frist events, and its history as the Palmer Laboratory.WOOLWORTH/1879 ARCH: Mention student music groups, such as the 14 a cappella groups and the PrincetonUniversity Band, whose members wear orange and black jackets and play in the fountain after the football team wins. Ask if anyone plays the piano, and tell them about the dozens of pianos on campus. Have them test the echo in 1879 Arch. Point out the gargoyles on 1879, especially “Monkey with Camera” by Mt. Rushmore sculptor Gutzon Borglum.ROBERTSON/McCOSH: Talk about how Robertson was designed by World Trade Center architect Minoru Yamasaki,and how the building looks like a giant bike rack. Talk about the PU Band playing in the fountain after home football

wins. Describe the huge variety of majors and minors; mention yours and others. Discuss McCosh 50, the biggest (481seats) lecture hall on campus (but Princeton has only 6 students for every professor), where the President of Rwanda andNatalie Portman spoke.CHAPEL: This is one of kids’ favorite buildings! Explain the bulldog myth, point out Ralph Adams Cram and CliffordMacKinnon’s heads carved in the façade. Mention that the chapel is the third-largest university chapel in the world andother statistics: it seats 2,000, the key stone weighs 4 tons, and the ceiling is 76-feet high. Describe how the oak pewsare made from wood originally intended for Civil Wood gun carriages.FIRESTONE/EAST PYNE: Mention statistics related to Firestone: there are 70 miles of shelving, 15 million volumesin the University Library system, and about 10,000 items are added each month. Talk about Firestone’s size, includingits underground levels, and mention the theses (80-100 pages!). Talk about the wide variety of languages and studyabroad locations offered.CANNON GREEN/FRONT CAMPUS: Discuss Princeton’s rivalry with Rutgers, its origins and the back-and-forthhistory of the little cannon. Describe the bonfire and the Class Day traditions at Cannon Green (including recent

speakers such as Stephen Colbert). Talk about how students don’t walk out of the FitzRandolph Gate before graduationout of the fear of never graduating. NASSAU HALL: This is another favorite for kids. Talk about the Battle of Princeton (and the destroyed portraits), thetradition of stealing the bell clapper, that the mace was stolen once, that Princeton served as the nation’s capital, and thatPrinceton’s flag has been to the moon.

Ending the tour at Nassau Hall is usually advised, as most kids don’t particularly care about meal plan options forupperclassmen and the like. Furthermore, this makes for a more leisurely tour that focuses on kid-friendly sites andensures they don’t get tired or lose focus. Any remaining time can be spent in the Faculty Room taking questions.




Tourists, senior citizens: These groups tend to enjoy learning about the architecture, landscaping, and historicalsignificance of the campus and its buildings. Here are some suggested points of emphasis, on which more informationcan be gathered in relevant previous segments of this guide:

FRIST CAMPUS CENTER : While it may be good to mention its current use, its past as the Palmer Physics Laboratoryshould be the main subject of conversation. Mention Einstein’s lectures in Frist 302, point out the two statues by DanielChester French, and give a short description of who Henry was. Finally, the colonnade that spells out the top half of“Frist Campus Center” is worth mentioning.1879 ARCH: Skip Woolworth and head straight to the arch where again, the main conversation should be historical.Mention that the building was donated by the Class of 1879, and provide historical information on Wilson and his plansfor Princeton. It may also be worth mentioning that the gargoyles around the arch were carved by Gutzon Borglum, who also carved Mount Rushmore. You might want to also mention the bronze stars as you walk by the hall, after visiting the arch. EATING CLUBS: Many visitors enjoy hearing about the “exclusive” Princeton eating clubs. Focus on the origins ofthe system, and the reasons for the perpetuation of the upperclass clubs. Use your discretion as to which stories to tell –the Great Dinky Robbery is always a popular one. McCOSH WALK: Talk about the Woodrow Wilson School’s bathe-in-the-fountain tradition and the Dean’s Date run.Clarify that Marx Hall is not named for Karl or Groucho. Mention that Robertson was designed by Minoru Yamasaki, who also designed the World Trade Center towers. Talk a little about James McCosh and about how McCosh Hall wasdesigned specifically for the Wilson’s preceptorial system. Finally, you may want to mention that Isabella McCosh

brought organized healthcare to the campus, for which the current Health Center is named. MATHER SUNDIAL: Talk about how only seniors could sit on its steps until World War II. You can tell the Bulldogmyth, but just make sure that you clarify that Ralph Adams Cram did not actually go to Yale (this is a tour that isdesigned to emphasize history, after all).CHAPEL: Mention Cram and MacKinnon’s faces on the façade and Princeton’s early Presbyterian influence. Talkingabout Marquand Chapel adds a nice historical background. Going inside might be a good idea to get a break from theheat, and it provides an opportunity to point out the stained glass windows and other interesting facts, such as the factthat the pews were made from wood that was originally intended for Civil War gun carriages.FIRESTONE: Only cover the more interesting facts (like the collection of Gutenberg bibles); don’t bother to mentionthe thesis. Also, point out Witherspoon’s statue and talk about him. EAST PYNE: Talk about how it used to be the University library before Firestone. You may want to tell the myth abouthow the charges from the pub in Chancellor green were listed as library fines on students’ bills (this is not true, of course)as it would serve as a segue into Chancellor’s Green. Finally, point out the statues of Witherspoon, McCosh, Madison,and Ellsworth on the west face of East Pyne’s west tower.

CANNON GREEN: Talk about the bonfires, but leave the story of the little cannon’s first theft (remember: Rutgersstole the little cannon even though the big one had been in New Brunswick at one point) and the history of Whig andClio for later. NASSAU HALL: Talk about the founding of Princeton, the Battle of Princeton, Nassau Hall’s use as the capital of theUnited States, the class ivy tradition, clapper theft, and the fact that the University bell is the most rung bell in the world.Mention William of Orange and point out that both Nassau Hall and the town of Princeton are named for him. Try togo inside the faculty room – it’s full of history and gives visitors a chance to sit down.WHIG AND CLIO: As you walk by West College, mention its previous use as a dorm and point out “Oval withPoints.” Use this time to talk about Whig and Clio’s history, especially the fact that they used to be the center ofPrinceton’s social life (before the eating clubs). This is also a good place to describe the cannon theft (but make sureyour tour group can see it).THE CLOACA MAXIMA: This was a large group of outhouses buried into the ground, at a time before Princeton hadplumbing. Its former location is near the foot of the stairs between Whig and Clio. (If you mentioned the old tradition of

stealing a local farm’s outhouse to place atop the bonfire pyre, this stop won’t seem completely random.) The Cloaca Maxima , which the learned-in-Latin undergraduates named for Rome’s sewers, was built of stone in the ground, to avoidits being set ablaze. Details in the “Tour Content” section.DOD, BROWN, PROSPECT HOUSE: Depending on where the tour is ending, you might want to mention that Dodand Brown were given by the same donor, and that Dod has lions on it since Princeton’s mascot was not decided at thetime of its 1890 construction. The snowball myth is worth telling. Also, tell both versions of the reasoning for the fencearound Prospect Garden (male hormones and trampling of flowers). Try to end on a note about Princeton’s history.

Architecture: This is a tour given specifically for visiting architects or architecturally minded visitors. The tour route islonger than the normal tour route (approximately 1.5 hrs) as it goes to east campus and down campus to cover the




modern architectural (Wu, Icahn labs, etc) on Princeton’s campus in addition to the collegiate gothic buildings dominanton a regular campus tour. Because this tour covers information not typically covered on most regular tours, if you aregiving an architecture tour, it is highly recommended that you review all the material listed below. The most importantaspect of this tour will be both to emphasize the different styles of architecture on campus (the Georgian style of NassauHall, the collegiate gothic style of Rockefeller College, the romanesque style of Alexander Hall, etc.) and point out somefamous architects that have designed buildings for the campus. Most of the information needed is in the main tourcontent of the Guide for Guides , but this section will provide an outline of the modified tour route as well as any newinformation that you may need, most of which comes from Raymond P. Rhinehart’s Princeton University (1999). The orderof the tour route below may not be the order you go on your tours: where you start and end should be up to yourdiscretion and to the convenience of your visitors.

FRIST CAMPUS CENTER/PALMER PHYSICS LABORATORY: Talk a bit about the history of Palmer Hall as laidout in the main tour content of the Guide for Guides (referred to hereafter as the Guide ). Palmer hall was designed byHenry Janeway Hardenbergh in the Tudor gothic style and built in 1908. Walk through Frist and begin talking about thechange from laboratory to a campus center. Exit the south entrance facing Guyot Hall and talk about the fusion of theold and new architectural styles that Frist exhibits. The “new” Frist was designed by eminent architect and Princetonalumnus Robert Venturi and his wife Denise Scott Brown in 1999, the same people who designed Wu hall, BendheimHall, Fisher Hall, and many more around campus. Venturi is an award-winning American architect and a“counterrevolutionary” to the purely functional and spare designs of modern architecture. His famous maxim is “less is abore,” a reference to the modernist dictum “less is more.” Venturi graduated in the class of 1947 and received his MFA

here in 1950.WOOLWORTH/MARX/1879 HALLS: Architectural information on these halls is in the Guide . Since there is not a lotof architectural information and the walk is rather long, you may want to talk a bit about Woodrow Wilson’s time here,tell about the significance of the bronze stars, as well as the interesting gargoyles (monkey with a camera) by GutzonBorglum, the man who later sculpted the presidential faces on Mount Rushmore. When you reach 1879 arch, you mayalso want to point out Prospect Avenue and the eating clubs, built in a variety of styles including gothic (Ivy), Georgianrevival (Cottage), and Princeton’s official collegiate gothic (Colonial). ARCHITECTURE SCHOOL: This building was designed in 1963 by the Princeton alumni, Fisher, Nes, Campbell, and Associates. Its hard edges, lack of ornament, and rectilinear forms are hallmarks of 1950s and 60s design. Its bricks werefired unevenly to create variations on the basic reddish-brown color. It is designed in a T-shape, with the east-west wingthree stories tall to complement the height of McCosh Hall to the north and its north-south wing two stories tall tocomplement 1879 Hall to the east. Thus, even though it is built in one of the busiest locations on campus, this dual-height feature neither obstructs the surrounding buildings nor creates a wall that would cut off the flow of traffic fromone side of campus to the other.

ROBERTSON HALL: Robertson Hall was designed by Minoru Yamasaki in 1965, the architect who also designed the World Trade Center towers. Robertson Hall flouts the functional rules of the modernist styles, while at the same timeinvoke the classical assemblage of pedestal, column, and emblature of the Parthenon. Yamasaki gave the buildingtransparency through its great plate-glass expanses and its soaring interior spaces visible from the plaza and openbalconies. When it is fully lit at night, light spills out in all directions. MCCOSH HALL: Built in the Tudor gothic style, it houses Princeton’s biggest classrooms and office complex.Designed by Raleigh C. Gildersleeve in 1907, it features exterior walls of Indiana limestone with brick backing to add anextra measure of fire protection.UNIVERSITY CHAPEL: Designed by Ralph Adams Cram and built between 1925-1928, it is the third largestuniversity chapel in the world, behind only Valparaiso University and King’s College in Cambridge, England. Like aphoenix rising from its ashes, the Chapel is built on top of the old Marquand Chapel, which burned down in 1920. It isbuilt from east to west in the shape of a cruciform and the sun rises above the stained glass panel of the last supper inthe east and sets upon the panel of the last judgment in the west. The Chapel is a hybrid of gothic styles and inspirations,

including that of the King’s College chapel and of English medieval parish churches, while also maintaining a mix oftraditional and modern building techniques. Although the foundations and footings of the chapel are in concrete, itsupper structure is load-bearing masonry construction with Pennsylvania sandstone and Indiana limestone.FIRESTONE LIBRARY/EAST PYNE/WHIG-CLIO: All necessary information is in the main tour content of theGuide . NASSAU HALL: Although first built in 1756, the Nassau Hall of today harkens back to the extensive 1855 alterationsof John Notman (who also designed Prospect house) after several fires had damaged the building. Although Nassau Hallis built in the Georgian style, Notman was a devotee of the Florentine school, which was made fashionable by Queen Victoria’s Osborne House. He enlarged the originally modest Georgian doorway into the present one-and-a-half storyarched Florentine entry and installed a third-story stone balcony with arched an Palladian window that breaks through




the cornice into the central pediment. The lobby inside (Memorial Hall) was designed by Philadelphia firm Day andKlauder in 1919, and is a dignified Beaux-Arts space reminiscent of a Chapel. The Faculty room inside was done byRalph Gildersleeve in 1906 and is modeled after the British House of Commons. The walls are paneled in English oak,in accordance with President Woodrow Wilson and the trustee’s deep anglophilia at the time. ALEXANDER HALL: Built in the romanesque style by William A. Potter in 1892, Alexander Hall is the last buildingbuilt before the rise of the collegiate gothic style on campus. Architect Frank Lloyd Wright declared that this was themost interesting building on campus (though also the only interesting one) when he came to visit, and it was also chosenby the U.S. Postal Office to appear on a postcard celebrating Princeton’s 250th anniversary. The great, round,Romanesque arches leading into cavernous doorways, the steep gabled roof, the tall dormers, the heavy and rough stone walls, the horizontal emphasis, and the zig-zag detail under the eaves were inspired by the great nineteenth-century American architect Henry Hobson Richardson. The bas relief sculpture was designed by J.A. Bolger and executed by J.Massey Rhind and depicts the arts and sciences paying tribute to Learning, the central seated figure. The horned figureon the upper left is Moses while on the upper right is Christ.HOLDER/BLAIR/WITHERSPOON: All necessary information is in the main tour content of the Guide .DILLON GYM: Designed by Aymar Embury in 1947, Dillon rises from the ashes of the old University Gym, which wasdestroyed by a fire in 1944. Like Firestone Library, it was one of the last buildings built in the collegiate gothic style until Whitman College. Its great crenellated entry tower and its use of local stone (Lockatong argillite) with limestone trimsalvaged from the original building are modeled after the old University Gym. The building is animated with gargoyles ofcartoon-like athletes carved in stone.CUYLER HALL: Generally acknowledged as the most handsome of Princeton’s residential halls, Cuyler was built in

the collegiate gothic style by Day Brothers and Klauder in 1912. Its richness of detail and materials—notice the over-scaled stone chimneys and thick slabs of slate on the roof, as well as the extravagant ceiling of the Pitney archway withits rosettes, leaves, coat of arms, and shields—is a look back to an era of handcraftsmanship and a clear rejection of the“dehumanization” of the industrial revolution. Its style was chosen not only for its beauty, but also to intellectually andaesthetically present an idyllic alternative to the sweat and grime of the city: instead of smokestacks, Cuyler has chimneysand fireplaces; and while many buildings of its day were quickly mass-produced, Cuyler is a work of carefully and patientcraftsmanship.WHITMAN COLLEGE: Princeton’s newest residential college is a revival of traditional forms, built in “Princetoncollegiate” style by award-winning architect Demetri Porphyrios. Porphyrios is a graduate alumnus of Princeton whobelieves that Whitman is “important for the revival of traditional architecture in the States.” Completed in 2007, Whitman’s handset-stone walls rise 20-100 feet, sweeping above the terraced courtyards, slate roofs, and copper and wood detailing. Bluestone walkways crisscross through the quads and agreat tower announces entry into the college.GORDON WU HALL: Wu Hall was designed by famed architect and alumnus Robert Venturi in 1983. Wu wasdesigned as a reaction to what Venturi saw as a drastic drop in the quality of the University’s architecture since its

collegiate gothic era. Wu Hall is a mix of old and new: it is inspired by Holder Hall and the Princeton’s gothic dininghalls (notice the chandeliers), yet it maintains its own modern flavor. From Princeton University by Raymond P. Rhinehart(1999): “The one element that perhaps shows most persuasively why critics rank Wu as one of the best buildings oncampus is the front west façade that defines the eastern edge of Butler Walk. The tight site dictated that Wu Hall wouldbe long and narrow. Venturi had to break up a flat surface to ensure that one’s experience with the building would bemore than an encounter with a wall. Venturi interrupts horizontal and vertical members: the ground floor is a curtain wall with a procession of white, over-scaled, and nonfunctional keystones; immediately inside are free-standing whitecolumns; one flight up, the plane of the upper stories is broken by deep recesses; the roof line is also broken up tosuggest what has been called a “skyline”; the eyebrow window near the south end creates a pause; the same effect iscreated by the gray granite and white marble pattern above the entrance; and then, of course, there are the bays on eitherend. What may initially seem arbitrary surface detail is in fact carefully calculated to suggest a texture and complexity thattransforms a blank wall into a lively façade” (p.124). Also notice the cat face above the entryway: pointed ears (obelisks),eyes (ovals), and nose and whiskers by the door.

SCULLY/BLOOMBERG: Scully was designed by Michado and Silvetti in 1998. Bloomberg was designed by MichaelDennis Associates of Boston a few years later. Scully can be seen as the prototype of the modern 21st century dorm andas a vanguard of internal, programmatic design. Its insides allows handicap access, alternative routes of escape in case offire, computer ports, private bath space, rooms for advisors, and more public space for libraries and conference rooms.(Compare this to Princeton’s earlier dorms with bathrooms and laundry rooms stuck in the basement as anafterthought.)ICAHN LABORATORY: Icahn lab houses the Lewis-Sigler Institute for Integrative Genomics. It was designed byRafael Viñoly Architects PC and marks the beginning of the modern style that characterizes south campus. One of thekey features of Icahn is the flexibility of space above the building’s upper two stories, which can be accessed by catwalksto allow easy reconfiguration of equipment. The interior walls can also be rearranged without demolition. Faculty offices




are located together and away from their respective lab spaces, forcing faculty to interact on the walk from lab to office.In the atrium is a scupture designed by Frank Gehry which was originally intended as a model for a house that Peter B.Lewis commissioned Gehry to design. Along the south wall, 31 vertical louvers made of painted aluminum turn in time with the sun and the seasons to maximize shade. The louvers cast DNA-shaped shadows across the floor.GUYOT: Guyot Hall was designed by William Berryman Scott and the firm Parrish and Schroeder in 1909. As a sciencebuilding, it was designed from the inside out, sometimes called a “decorated shack,” and its beauty is primarily a functionof its utility. The building is divided into two parts, biology to the east and geology to the west. These two parts aresymbolized by a parade of carved limestone gargoyles, 200 in all. Lining the high roof line, the gargoyles consist of livingspecies on the biology wing and extinct species in the geology wing, and are modeled after the arrangements onEngland’s history museums.

Alumni: If you are conducting a tour for alumni (as individuals or as a group), attempt to make it an interactiveexperience. Ask them when they graduated, what they majored in, what club (if any) they were in, where they lived, and what activities they participated in—they will love sharing this information with you, and these tidbits will be goodreference points for you to gear your tour around. They will probably want to see what is still familiar to them, along with what is new, and overall, how Princeton students today compare to themselves and their friends. You will find ituseful to keep in mind the perspective of their generation and Princeton experience. For instance, anyone from beforethe Class of 2001 will not be familiar with Frist and its offerings; before 1998, they will be shocked to see the buildingsnow forming the ellipse on Poe Field (Scully, Icahn, and Bloomberg) and the “new” football stadium. If they graduatedduring the early 1980s or before, they will be unfamiliar with “residential colleges”; alumni from ’69 or earlier attended

an all-male school and may refer to female students as “coeds.” Alumni who graduated during the 1940s likely sawmilitary service, so be sure to discuss the Memorial Atrium and point out the stars on dormitory windows. All alumni will also want to take a look at the 250th Anniversary Campaign for Princeton plaque in the Frist Campus Centerstairwell (since over three-quarters of living alumni contributed to the campaign, it is likely that their names would be onthere somewhere).

South Campus/Sciences:

Traditional Orange Key tours rarely venture south of Frist, but if you are ever need to lead a tour of the southernportion of campus a reading of this section will be helpful. With the completion of the Neruoscience and Psychologybuildings along Poe Field, all of the University’s science departments are now located along the southern portion of Washington Road. Though Orange Key typically does not offer a science tour, this section will be useful if you are evercalled on to lead a special tour.

LEWIS LIBRARY History and ArchitectureCompleted in the spring of 2008, the Frank Gehry-designed Lewis Library collectively houses the library collections ofall science departments on campus. Frank Gehry, known for his postmodernist work, has received the Pritzker Prize,the highest award in architecture. This distinctive building has a roof line raised 103 feet, a tower and a multi-storyatrium. Materials used include brick, embossed local sheet metal, rose-colored limestone, glass and stainless steel.Previously, subject-specific science libraries were attached to individual departments and scattered around campus. Bycombining all science libraries into one location, better inter-disciplinary interaction and discussion can take place acrossscientific fields.

Construction of the Lewis Library began in 2004 after Peter B. Lewis ’55, donated 60 millions dollars in 2001 for theconstruction of the library and the funding of science related programs within the library. Only one year prior, Lewisdonated 55 million to fund the creation of Princeton’s Lewis-Sigler Institute for Integrative Genomics, housed in the

Carl Icahn Building farther south on campus.

Current Facilities and Resources This 87,000 square foot integrative science library houses the astrophysics, biology, chemistry, geosciences, mathematics,physics, and statistics collections. It will also be home to the digital map collection and the geospatial informationcenter.

The New Media Center, previously at 87 Prospect, has twice the space and double the resources now that it is housed inthe Lewis Library. The Education Technologies Center, previously in Frist Campus Center, has moved its home basefor web designers and programmers to the Lewis Library, neighboring the New Media Center. TIGRESS, a collection




of operation and research machines, previously in 87 Prospect, has also moved to Lewis.

The Lewis Library houses one periodical collection for all the sciences, an electronic classroom, a library seminar room, abroadcast center, two bowl-shaped classrooms for 75 and 50 people, small class rooms, computers clusters, carrels andcomfortable seating. Two floors of the tower are reserved for patrons to study and work quietly.

FINE HALL:

History and ArchitectureFine Hall, home of the Department of Mathematics and the Department of Statistics, was constructed in 1968 and in1970 was dedicated as a memorial to Henry Burchard Fine ‘80, the central figure in the early development of themathematics faculty of the University.

Fine Hall replaced an older Fine Hall, built forty years earlier, which was renamed Jones Hall. Fine Hall was designed by Warner, Burns, Toan and Lunde of New York City, and together with Jadwin Hall won an Award of Merit in the Architectural Design Award Program in 1966. Fine Hall is comprised of a long three-story building topped by a towerof ten additional stories. The long, three-story section contains classrooms and graduate student offices and studies. Onthe third floor is a common room with portraits of Dean Fine and two earlier Princeton mathematicians, Walter Mintoand Albert B. Dod. On the second floor are two study rooms named for Luther P. Eisenhart, Fine's successor aschairman of the Department of Mathematics, and Samuel S. Wilks, founder of the Department of Statistics. Each floorof the tower, except the topmost, contains seven faculty offices and one seminar room. The entire top story is devoted

to a professors' lounge, whose large picture windows afford panoramic views of the campus and the surroundingcountryside.

Henry Burchard Fine was the first and only Dean of the departments of science. The son of a Presbyterian minister,Fine was a member of Princeton’s class of 1880. While at Princeton he played flute in the orchestra, rowed crew, editedfor the Prince, and participated in James McCosh’s biweekly “library meetings.” He specialized in Greek and Latin, andgraduated salutatorian. After leaving Princeton he took a year long fellowship in Experimental Sciences and tutoredmath for three years. He returned to Princeton in 1885 as an assistant professor and by 1909 was the Chairman of theMath Department.

Fine became a leading figure in mathematics and helped to found the American Mathematical Society, and was itspresident from 1911-1912. After his election as president of the United States, Woodrow Wilson urged Fine to acceptappointment as Ambassador to Germany and later as a member of the Federal Reserve Board, but Fine declined bothappointments, saying quite simply that he preferred to remain at Princeton as a professor of mathematics. Fine also

declined a call to the presidency of Johns Hopkins University and several to the presidency of Massachusetts Institute of Technology.

The Putnam Competition, first held in 1938, is sponsored by the Mathematical Association of America and takes theform of an annual national examination. Students who have taken the exam sometimes organize informal problemsessions for those interested.

LoreSince Fine Hall is one of the tallest buildings on campus, math students occsaionally like to reprogram the elevator,switching the 6th and 8th floors to confuse faculty, staff and visitors.

JADWIN HALLHome to the Department of Physics. Jadwin also houses a cyclotron and the Elementary Paricles Laboratory.

History and Architecture: Jadwin Hall was designed by Hugh Stubbins & Associates of Cambridge, Massachusetts. Its basic construction, like FineHall's, is of reinforced concrete and steel, and the principal exterior materials are Canadian granite and brick. The plaza ispaved with a stone known as London Walk.

Jadwin Hall, headquarters of the Department of Physics, was dedicated in 1970 as a memorial to Stanley Palmer Jadwin, whose widow on her death in 1964 left $27 million -- virtually the entire family estate -- to the University. Portions ofthis gift were used for the construction of the gymnasium in memory of her son, L. Stockwell Jadwin '28, as well as forthe mathematics-physics-statistics center, represented by Jadwin Hall and Fine Hall.




Counting the two levels beneath the plaza, Jadwin Hall has six floors altogether, containing ninety laboratories, eighty-four offices, and eight classrooms. On the main floor is a meeting room for the physics faculty named for Princeton'sfirst physicist, Joseph Henry, and adjacent to it a lounge named for its donor, Peter A. Ballentine '35.

Current Facilities and Resources: The Physics Department offers a non-credit course in “shop” in which students can learn how to use the machine toolsto participate in the construction of experimental apparatus. Undergraduates can also participate in the graduate classPhysics 557, in which they design and build the sophisticated electronics required in modern experiments.

The Princeton Society of Physics Students provides social and intellectual outlets for undergraduate and graduatestudents interested in physics. Their events include pizza lunches, Junior Paper discussions, Pi Day festivities and movienights.

Related Programs and Facilities:Princeton Plasma Physics Laboratory is located about two miles off of Princeton’s main campus, in the PrincetonForrestal Campus. The PPPL does leading research on the production of fusion energy—producing energy in the same way that the sun does, from the fusion of hydrogen and its isotopes. Nuclear fusion requires deuterium and tritium, twoabundant isotopes of hydrogen. Ten million tons of deuterium is found on the earth’s surface water and tritium can beproduced from lithium. Physicists have been able to recreate temperatures of 510 million degrees, which is far hotter

than the temperature at the core of the sun.

There are two hour guided tours of the PPPL on weekdays; call (609) 243-2757 in advance to schedule one.

GUYOT HALLHistory and Architecture:Princeton first offered geosciences curriculum in 1854 when Arnold Guyot was appointed professor of Geography andPhysical Geography. It was not until the 1880s when students were allowed to concentrate in Physical Geography andGeological Paleontology. The Department of Geology was not founded until 1904. The department was housed inNassau Hall until Guyot Hall was completed in 1909 in Tudor Gothic architecture. The sculptures of living and extinctplants and animals that line the roof of the building were carved in the studio of Gutzon Borglum, the famed artist ofMt. Rushmore. Guyot Hall consisted of 2 acres of floor space and 100 rooms when originally constructed. In 1926Princeton began its Summer School of Geology and Natural Resources in which students learn techniques in geologicaland geophysical research. This summer class is still offered today at Red Lodge Montana, under GEO 300. In 1932 the

department gained famed geologist Harry Hammond Hess, who pioneered the theory of sea floor spreading.

Arnold Guyot was a Swiss geologist who came to Princeton in 1854. He pioneered the theory of Sea Floor Spreadingand was a strong proponent of the controversial Theory of Evolution. He was an expert in glaciology, physical geology,meteorology and cartography. In addition to this building, three mountains have been named after him in the WhiteMountains of New Hampshire, the Great Smokey Mountains of North Carolina and the Colorado Rockies. There isalso a glacier in Alaska and a crater on the moon named after him. Guyots, or flat-topped sea mounts carry his nameand Guyot Hall was the first flat-topped building on campus. The boulder out front was given in his name by formerstudents from Switzerland. It is a glacial erratic, a mass of stones formed as a glacier glided over.

Current Facilities and Resources:Guyot Hall is home to the departments of Ecology and Evolutionary Biology and Geosciences as well as environmentalstudies and the Princeton Environmental Institute. These departments can be incredibly interdisciplinary, and work

closely with the Woodrow Wilson School, the Program in Atmospheric and Oceanic Sciences, the Department of Civiland Environmental Engineering, and the Geophysical Fluid Dynamics Laboratory.

The Museum of Natural History : In 1856 Arnold Guyot began the collection of fossils and geological specimen which made up the Natural HistoryMuseum, originally located in the heart of Nassau Hall. It moved to Guyot Hall upon its completion in 1909. Themuseum contains several hundred thousand geological, biological and archaeological specimens. The most notablespecimen is a fossil of the dinosaur Hadrosauras foulkii , which was originally found in New Jersey. This collection alsocontains a sample of almost every available mineral and gem in the world.




MOFFETT LABORATORYHistory and Architecture:Moffett was constructed in 1960 as an addition to the east side of Guyot Hall in order to provide more facilities for theBiology Department. Biology was first taught at Princeton in 1830 when John Torrey began teaching courses in botany.In the 1870s Princeton formed the School of Science, which was wracked with controversy over the admittance ofDarwinian biology professors. The still fiercely religious university had a policy of turning down Darwinian professors.E. Newton Harvey taught the first undergraduate course in biochemistry in the country in 1920. In the 60s ArthurPardee started the Program in Biochemistry and by 1970 it became its own department. In 1965 Ecology andEvolutionary Biology formed as a department and in 1967 Neurophysiology was organized.

Current Facilities and Resources:Moffett houses a dresophilia media laboratory, which is a laboratory and kitchen devoted to the study and dissection offruit flies. The Flow Cytometry Core Facility, which consists of flow cytometers used in cell cycle analysis, are found inMoffett Hall.

SCHULTZ LABORATORYHistory and Architecture: The George LaVie Schultz Laboratory was constructed in 1993 as the second addition to Guyot Hall, after Moffett wasadded in 1960. This four-story building consists of a brick and limestone façade which meshes with the facades of the

earlier-constructed Lewis Thomas Laboratory and the southern half of campus with newer dormitories. The groundfloor of Schultz contains a lobby, teaching labs, seminar rooms, and a computer lab. There are lounges at each end ofthe building on every floor to allow for faculty, students and professor to meet, discuss and interact in a more casualsetting.

Current Facilities and Resources:Shultz is home to a variety of laboratories and lecture halls used specifically by the Molecular Biology department. Everystudent concentrating in the Molecular Biology department is required to take a Core Lab course in their junior year, which takes place in Schultz.

LEWIS THOMAS LABORATORY The Lewis Thomas Laboratory is one of the four buildings which house the Molecular Biology Department.

History and Architecture:

The 110,000 square foot Lewis Thomas Laboratory was constructed in a1986. Payette Associates designed the internallaboratories and Venturi, Scott Brown and Associates designed the façade of the building. Robert Venturi ’47 *50 hadpreviously designed Wu Dining Hall, found in the same area of southern campus. The 29 million dollar building isextended in length to accommodate rows of laboratory space. The façade consists of patterned brick and cast stone andthe roofline incorporates six smokestacks and five greenhouses.

The Molecular Biology Department is interdisciplinary and many students take classes in genetics and biochemistry. Inthe junior year all concentrators are required to take the Core Lab, where they learn to take part in higher level scientificresearch. There about 100 undergraduates concentrating in Molecular Biology with 50 faculty members. MolecularBiology majors often pursue certificates in neuroscience, biophysics, engineering biology and public policy. ManyMolecular Biology concentrators plan to apply for medical school, as many of the requirements for med school are basicrequirements for the concentration. Students interested in continuing their studies in medical school can receiveextensive advising from the Heath Professions Advising Office.

Current Facilities and Resources: The Lewis Thomas Laboratory houses a Mass Spectrometry Facility which uses light to assess the qualities of molecules.Monoclonal Antibody facilities allow students and faculty to perform immunizations, collect antisera and assess immuneresponses. The Transgenic Core Facility and the Vivarium are both located in Lewis Thomas and allow for research with lab animals.

Independent Work:Fall semester of junior year, Molecular Biology students participate in small seminars which are dedicated to reading andanalyzing journals and primary resources. In the spring of junior year concentrators work one-on-one with a faculty




member to create a research plan for the senior thesis. All concentrators are invited to complete original research duringthe summer to prepare for the senior thesis. The senior thesis involves experimental research, and is usually acontinuation of the project begun at the end of junior year.

CARL C. ICAHN LABORATORYHistory and Architecture:Carl C. Icahn Laboratory houses the Lewis-Sigler Institute for Integrative Genomics. This program was made possibleby a donation from Peter B. Lewis ’55 in honor of his Princeton roommate Paul B. Sigler ’55. Carl Icahn ’57 providedthe funding for the construction of the building.

Rafael Vinoly Architects designed the 92.00 square foot laboratory, which was completed in 2002. The exterior of thebuilding is made of pre-cast concrete panels and the south side features a curved glass façade. The roof is made of steel. A large open atrium in the middle features a café and chairs for faculty and students in interact. The glass southern facestands behind 40-foot vertical steel louvers which track the movement of the sun in the southern sky and rotate toremain at the optimal angle for shading and cooling the building. The labs were constructed as a “demountable system,”to allow researchers to customize their own lab space without major construction.

The Lewis-Sigler Institute is incredibly interdisciplinary, combining modern biology with more quantitative sciences. The Institute is purposefully academically diverse to push research opportunities across fields of math and science. TheInstitute is influenced by the research on the genomic sequences of the human and all major experimental organisms.

The Institute was founded by President Shirley Tilghman, and she was the director before becoming President of theUniversity. David Bolstein is the current Director of the Institute.

NEW NATURAL SCIENCE NEIGHBORHOODOn the west side of Washington will be the new building to house the departments of Neuroscience and Psychology.Each department will have its own building with separate facilities, but both building are physically close and thedepartments are connected in their research of the brain.

FRICK CHEMISTRY LABORATORY The Chemistry department is currently housed in the Frick Chemistry Laboratory, joining the Science Neighborhood in2010. The Frick Chemistry Laboratory was designed by Hopkins Architects and will contains laboratories for facultyand students, teaching and administrative spaces, and is be one of the most environmentally sustainable buildings oncampus. The building features solar panels on the roof, a smart fumehood system which adjusts flow rates duringexperiments and uses a heat exchanger before expelling exhaust, and water recycling. Taylor Atrium, which cuts down

the middle of the building, is the largest open space on campus after the chapel. The atrium and auditorium are bothnamed after Prof. Edward Taylor, whose patent royalties from the cancer drug Altima provided much of the funding forthe construction of the building.

The Chemistry Department is previously housed in old Frick Lab, now called 20 Washington. The Chemistrydepartment is interdisciplinary and contains many fields of study such as organic chemistry, biochemistry and bioorganicchemistry, bioinorganic and biophysical, inorganic, and experimental physical chemistry.

Current Facilities and Resources: The Chemistry Department has many facilities for students and faculty. The Center for Ultrafast Laser Applicationsuses ultrafast lasers. The Glassblowing Facility fabricates new or existing glassware, including the invention of thePrinceton Schlenk Line, a variation of existing glassware used to purify water. The machine shop allows faculty toconstruct experimental equipment, and students can take a shop class to get a taste for the technical aspects of

laboratory work. The department also houses a Mass Spectroscopy Facility and several NMR spectrometers, which iscomposed of three HP mass spectrometers. A spectrometer is an optical instrument used to measure properties of light.

Independent Work: The chemistry independent work is slightly different than the independent work in other fields. In the fall of junior yearstudents take part in the Junior Colloquia Program. This is a weekly series of lectures by faculty and staff which thestudent must attend for 10% of their CHM 981 (fall junior independent work). In addition to the colloquia, students work with three successive advisers on three different topics, doing brief research and reports for each one. This formatis meant to provide students with a broad sampling of research opportunities and the professors who are working onthose studies. In the spring term, students select a project to begin original research, working at least 14 hours a week on




• Frist to Woolworth/1879: Avoid the stairs at the south side of 1879.

• Chapel: The chapel has a wheelchair ramp at the southeast side, near the bulldog on the drainpipe. Keep inmind that this is the only ramp, so mobility-impaired visitors will have to both enter and exit the chapel usingthis ramp.

• Nassau Hall: Regrettably, Nassau Hall is not wheelchair accessible (and because of its status as a National

Historic Landmark, this is not likely to change). As such, cover history outside Nassau Hall, just as we do on weekends.

•

Holder: You can enter Holder from the east arch, but then you will also have to exit through this arch. Analternative is skipping Holder and talking about the residential colleges in Mathey courtyard. To do this, turnsouth past Richardson, instead of heading north towards Holder.

• Mathey to Frist: Lead the tour in front of Witherspoon Hall, cross Elm Drive, and continue diagonally

towards Brown. Then continue through Prospect Gardens to finish the tour at Frist.




V. A Brief History of the University

Princeton University received its first charter from King George II, under the seal of John Hamilton, acting Governor ofthe Royal Province of New Jersey, on October 22, 1746. Princeton is the fourth extant college to be established in theEnglish colonies and the first in the middle colonies—after Harvard (1639) and Yale (1701) in New England, and William and Mary (1693) in Virginia. (The antecedent of the University of Pennsylvania (1740) had been founded in

Philadelphia in 1740, and what came to be known as Moravian College (1742) was also in Pennsylvania, but both ofthese institutions were preparatory academies, not true colleges, in their early histories.) Chartered officially as theCollege of New Jersey, Princeton was popularly known in these early days as Nassau Hall, a title taken from her principalbuilding and later as Princeton College, derived from her location in the village of Princeton. It was not until thesesquicentennial (150th anniversary) in 1896 that the trustees formally adopted the title of Princeton University.

The charter was obtained through the efforts of several Presbyterians under the direct influence of the Great Awakening—a religious revival that swept the colonies in the early 18th century. Revivalists won many converts to themovement, but their methods aroused vigorous opposition, dividing several denominations into factions known as the“Old Side” and the “New Lights.” The seven original trustees of the College (the Reverends Aaron Burr, JonathanDickinson, John Pierson, Ebenezer Pemberton, and three laymen, William Smith, Peter Van Brugh Livingston, and William Peartree Smith) belonged to the New Lights. Six of them were graduates of Yale, to which the Middle Colonieshad frequently turned for their ministers. Yale, however, had fallen under the control of the Old Side and no longer

provided a suitable atmosphere in which men could be trained for “truly enlightened” pulpits. This situation influencedthe trustees to establish a school where young men could be trained for the ministry and other worthy endeavors. “Wehope it will be a means of raising up men that will be useful in other learned professions—ornaments of the State as wellas the Church,” declared the founders. “Therefore we propose to make the plan of education as extensive as ourcircumstances will admit.”

Much of the College’s early support came from the Synods of New York and Philadelphia, and every president until Woodrow Wilson was a Presbyterian minister (and until Bill Bowen in 1972, every president was either a Presbyterianminister or the son of one). Nevertheless, Princeton was never supervised by any church, and the founding trusteesstipulated that there should be “free and equal liberty and advantage of education” for all students, “any differentsentiments in religion notwithstanding,” a sentiment and commitment that was then revolutionary. The College was alsofortunate to receive enthusiastic assistance from a forerunner, the Log College, founded in 1726 in Neshaminy,Pennsylvania, by the Reverend William Tennent. After the school was closed in 1746, several of its backers becametrustees of the College of New Jersey.

The first president of the College was Reverend Jonathan Dickinson, a distinguished writer and pastor. In May 1747, thefirst group of 8 or 10 undergraduates, nearly all of whom had previously been under Dickinson's instruction in hisprivate academy, assembled in his home in Elizabeth, New Jersey. Less than five months later Dickinson died, andanother founder, Reverend Aaron Burr Sr., succeeded him as president. The College and her undergraduates thenmoved to his home in Newark.

Because doubts had arisen as to the validity of the original charter, the trustees secured another from the new colonialgovernor, Jonathan Belcher, on September 14, 1748. The two charters are very similar, but the number of trustees wasexpanded to 23 and the governor of New Jersey was made an ex-officio member of the board. The University stilloperates under this 1748 charter today.

It soon became apparent that the College should have a permanent home of her own. A successful lottery was held, andGilbert Tennent and Samuel Davies returned from a fund-raising trip to Europe with several thousand pounds in hand. The choice of location was narrowed to either New Brunswick or Princeton. When the former failed to manifest a desireto house the College (the College asked for 10 acres of cleared land, 200 acres of woodland, and 1000 pounds incurrency), Princeton was selected in January 1753.

Governor Belcher had been very influential in obtaining community support for the College in Princeton, and thetrustees wished to name the new building Belcher Hall in his honor. The governor diplomatically declined, therebyearning the eternal gratitude of generations of Princetonians. He asked instead that the building be named Nassau Hallto express “the honor we retain in this remote part of the globe to the immortal memory of the glorious King WilliamIII, who was a branch of the illustrious house of Nassau.” The first College exercise conducted in Nassau Hall was a



V. A BRIEF HISTORY OF THE U NIVERSITY 69

sermon held in the prayer hall (which was later converted into the Faculty Room) on November 13, 1756. From theoutset, the College insisted upon a personal approach to teaching and emphasized religion, mathematics, and oratory.

The College was fortunate to have a line of scholarly and inspiring presidents in her infant years, but all of them diedafter a short time in office. Not until the eminent Scottish divine John Witherspoon accepted the presidency in 1768 didthe College have a leader able to play a long-term role in Princeton’s development. Under Witherspoon, the Collegeacquired a national character thanks largely to Witherspoon’s own activities (see also “John Witherspoon” in segment#5).

Serious misfortunes hit the College in the early part of the 19th century. In 1802, Nassau Hall suffered a fire that burnedmuch its interior. Student rebellion against the strict limitations of college life drew to a head in 1807 when nearly two-thirds of the undergraduate students were suspended and barricaded themselves inside Nassau Hall, forcing the College’sclosure. In 1812, the founding of the Princeton Theological Seminary drew important financial support of thePresbyterian Church away from the College. Some of the financial slack was taken up by the founding of the Alumni Association of Nassau Hall in 1826, with James Madison 1771 as its first president. From its nadir, the College madeslow but steady progress under the leadership of John Maclean, Jr. 1816, who became Princeton’s vice-president at age29 and served in that position for 25 years before ascending to the presidency in 1854. Maclean built up an endowment,founded scholarships, raised the entrance requirements, began the building program, secured better scientific equipment,and generally elevated the quality of a Princeton education (see also “Maclean House” in segment #9). Between the1820s and the Civil War, the student body grew from 70 to over 300, and the faculty from 5 to 16. East College (which

stood where East Pyne stands today), West College, Whig Hall, Clio Hall, and a chapel were added to form a quadrangle with Nassau Hall around (what is now known as) Cannon Green.

The Civil War greatly disrupted College life, with many students leaving school to fight in the war for both the Unionand Confederacy. Princeton, which despite its location traditionally drew many students from the South, had 70 alumnikilled during the War, 35 fighting for each side. Of the 12 Civil War generals educated here, 8 served the Confederacy(see also “Memorial Atrium” in segment #10). Despite decreased enrollment, classes continued throughout the war.

In 1868, the Reverend James McCosh came to Princeton from Queen’s College, Belfast, and began a 20-year tenure aspresident. McCosh’s talents as an administrator and teacher, combined with the College's traditions of scholarship andalumni loyalty, helped lay the foundations of later growth into a university (see also “James McCosh” in segment #4).

This was also a boom time for non-academic traditions and symbols. The lyrics to “Old Nassau,” Princeton’s almamater, were written in 1859 by freshman Harlan Page Peck 1862, and the music was composed by Karl Langlotz, who

had studied music under Franz Liszt and was then employed to teach German at the College. In 1867, the sophomoreclass became the first to adorn their baseball team’s orange ribbons (orange for King William III of the House ofOrange and Nassau) with black numerals. Princeton traveled to New Brunswick to oppose Rutgers in the firstintercollegiate football game in 1869 (Rutgers won, 6 goals to 4). By the early 1880s, florid sports journalists had seizedupon Princeton’s orange and black uniforms and spirited teams, and had begun to refer to them as the Tigers. The GleeClub was formed in 1874, and an undergraduate newspaper that evolved into The Daily Princetonian was created in 1876.Tiger Magazine was founded in 1882, while the Princeton Collegiate Dramatic Association (which in 1893 became knownas the Triangle Club), first started producing plays in 1883. An important change in academic life was made whenstudents adopted the Honor System for conduct of examinations in 1893.

In the 1890s, the Princeton skyrocket cheer—“Hooray! Tiger siss-boom-ah, Princeton!”—which was borrowed from theSeventh Regiment of New York City as the troops traveled through Princeton on their way to Washington just after theoutbreak of the Civil War, was transformed into the “locomotive,” Princeton’s longest-used and most distinctive cheer.

Starting slowly and picking up speed, the words to the cheer emulate the sound of a train pulling out of a station: “Rah,rah, rah; tiger, tiger, tiger; sis, sis, sis; boom, boom, boom; ah!” (followed by three shouts of “Princeton!” or classnumerals). The original skyrocket cheer was supposed to imitate the sounds of fireworks: “siss,” the rocket zoomed intothe sky; “boom,” the explosion; and “ah,” the crowd expressed its appreciation for the resulting light show.

Growth continued under the administration of President Francis Landey Patton. While the student body grew to over1300 and the faculty to 100, the University also experienced a surge in interest in athletics—particularly football. Withthe support of the alumni, who were granted direct representation on the Board of Trustees in 1900, the school added17 new buildings, including Blair Hall (1897), the first of the distinct Collegiate Gothic structures that would come todominate campus architecture for almost 30 years.




In 1896, the College of New Jersey celebrated its 150th anniversary. The name was changed to Princeton University, andProfessor Woodrow Wilson 1879 delivered the sesquicentennial address on the subject “Princeton in the Nation’sService.” In 1901, the Graduate Department was elevated to the status of a special school, and Professor AndrewFleming West 1874 became its first dean.

Woodrow Wilson was elected the thirteenth president of the University in 1902. Wilson inspired the implementation ofdistribution requirements, raised the University’s admissions standards, and gave the University’s administration morestructure. In 1905, Wilson introduced the preceptorial system, attempting to establish more personal relationshipsbetween teachers and their students. In a single year Wilson added almost 50 preceptors to the faculty (that previouslyhad numbered just over 100). Wilson’s disagreements with Dean West concerning the location of the Graduate College(Wilson believed the Graduate School should be in the center of campus), as well as his unpopular views on Princeton’ssocial system (he was firmly opposed to the eating clubs), played a part in his decision to resign the University presidencyin 1910 to run for the Governorship of New Jersey, from which he launched his national political career.

The University continued its expansion under the administration of President John Grier Hibben 1882 until it becameevident that there was a limit beyond which the University could not expand without serious sacrifice in its educationalmission and caliber of work. In 1923, the trustees established a policy of limited enrollment and began to concentrate onintensive, rather than extensive, expansion. The Hibben administration reorganized many academic departments andadded new facilities to the campus. The study of architecture was introduced in 1919, the School of Engineering was

added in 1921, and in 1930 the University added the School of Public and International Affairs. Hibben was also astaunch supporter of American involvement in World War I. Not only did Hibben assist the Allies’ campaign throughthe devotion of many University resources to the government, but by September of 1918 there were only 60undergraduates who were not in a service unit.

President Harold Willis Dodds *14 (M.A.) took office in the depths of the Great Depression and guided Princetonthrough World War II and the Korean War. Dodds’ long administration (1933-1957) also witnessed the addition of thedepartments of music (1934) and religion (1940), programs in humanities and American civilization (now Americanstudies), and the construction of Firestone Library (1948).

World War II disrupted University life in a way that had only been seen once before in Princeton’s history—during the American Revolution. Many members of the faculty withdrew for military service, along with hundreds of students.Some Princetonians chose to take part in accelerated programs initiated by President Dodds so they could go off to warhaving earned a degree, while others would return after their service to complete their coursework. Nearly 10,000

Princeton students and alumni saw service, and 363 died. Princeton initiated a special program to send a packet of threebooks from a list of 70 to any of the 1,800 students who were interrupting their college careers with service in the armedforces; almost 3,000 books were distributed through this initiative, which garnered the University national publicity.During the War, many servicemen were also stationed at Princeton for special training, including African-Americans who became the University’s first black students. Twenty-three women also participated in a special photogammetrycourse at the University, 25 years before true coeducation began. After the war, accelerated programs were maintained toaccommodate the swelling campus population, consisting of returning students as well as other veterans making use ofthe G.I. Bill. It was not until the early 1950s that a large percentage of students were not also veterans, and campus lifereturned to a more “normal” feel.

Dodds retired in 1957 and Professor Robert Francis Goheen ’40 *48 (Ph.D.) assumed the presidency. Chiefdevelopments under his administration were the addition of a number of new programs and a tremendous growth of theUniversity’s physical plant. The University’s total indoor square footage nearly doubled during Goheen’s tenure. He also

made room for a faculty dining facility when he vacated Prospect House and moved a quarter mile down Stockton Streetto Lowrie House. The first residential colleges were added under Goheen’s administration. Funds for this expansioncame from the 1959-1962 Capital Gifts Campaign which raised over $60 million, including record-breaking AnnualGiving donations, and from the continued receipt of special gifts, notably the gift of $35 million for the Woodrow Wilson School by Charles S. Robertson ’26 and his wife Marie, and the bequest of over $28 million by Mrs. Stanley P. Jadwin P’28 (used to construct the $5 million Jadwin Gymnasium and the math/physics complex).

President Goheen’s administration also saw the beginning of coeducation at Princeton. Women were first admitted tograduate programs in 1961, and in early 1969, the trustees voted to make the undergraduate school coeducational, basingtheir decision on a 16-month study conducted by professors and trustees and the nation’s growing trend toward




VI. Famous Princetonians

The following list is a small sampling of the very many notable alumni and distinguished current faculty members,chosen because of their likely name recognition amongst the general public. You should not recite a long list ofPrincetonians on your tour; rather, this is intended to serve as a reference for you to work some of this information intoyour regular tour or, if asked, to name some famous alumni or professors. This sampling may also make you more aware

of research occurring in fields of interest other than your own. This listing is certainly not all-inclusive.

FAMOUS ALUMNI

James A. Baker III ’52 – Secretary of State under President George Bush Sr. A. Scott Berg ’71 – Author of Pulitzer Prize-winning biography Lindbergh , also Max Perkins: Editor of Genius (National

Book Award winner) and Kate Remembered (new bestselling biography of Katherine Hepburn) Jeff Bezos ’86 – Founder and CEO of Amazon.comBill Bradley ’65 – Legendary basketball star for the New York Knicks and the 1964 gold medal-winning U.S. Olympic

team; former N.J. Senator and presidential candidate; Rhodes Scholar and all-time record holder for totalpoints scored on the Princeton basketball team (see Category B of segment #16)

Aaron Burr Jr. 1772 – Third Vice President of the United States under Thomas Jefferson; infamous for his duel againstpolitical rival Alexander Hamilton, in which Hamilton was mortally wounded

Dean Cain ’88 – Actor, most famous for television roles such as Superman on Lois and Clark and the host of Ripley’sBelieve it or Not! ; star football player and Brooke Shields’s beau during his Princeton days

Robert Caro ’57 – Two-time Pulitzer Prize recipient for his presidential biographies; Prince writer and editorPete Conrad ’53 – Astronaut on the Apollo XII mission and third man to walk on the moon on November 18, 1969

(see “Princeton on the Moon” in segment #10)David Duchovny ’82 – Actor, most famous for his role in the television series The X-Files John Foster Dulles 1908 – Secretary of State under President Dwight D. EisenhowerF. Scott Fitzgerald ’17 – Author of The Great Gatsby ; one semester short of finishing his degree; wrote This Side of

Paradise about his experiences at Princeton Jose Ferrer ’33 – Actor and director on both stage and screen, whose accomplishments include five Tony awards and

an Oscar for his performance in Cyrano de Bergerac ; Triangle member Jonathan Foer ’99 – Author of New York Times fiction bestseller Everything is IlluminatedMalcolm Forbes ’41 – Publishing Tycoon (see “Forbes College” in segment #13 and segment #15)Steve Forbes ’70 – Two-time Republican presidential candidate; president and CEO of Forbes Inc. and Editor-in-Chief

of Forbes magazine; founding editor of Princeton’s Business Today magazine James V. Forrestal ’15 – Nation’s first Secretary of Defense; Secretary of the Navy after World War II; Princeton

Plasma Physics Laboratory campus named for him (see “Forrestal Campus” in segment #20)Bill Frist ’74 – Heart surgeon and current Senate Majority Leader (R-Tenn); former University trustee; Wilson school

major (see “History and Architecture of Frist Campus Center”)Clark Gesner ’60 – Composer and lyricist for the Broadway musical You’re a Good Man Charlie Brown Charlie Gibson ’65 – ABC news anchor of 20/20 and Good Morning, America ; news director of WPRB as studentBo Goldman ’52 – Hollywood screenwriter for movies such as Scent of a Woman and The Perfect Storm Noor al-Hussein ’73 – Queen of Jordan, born Lisa Halaby; member of first coeducational graduating classStanley Jordan ’81 – Grammy-nominated jazz musician noted for his technical skills on the guitarDavid E. Kelley ’79 – Famed television producer known for such hits as Ally McBeal and The Practice ; husband of actress

Michelle Pfeiffer; star of the Princeton hockey team and Triangle memberGeorge F. Kennan ’25 – Chief designer of the U.S. containment policy concerning the Soviet Union and one of the

most influential figures during the Cold War Wendy Kopp ’89 – Founder of Teach for America, a national program that places qualified teachers in needy urbanschools; proposed program in her senior thesis

“Lighthorse” Harry Lee 1773 – Cavalry officer in Revolutionary War; father of Civil War General Robert E. Lee James Madison 1771 – Creator of the “Virginia Plan” that created the House of Representatives; fourth President of

the United States; first president of the Alumni AssociationHenry Martin ’48 – Long-time cartoonist for the “New Yorker” magazine (which is why so many of the magazine’s

cartoons have Princeton themes)Harold W. McGraw Jr. ’40 – Former CEO of the McGraw-Hill publishing company Jeffrey Moss ’63 – Head writer for the popular children’s television show Sesame Street during its formative years;




Grammy and Emmy Award-winner for his work with the show, which includes helping to create Oscar theGrouch, the Cookie Monster, and the song “Rubber Duckie”; Triangle member

Robert Mueller ’66 – Current director of the FBIRalph Nader ’55 – Green Party presidential candidate and staunch advocate of consumer rightsEugene O’Neill 1910 – Nobel and Pulitzer Prize-winning dramatist who wrote many classics such as Long Day’s Journey

into Night and Morning Becomes Electra ; entered the Princeton Class of 1910, but due to scholastic and disciplinaryproblems, O’Neill withdrew from the University after his freshman year.

John Rawls ’43 *50 – notable political theorist and author of A Theory of Justice and Political Liberalism Donald Rumsfeld ’54 – Secretary of Defense under President George W. Bush; also Secretary of Defense during

Gerald Ford’s presidency; captain of Princeton wrestling and football teamsBenjamin Rush 1760 – Physician famous for his work with the mentally ill, known as “Father of American Psychiatry”;

youngest Princeton graduate ever at age of 14 (see “Benjamin Rush” in segment #10)Henry Norris Russell 1897 – Leading theoretical astronomer of his time; responsible for perpetuating the theory that

the universe is predominantly made up of hydrogenBrooke Shields ’87 – Model and actress most famous for roles in the film Blue Lagoon and the television series Suddenly

Susan ; Triangle memberGeorge Shultz ‘42 – Secretary of State under President Ronald ReaganFrank Stella ’58 – Modern artist well-known for his work in minimalism Adlai Stevenson ’22 – Presidential candidate and ambassador to the United Nations during the Cuban Missile Crisis Jimmy Stewart ’32 – Actor known for roles in films including It’s a Wonderful Life and Mr. Smith Goes to Washington ;

graduate of the School of Architecture, Triangle member and former University Trustee Booth Tarkington 1893 – Pulitzer Prize-winning novelist for works such as Alice Adams ; co-founder of Triangle Cluband Nassau Literary Magazine editor

Meg Whitman ’77 – CEO of eBay online auctioning service; benefactor of Whitman Residential College Woodrow Wilson 1879 – 28th president of the United States; professor and president of Princeton University; creator

of the preceptorial program and distribution requirements; namesake of Wilson College and Wilson School ofPublic and International Affairs (see also “Woodrow Wilson” in segment #2)

DISTINGUISHED CURRENT FACULTY MEMBERS

Robert George, McCormick Professor o f Jurisprudence – Conservative political advisor focusing on constitutionallaw; serve on the President’s Council on Bioethics under President George W. Bush

Daniel Kahnemann, Eugene Higg ins Professor o f Psychology and Professor o f Psychology and Publi c Affairs – Winner of the 2002 Nobel Prize in Economics for his work in behavioral economics

Brian Kernighan *69, Professor o f Computer Sc ience – Co-author of the first book on the C programming language;credited with helping to develop the AWK and AMPL languages and giving UNIX its name

Paul Krugman, Professor o f International Trade and International Economics – Liberal economist and 2008 NobelPrize winner in Economics who authors a biweekly New York Times column about international trade, finance,and domestic fiscal policy

Burton Malkiel, Chemical Bank Chairman’s Professor o f Economics – Author of the layman’s investment book ARandom Walk Down Wall Street ; past appointee to the Council of Economic Advisors and a director of the Vanguard Group of Investment Companies

John McPhee ’53, Ferris Professor o f Journal i sm; Lecturer in the Counci l o f the Humaniti es – Long-time writerfor the New Yorker and Time magazines; awarded the Pulitzer Prize in 1999 for his non-fiction work Annals of theFormer World

Toni Morrison, Goheen Professor in the Humaniti es – Pulitzer and Nobel Prize-winning poet and author of worksincluding Beloved and Song of Solomon

Paul Muldoon, Howard G.B. Clark ’21 Professor in the Humaniti es – Renowned poet and 2003 Pulitzer Prizerecipient for Moy Sand and Gravel John Nash *50, Senior Research Mathemati c ian – Nobel Prize recipient for developing the Nash Equilibrium in

game theory; subject of the Academy Award-winning 2002 film A Beautiful Mind (see segment #13) Joyce Carol Oates, Robert S. Berl ind ’52 Professor in the Humaniti es – Pulitzer nominee for such fiction works as

Blonde and We Were the Mulvaneys Elaine Pagles – Expert on heretical Christian writings, author of The Gnostic Gospels and The Gospel of Thomas.Harvey S. Rosen, John L. Weinberg Professor o f Economics and Business Pol i cy – Chairman of the Council of

Economic Advisors in Washington, D.C from 2003 until 2005.Christopher Sims, Harold B. Helms Professor o f Economics and Banking – 2011 Nobel Prize in Economics winner




VII. Legends and Myths

As Orange Key Tour Guides, we try to avoid telling lies. Unfortunately, a number of lies have worked their way intotours, some of which are listed below. As many of these legends and myths make for somewhat charming anecdotes,you may continue to tell them, but be sure to preface it by letting your audience know that what you are about to say isof legendary and mythic status.

MYTH #1 – ALEXANDER HAMILTON’S VENGEANCE: Alexander Hamilton was denied admission to Princeton byPresident Witherspoon, so Hamilton went to Columbia. Years later, when commanding an artillery battery during the Battle of Princeton, hehad no qualms about ordering the American soldiers to fire upon the British who were entrenched in Nassau Hall.

FACT: Reputable accounts of the Battle of Princeton do not support assertions that Hamilton was present for thisencounter. The only contemporary document suggesting Hamilton’s presence in the area was an incidental reference to Trenton in his pay book. However, it is true that American soldiers fired cannon rounds at Nassau Hall, and scars canstill be seen on the outside walls. It is also true that a cannonball crashed through a window and destroyed a portrait ofKing George II hanging in the Prayer Hall (today’s Faculty Room), although there is no proof that the portrait wasspecifically decapitated. The frame that once held King George II now holds the portrait of George Washington.

MYTH #2 – BOWLING IN NASSAU HALL: Nassau Hall’s brick floors and stone steps are uneven due to the early student

tradition of rolling cannonballs down the corridors’ brick-tiled lengths and end stairways.

FACT: The floor’s unevenness is simply due to heavy use over the past 150+ years. The hallway-bowling story is notcompletely inaccurate, however; contemporary accounts of student life in the 18th century abound with pranks pulled bythe undergraduates, including rolling cannonballs through the halls (which at that time did stretch the entire length ofthe building). But we cannot see the visible evidence of these activities today.

MYTH #3 – SCHOOL COLOR FROM THE MUD: The orange in the school’s colors comes from Nassau Hall, named forPrince William of Orange, of the House of Nassau. The black came from a crew race in the 19 th century. The team was about to bedisqualified because they weren’t wearing numbers, so they dipped their fingers in mud and painted black numerals on the backs of theirorange jerseys.

FACT: The orange indeed came from Prince William of Nassau Hall fame. As for the black, the Princeton crews at theSaratoga Regatta in 1874 did wear orange and black, and it is entirely possible that team members smeared mud on their

jerseys. However, black had been used since 1868, when the Class of 1869 printed its class number with black ink onorange badges to wear in a baseball game with Yale.

MYTH #4 – STUDENT ARSONISTS BURNED THE CAMPUS CHAPEL: During finals examination period in1920, students decided to do away with Dickinson Hall (no relation to the current Dickinson Hall) because it held a giant exam hall in itsupper floor. Students torched the building, then the fire accidentally spread to light the roof of the Marquand Chapel, which subsequently alsoburned to the ground.

FACT: The fire that reduced both Dickinson Hall and Marquand Chapel to ashes during May 1920 was consideredsuspicious, but it was never proven that undergraduate arsonists caused the conflagration. The 50-year-old DickinsonHall did indeed have a large examination hall that caused the students to dread the facility, though most people dislikedDickinson more because of its Victorian-style architecture (which predated the then-popular collegiate gothic phase). When the fire grew large enough to be visible, students actually abandoned Houseparties and the freshmen formal tojoin Princeton and Trenton firefighters in battling the blaze and helped prevent its spread to other nearby buildings, suchas the Joseph Henry House. For the next eight years, while the University Chapel was built in place of Marquand,Princeton students attended church services in Alexander Hall.

MYTH #5 – THE BULLDOG STORY : During the planning stages of the University Chapel (built to replace the MarquandChapel, see myth #4), there was a disagreement between the chief architect, Ralph Adams Cram, and President Hibben. Cram, a Yale graduate, thought a plain, medium-sized structure would be best, but Hibben raised enough funds to commission a more majestic structure.Cram had his revenge, however, as he covertly included a Yale bulldog on a building drainpipe.

FACT: As tempting as it is to tell this legend and subsequently inform visitors that Yale belongs in the gutter anyway,




there is not much truth to this story. Ralph Adams Cram, partner in the famous Boston firm of Cram and Ferguson, wasthe University’s supervising architect between 1907 and 1929—the time during which much of the majestic collegiategothic architecture was erected. Cram did not go to college, and his primary assistant, Alexander Hoyle, was a Harvardgraduate. Yet midway down the copper drainpipe on the southeast façade of the Chapel is an unmistakable bulldog head. Why? One possibility is that it is a British bulldog. The sculpture is around the corner from the Bright Pulpit, which isdedicated to “the great British commoner” John Bright.

MYTH #6 – FIRESTONE BOOKSHELF STOCKING: When Firestone Library was built in 1948, the University was leftwith the daunting task of moving nearly one million volumes from the “old” library in East Pyne Hall to the “new” library. The University,an all-male institution, came up with the clever idea of inviting the members of a local women’s college to hold their classes on the grassy patchesin between East Pyne and Firestone. Once this was announced, young men volunteered in droves to be seen carrying heavy loads of books fromone library to the other, and the entire move was completed in a matter of weeks.

FACT: What local women’s college would that be? The University actually accomplished the move through the effortsof paid workers, including students, during the summer of 1948. Paychecks, not comely coeds, were the workers’motivation.

MYTH #7 – BROWN “SNOWBALL”: After one particularly large snowfall, the sophomores who lived in Dod Hall constructed alarge snowball and pushed it into the archway entrance of freshman dormitory Brown Hall. A temperature drop froze the snowball firmly in place. Since the arch is the only entrance to the building, students in Brown were forced to get in and out through the first floor windows for

several days.

FACT: It is true that Brown and Dod halls used to house a mix of freshmen and sophomores, and it is also true thatstudents in these dormitories sometimes played elaborate pranks upon each other. One “attack” upon Brown Hall in thelate 1960s led to a full-scale student riot in which refrigerators were thrown from the roof of Brown and students stolethe car of the proctors who came to investigate the disturbance. But the snowball story cannot be substantiated and hasbecome true only in the attempts of students to recreate the seemingly fictitious prank. Today’s would-be fame seekersshould know that Public Safety quickly puts a stop to any efforts to block off the entrance of Brown Hall, and the newsouth entrance to the courtyard constructed in 2010 makes for much safer conditions to Brown inhabitants.

MYTH #8 – EINSTEIN’S OMBROPHOBIA : Jones Hall and Palmer Physical Laboratory (now the Frist Campus Center)were connected by an underground tunnel because Einstein didn’t like to walk in the rain.

FACT: There is no “underground” tunnel connecting Jones and Palmer/Frist. There is a short hallway between the 100-

level of Frist and the first floor of Jones Hall, but this was installed when Jones was built in 1929 (four years beforeEinstein came to Princeton).

MYTH #9 – EINSTEIN’S MUMBLINGS: When Einstein was officed at Princeton, the University hired someone (a gradstudent?) to follow him around and write down everything that he mumbled or rambled about, believing that there may be a future Nobel prize-winning theory in his castaway words.

FACT: This is an urban legend, nothing more. But let this be a lesson as to why guides must be cautious when relatingmyths like this one on their tours: Mudd Library reports that the staff has received inquiries from researchers at otheruniversities to view the notebooks of this supposed-Einstein follower! See also “Albert Einstein” in segment #20.

MYTH #10 – PROSPECT GARDENS FENCE: The fence around Prospect Gardens was put up at the insistence of EllenWilson (Woodrow’s wife) while her husband was Princeton’s president and lived in that residence. Mrs. Wilson wished to protect the sweet

and innocent Wilson daughters from the hormone-crazed young Princeton men.

FACT: The fence was put up while the Wilsons lived in Prospect, but Ellen’s goal was to prevent the marauding crowdsof students and football fans from trampling the grounds, as happened in the fall of 1903. See also “History and Architecture of Prospect House and Gardens” in segment #18.

MYTH #11 – BUTLER COLLEGE BUILT TO RESEMBLE A CONCENTRATION CAMP: A certain “Mrs.Butler” gave money to Princeton to build a quad with the condition that it be built as a memorial to the Holocaust. The “bike racks” on theroofs of the lower dormitories in Butler College—1922, 1940, 1941, 1942, and Lourie-Love Halls—are supposed to represent barbed wire.




VIII. Frequently Asked Questions about Admission

This section was designed to help tour guides answer some of the more commonly asked questions about admission toPrinceton. Answers were provided by the admission office. As an Orange Key tour guide, you are not required to answerquestions related to the admission process at Princeton. You may answer basic questions about admission to Princeton.However, remember it is okay to answer “I don’t know” when asked specific questions. If prospective students and

parents have particular concerns about specific practices or policies, please refer them to the admission office.

Q: How do I get into Princeton? A: Whoa! This is a really good question to answer with “I don’t know.” Remind visitors that it is important to

attend the admission information session. Admission officers address this question frequently and they will beable to provide lots of information. It is not possible to say how or why any one candidate gets into Princetonbecause the University seeks to admit a diverse class of students who have a wide variety of talents,perspectives, personalities and backgrounds.

Q: What standardized tests are required? A: To be considered for admission to Princeton, applicants must submit the results of the SAT Reasoning Test or

ACT. In addition, all applicants must submit the results of two different SAT Subject Tests. (Engineering

applicants should include one test in either physics or chemistry, and one test in either Level I or Level IImathematics) We do not use minimum cutoff scores for standardized tests in our admission decisions.

Q: What were your SAT scores? A: This is a great example of a question not to answer on your tour. Try to redirect the question toward a

discussion of average test scores and how SATs are one of many things evaluated in Princeton’s holisticadmission process. If visitors continue to press you, simply smile and explain that in general students who areadmitted to Princeton have comparatively high test scores among the entire population of test-takers.

Q: What is the average GPA for admitted students? A: There is no average GPA for admitted students because every high school grades differently. However 95.2%

of students who were admitted to the Class of 2014 graduated in the top 10% of their high school class. Theadmission office seeks students who are taking the most challenging courses at their high school and areearning top grades in their classes. You may also direct visitors to the “Admission Statistics” page on the

admission website, which includes a chart listing the percentage of applicants accepted by GPA range.

Q: Does Princeton offer on-campus interviews? A: No. However, students are welcome to attend an admission information session either on campus or in their

local area. In addition, we try to offer alumni interviews to all applicants.

Q: What percentage of students admitted are recruited athletes? A: Again, a good answer is “I don’t know.” About 25% of the student body (1,275 students) participates in

intercollegiate varsity and junior varsity sports at Princeton and not all of these students were recruited athletes. Another 1,100 students participate in either club or intramural sports on campus.

Q: Does Princeton reserve spots specifically for recruited athletes? A: No. The admission office notes special talents or accomplishments, but there are not certain spaces in the class

‘reserved’ for athletes. The Princeton coaches advise the admission staff about exceptional athletic talent, whichis considered while reading students’ applications. Prospective students are encouraged to contact the athleticcoaches if they are interested in playing a sport at Princeton. A good place to start is the recruiting formsavailable at www.goprincetontigers.com.

Q: Are applications from non-U.S. citizens treated differently in the admission process? A: No. We consider all applications in the same way, regardless of citizenship or high school location. The

admission process is also need-blind for all applicants, including citizens of countries other than the UnitedStates.



VIII. FREQUENTLY ASKED QUESTIONS ABOUT ADMISSION 79

Q: Where can I get an application? A: Applications become available the summer before the student’s senior year of high school. Students are

encouraged to add their name to the admission office mailing list by completing an information request card orfilling out our online form. In recent years, up to 95% of applicants have applied online.

Q: Does Princeton accept the Common Application? A: Yes. Students must submit a Common Application with a Princeton supplement. Both the Princeton

Supplement and the Common Application can be submitted online.

Q: What is the application deadline? A: January 1 is the final postmark or electronic submission deadline. We encourage applicants to submit their

portion of the application by December 15, if possible.

Q: Does Princeton have early decision? A: Princeton has returned to a Single Choice Early Action system starting with the Class of 2016. This means that

students may apply only to Princeton early, but then are also free to apply to other university’s regular decisionprograms. The system is non-binding, and students have until May 1 to decide if they want to attend Princeton,unlike Early Decision, which is a binding application offered at other schools. Applications are due byNovember 1, with decisions being returned on December 15.

Q: Is financial aid available? A: Princeton's need-based financial aid program is one of the strongest in the country. All applicants foradmission are considered without regard to their family financial circumstances, including internationalstudents. Any student who feels his or her family resources will not cover the full cost of attendance isencouraged to apply for aid. Princeton meets the full demonstrated need of every admitted student with acombination of grant aid and a campus job. Students are not required to assume loans as part of Princeton’sfinancial aid package. More information and the application forms can be found at www.princeton.edu/admission. The average grant is $38,350.

Q: Does Princeton accept transfer students? A: No. At this time, Princeton is not able to offer transfer admission.

Q: Can I defer admission for a year? A: Yes. Students who are admitted to Princeton may defer admission if they wish to work, perform community

service, travel, or pursue a number of enriching activities. Requests to defer enrollment for a year must be madeto the Dean of Admission.

For more FAQs and other information, visit the admission website at www.princeton.edu/admission.




IX. Points of Interest In the Princeton Area

There are plenty of other attractions in Princeton both within and beyond the FitzRandolph Gate for visitors interestedin exploring the area after your tour. Here are some highlights you may suggest.

Nassau Hall – The centerpiece of Princeton’s campus, Nassau Hall housed the entire college during the school’s early

years, played a key role in the Battle of Princeton, and served as the nation’s capitol for several months at theend of the Revolutionary War. The two tigers on the front steps, named Woodrow and Wilson afterPrinceton’s most famous president, stand as the most recognizable symbols of the University. Today thebuilding holds administration offices, including those of the University president. Portraits of famous Princetonalumni and former Princeton presidents adorn the walls of the Faculty Room, one of the most majestic venueson the campus. Nassau Hall and the Faculty Room are open only for weekday Orange Key tours.

Princeton Battlefield State Park – The setting for the pivotal Revolutionary War battle that cemented General Washington’s victory in Trenton after his daring Christmas night crossing of the Delaware River, the Princetonbattlefield is located approximately a mile and a half down Mercer Road from the University. Now a popularplace among students for springtime picnicking, the silent fields where colonial troops clashed with Britishredcoats span the area between the Clarke farmhouse, now the visitor center and museum, and the IonicColonnade, where the graves of several soldiers who died in the battle are located. The visitor center is open

Wednesdays through Saturdays from 10 AM to 12 noon and 1 PM to 4 PM, as well as on Sundays from 1 PMto 4 PM.

Princeton University Art Museum – Located in the heart of Princeton’s campus, the Art Museum boasts a world-classcollection of artwork and artifacts from antiquity through the present. The collection reflects a truly universalscope, with works from ancient Egypt and Asia, as well as the Italian Renaissance and the Americas, and artistsranging from Rafael and Charles Willson Peale to Andy Warhol. The museum is open to the public Tuesday, Wednesday, Friday, and Saturday from 10 AM to 5 PM, Thursday from 10 AM to 10 PM, and Sunday from 1PM to 5 PM. Admission is free.

Palmer Square – Right across Nassau Street from the University, Palmer Square makes up the heart of the town ofPrinceton, with all manner of stores and restaurants, including student favorites Winberie’s Restaurant andBent Spoon ice cream, to make for an enjoyable shopping and dining experience. Be sure to pay a visit to thePalmer Square tiger and to ‘Jake the bronze book-reader.’

Battle of Princeton Memorial Park – The Princeton Battle Monument, dedicated in 1922, overlooks the park at theintersection of Nassau Street, Stockton Street (Route 206), and Bayard Lane. The public park also contains amemorial statue of Albert Einstein, as well as ‘Richard the bronze newspaper-reader’ (the counterpart ofPalmer Square’s Jake), a fountain statue with an uncanny resemblance to Huck Finn, and the bell that hungaboard the USS Princeton in the 1840s.

Princeton Cemetery – Called the “Westminster Abbey of the United States” because of the number of prominentcitizens buried there, the Princeton Cemetery was established in 1757 and remains in use today. U.S. PresidentGrover Cleveland and Revolutionary War patriot and Vice President Aaron Burr are among its many notables. The Presidents’ Plot contains the burial sites of nearly every deceased president of Princeton, including John Witherspoon, a signer of the Declaration of Independence. The cemetery is located several blocks down Witherspoon Street from the University, with the entrance on Greenview Avenue. Admission is free.

Battle of Princeton Memorial Park – The Princeton Battle Monument, dedicated in 1922, overlooks the park at theintersection of Nassau Street, Stockton Street (Route 206), and Bayard Lane. The public park also contains amemorial statue of Albert Einstein, as well as ‘Richard the bronze newspaper-reader’ (the counterpart ofPalmer Square’s Jake), a fountain statue with an uncanny resemblance to Huck Finn, and the bell that hungaboard the USS Princeton in the 1840s.

Drumthwacket – The official residence of the Governor of New Jersey, Drumthwacket (Scottish-Gaelic for “woodedhill”) was constructed on land once owned by William Penn and has housed families that have held prominentroles in Princeton’s and America’s history since it was built in 1835. The mansion became the Governor’s




official residence in 1982. Drumthwacket is located about a mile west of campus down Stockton Street (Route206), and tours are available on Wednesdays from 12 noon to 2 PM (reservation required), with the exceptionof the month of August.

Albert Einstein’s House – The home of Albert Einstein for two decades in Princeton, the Einstein house is locatedjust west of the University campus at 112 Mercer Street. While Einstein was never a professor at theUniversity, he held a position at the Institute for Advanced Study in Princeton from 1933 until his death in1955, and he had an office and often gave lectures on campus. The house was designated a National HistoricLandmark in 1976 and remained the residence of the Einstein family until 1986. At Einstein’s request thehouse has never been turned into a museum or public shrine; today it is owned by the Institute for AdvancedStudy and is used as a private residence.

Morven Museum and Garden – The museum occupies the house called Morven, the former New Jersey Governor’sMansion and 18th century home of Richard Stockton, a signer of the Declaration of Independence. Morven’shistoric garden includes a formal, grand lawn dotted with majestic trees, beds of heirloom annuals from the18th and 19th centuries, and a re-creation of the Colonial Revival style garden that was planted at Morven inthe early 20th century. The building and garden are located on Stockton Street just past the Battle of PrincetonMemorial Park. Admission is $6 for adults, $5 for students and seniors.

Princeton Record Exchange – One of the largest and most popular used record stores in the country, Princeton

Record Exchange sells everything from vinyl to DVDs. The selection changes frequently, and GQ recentlyranked PRX as the nation’s top used record store. It is located just off of Nassau Street on South Tulane Street(across from Firestone Library).




X. Places to Eat Near Campus

Often visitors will ask guides at the conclusion of a tour for suggestions of places to get lunch and Hoagie Haven is notalways the most suitable option for a family. Here’s a list of eateries within walking distance of campus.

Ice Cream!

The Bent Spoon, 35 Palmer Square West, (609) 924-2368 ! Fruity Yogurt, 166 Nassau Street, (609) 921-8787 ! Halo Pub, 9 Hulfish Street, (609) 921-1710 ! Thomas Sweet, 183 Nassau Street, (609) 683-8720 !

Twist, 84 Nassau Street, (609) 454-3057

Coffee Houses!

Small World Coffee, 14 Witherspoon Street, (609) 924-4377 !

Starbucks Coffee Company, 100 Nassau Street, (609) 279-9204

Sandwiches/Deli/Salads! Hoagie Haven, 242 Nassau Street, (609) 921-7723 ! Olives (Greek food market), 22 Witherspoon Street, (609) 921-1569 !

Panera Bread, 136 Nassau Street, (609) 683-5222 !

Princeton Soup & Sandwich Company, 30 Palmer Square East, (609) 497-0008 !

The Red Onion (deli), 20 Nassau Street, (609) 924-6667 !

Subway, 18 Witherspoon Street, (609) 924-5063

Pizza

!

Iano’s Rosticceria, 86 Nassau Street, (609) 924-5515

! Old World Pizza, 242 Nassau Street, (609) 924-9321

! Teresa Caffé, 23 Palmer Square East, (609) 921-1974

Restaurants! Alchemist & Barrister, 28 Witherspoon Street, (609) 924-5555 ! Blue Point Grill (seafood), 258 Nassau Street, (609) 921-1211 ! Calico Grill (seafood), 180 Nassau Street, (609) 924-0500 !

Carousel Restaurant (casual dining), 182 Nassau Street, (609) 497-0033 !

The Ferry House (American cuisine), 32 Witherspoon Street, (609) 924-2488 !

Kaliente (Mexican), 235B Nassau Street, (609) 688-8916 !

Massimo’s Express (Italian pasta & pizza, casual), 124 Nassau Street, (609) 924-0777 ! La Mezzaluna (Italian), 25 Witherspoon Street, (609) 688-8515 ! Mediterra (Mediterranean), 29 Hulfish Street, (609) 252-9680 !

Pj’s Pancake House (pancakes, eggs, sandwiches, burgers), 154 Nassau Street, (609) 924-1353 !

The Princeton Sports Bar & Grill, 128 Nassau Street, (609) 921-7555 !

Restaurant Underground (Bulgarian), 4 Hulfish Street, (609) 924-0666 !

Triumph Brewing Company, 138 Nassau Street, (609) 924-7855 !

J. B. Winberie’s Restaurant & Bar, Palmer Square, (609) 921-0700 ! Witherspoon Grill (steakhouse), 57 Witherspoon Street, (609) 924-6011 !

Zorba’s Brother (Greek), 80 Nassau Street, (609) 279-0999

Asian/Indian

! Ajihei (Japanese), 11 Chambers Street, (609) 252-1258

! Ivy Garden (Chinese), 238 Nassau Street, (609) 921-2388

!

Kálluri Corner (Indian), 235A Nassau Street, (609) 688-8923

!

Masala Grill (Indian), 19 Chambers Street, (609) 921-0500

!

Méhék (Indian), 164 Nassau Street, (609) 279-9191

! MoC MoC Sushi (Japanese), 14 South Tulane Street, (609) 688-8788

! Nassau Sushi (Japanese & Korean), 179 Nassau Street, (609) 497-3275

! Sakura Express (Japanese), 43 Witherspoon Street, (609) 430-1180




! Tandoori Bite (Indian), 36 Witherspoon Street, (609) 385-0169

!

Thai Village, 235 Nassau Street, (609) 683-3896

!

Tiger Noodles (Chinese), 260 Nassau Street, (609) 252-0663

! Zen Modern Asian, 66 Witherspoon Street, (609) 683-8323

Visitors are also always welcome to eat in the dining facilities in the lower level of Frist Campus Center.




XI. Constitution of the Orange Key Guide Service Adopted 12/03/2003 • Amended 11/14/2010

Article 1. Statement of Purpose: The Orange Key Guide Service is a non-profit organization comprised of students with diverse backgrounds and interests who are united in their desire to share Princeton with the broader community.

Orange Key Guides are volunteers who have the privilege and responsibility of serving as Princeton University’s tourguides. Orange Key tours serve as the primary means for prospective students and visitors to learn about the Universitythrough the individual perspectives of students. Orange Key offers 20 tours per week (11:15 a.m., 1:00 p.m., and 3:30p.m. Monday through Saturday; and 1:00 p.m. and 3:30 p.m. on Sundays), with a few exceptions such as Universityholidays. In addition to giving daily tours, Orange Key is committed to enriching the knowledge of the guides andassisting them in continually improving their tours.

Article 2. History of Orange Key: Founded in 1935 under the encouragement of University President Harold Dodds*14, the Orange Key Society was created as a volunteer organization loosely based on the Green Key Society ofDartmouth. Since then, Orange Key’s purpose has been to serve visitors, students, and faculty members of Princeton ina variety of ways.

The original function of the Society primarily involved directing guests and visiting athletic teams around campus.Over the years, Orange Key expanded from tour guiding into a much more comprehensive array of services formembers of the Princeton community. Before the era of residential colleges and advisors, each incoming freshman was

assigned an Orange Key member (called a “Keyceptor”) to act as a social and academic counselor for students adjustingto college life. Orange Key also sponsored informal “mixers” that brought in women for social gatherings whenPrinceton was an all-male school. The Society also organized events such as blood drives, discussions and dinnersbetween faculty members and students, and the Freshman Meals program that allowed freshmen to try meals in variousupperclass dining institutions, such as the eating clubs.

As the needs of the University community changed, so did the responsibilities of the Orange Key Society. Duringthe 1970’s and 1980’s, the group gradually confined its focus toward services for visitors and prospective students. Inaddition to offering tours, Orange Key managed year-long prospective student hosting and conference programs, whichoffered overnight housing and informal discussion panels for interested high school students. Orange Key also sent itsmembers to high schools to give presentations about Princeton to interested high school students. To reflect its newscope of activities, Orange Key formally changed its name to the Orange Key Guide Service in 1974.

Over the past 30 years, Orange Key has continued to provide campus tours to prospective students and other visitors. With the opening of the Frist Campus Center in the fall of 2000, Orange Key moved from the Maclean House

to the Frist Welcome Desk. A variety of University Departments have provided administrative oversight to Orange Keyover the years, including the Office of Communications and University services. When Orange Key began to function asan arm of the Admission Office, Orange Key moved to its current home in Clio Hall. Throughout its history, theOrange Key Guide Service has been the primary student-run information source on Princeton academics, history, andsocial life.

Article 3. Membership: The membership of Orange Key consists of Princeton University undergraduates who havebeen accepted by the Guide Selection Committee (see Article 4 for more information regarding guide selection). OrangeKey guides are volunteers who are assigned to one of Orange Key’s regular tour slots each semester.

Section A. The responsibilities of an Orange Key guide include the following:- Coordinating with the other guides assigned to his or her slot to ensure that at least two people assigned to

the guide’s particular slot arrive at the Welcome Desk each week prepared to lead a tour.- Securing additional help from the rest of the organization if a guide has been informed in advance of large

groups that will be joining his or her tour slot.

-

If the guides regularly assigned to a tour slot cannot provide adequate coverage on any given day, they areresponsible for finding substitute guides as needed.

- Assisting other Orange Key guides who have a conflict with their regularly assigned slot on a particular

week or need extra help due to the size of the group. - Assisting with tours during irregular tour periods such as the first week of each semester, semester breaks,

and summer recess.

- Attending regular Orange Key meetings.

- Being responsive to emails from the Chair, Advisor, Officers, and fellow guides.

Section B. Each semester, the Chair creates a tour schedule based on the preferences submitted by each guide. The



IX. CONSTITUTION OF THE ORANGE K EY GUIDE SERVICE 85

Chair’s goal is to disperse the guides to have an even distribution of guides in each slot.Section C. Guides may choose to become “inactive” for no more than two semesters (not including semesters thata guide is away from Princeton due to study abroad or other leave of absence) throughout their tenure as tourguides. With this status, a guide is not assigned to a regular slot, but remains on the email list and is encouraged tohelp out with breaks or when additional guides are needed. Prior to choosing to invoke “inactive” status, the guidemust approach the Chair to discuss the situation. The decision to grant this status is subject to the judgment of theChair. After a guide is inactive for two semesters, the membership status of this guide may be voted upon by theExecutive Committee.Section D. Each guide with active status is required to lead at least four (4) tours per semester. This numberincludes but is not limited to: tours during the guide’s regularly scheduled slot; other guides’ tours in which the saidguide has offered to substitute; group tours; paid tours during breaks or non-scheduled tour periods (such as thefirst week of each semester); or special pre-arranged tours at irregular times.

The Executive Committee is responsible for overseeing tour attendance of the guide pool. Tour attendance isbased on the Orange Key sign-in sheet kept at the Welcome Desk. Guides will be reminded individually by an emailfrom the Executive Committee of the attendance policy if they have led less than two (2) tours by the end ofmidterm week, three (3) tours by the end of classes, or four (4) tours by the end of final exams.

If by the end of the semester a guide has shown consistently poor performance as defined by the above criteria,the officers have the authority to evaluate the guide’s active status in Orange Key. The guide may provide a writtenexplanation to the Executive Committee for his or her conduct or may appeal in person during an ExecutiveCommittee meeting. Should the Executive Committee find that a guide attended 6 or less tour slots in a semester

and gives 2 or less tours in a semester, the Guide may be expelled from the organization based on a 2/3 majority vote of the Executive Committee. The guide in question may submit a written statement as an explanation for theirbehavior, that may be taken into consideration before the Executive Committee votes.Section E. Guides must adhere to the membership requirements outlined in this section as a condition of theirmembership in Orange Key. Furthermore, guides must always represent Princeton University accurately andfavorably. In the case of clear or consistent failure to meet these requirements, the Executive Committee maydecide that it is in the best interests the Orange Key Guide Service to dismiss a tour guide. In such a case, the Chair will notify the guide in writing of the Executive Committee’s concerns at least one week before the next ExecutiveCommittee meeting. The guide may then provide a written defense or appear in person at the Executive Committeemeeting. The decision to dismiss a guide requires a two-thirds vote of the Executive Committee.

Article 4. Guide Selection: The Guide Selection process begins in January each year with a significant advertisingcampaign led by the Publicity Chair. The goal is to inform students from diverse backgrounds with a variety of academicand extracurricular interests that they have the opportunity to become one of Princeton’s tour guides.

Section A. The Guide selection process consists of the following:- Initial meetings are held in early January (preferably in the Faculty Room of Nassau Hall, depending on

availability) to share with students the responsibilities and privileges of being an Orange Key tour guide. Inaddition to presenting the philosophy of Orange Key, the Chair also describes the Guide Selection processin detail and asks the students to fill out a short application that will serve as their tracking sheetthroughout this process. The meeting will be held at least twice. If interested students cannot attend one ofthe meetings, they must contact the Chair who will then forward them the appropriate information.

- Following the meeting, the Executive Committee organizes the applications in alphabetical order in a

binder and leaves this binder at the Welcome Desk. As the students complete each step in this process,they are responsible for ensuring that their participation has been noted on their record.

- Following the meeting, the prospective guides must take one of the special training tours led by members

of the Guide Selection Committee. These tours offer a behind-the-scenes look at an Orange Key tour andgive the prospective guides the opportunity to ask questions as well as learn important logistical details,

such as the location of the light switches in the Faculty Room.- The prospective guides must also observe at least two tours led by current Orange Key guides by the end

of the first week of the Spring Semester.

- Once prospective guides have completed a training tour and observed two tours in action, they must each

pick up a copy of the Guide for Guides and sign up to lead their own tour.- Beginning in the second week of the Spring Semester and running as long as necessary, Orange Key tours

are led by prospective guides. Each tour is observed by a member of the Guide Selection Committee andanother guide who is regularly assigned to that slot. These two experienced guides evaluate the prospectiveguide and make a recommendation to the Guide Selection Committee.




- Prior to Spring Break, the Guide Selection Committee meets to choose the new guides. All applicants will

be notified of the decision of the Committee before Spring Break.Section B. Guides are selected based on their ability to give quality tours, including the key information in the Guide for Guides as well as relevant stories from the guides’ own experiences. Accuracy, clarity, and the ability to portray thespirit of Princeton are of utmost importance. The tour guide plays a crucial role in forming prospective students and visitors’ perceptions of Princeton. Thus, it is important that the guide also be able to relate to a variety of differentpeople and capture the interest of a tour group.Section C. Orange Key remains committed to attracting a diverse representation of the Princeton undergraduatecommunity in its applicant pool and membership. Students are eligible to try out to be an Orange Key guide duringtheir freshman, sophomore, or junior years. If a prospective guide is not selected, he or she may try out again duringthe following year’s guide selection process.

Article 5. Officers: Orange Key’s Executive Committee consists of the Chair and the Officers. Ultimately, each officerreports to the Chair. Officers are elected by Orange Key’s active membership (see Section B) and serve for the followingcalendar year. Officers will have regular Executive Committee meetings once a month throughout the school year. Intheir leadership capacity, the Officers have the responsibility to represent Orange Key to the University. Each Officer, inaddition to his or her specific other duties, is also a member of the Guide Selection Committee.

Section A. The officers are listed in the order upon which they will be voted. After an unsuccessful bid for anygiven position, a candidate may drop down to any other position yet to be filled.

Chairperson

The Chairperson (Chair) is responsible for the primary leadership of the Orange Key Guide Service, inpartnership with the Admission Office. The Chair of Orange Key assures that all tours are appropriately staffedby assigning multiple tour guides to each slot. In addition, the Chair manages the selection of tour guides, which includes leading the Guide Selection Committee, organizing the training of new tour guides, anddeveloping tour content with the help of the other Officers. As the primary student liaison to the Orange Key Advisor, the Chair fosters open communication with the Advisor. Furthermore, the Chair handles any issuesamong the guides by responding to various concerns via email or through other means of communication. TheChair has the ultimate responsibility to ensure that all officers are completing their assigned duties. The Chair islimited to a one-year term and is compensated for part of his or her time during the academic year when theUniversity is in session. The chair must have been a former officer and typically has served as a full, electedofficer rather than a guide-selection officer. This position requires a willingness to devote time, energy, andinitiative to the leadership of Orange Key.

The Chair’s duties and responsibilities include the following:

-

Development and implementation of by-laws and policies for Orange Key organization andmembership expectations, in conjunction with the Executive Committee.- Development and implementation of a continuous tour guide schedule for Orange Key Tour Guides.

- Oversight of the selection process for new Orange Key members, with an eye towards developingdiversity of membership.

- Ensuring accurate and current information in the Guide for Guides and adherence by guides.

- Calling of and chairing all regularly scheduled meetings for Orange Key guides, plans agenda, hasminutes taken, follows up on action items.

- Working with officers to seek out guest speakers who will continually enrich the knowledge and

experience of the guides.- Resolving conflicts and building morale and dedication among tour guides.

Vice-Chair

The Vice-Chair works closely with the Chair in the daily operation of the Orange Key Guide Service. In additionto helping the Chair organize the logistics of the Guide Selection process, the Vice-Chair is responsible forrecruiting guides for breaks (fall, winter, intersession, and spring) to help the Chair ensure that Princeton’s toursare staffed, even when the University is not in session. In addition, the Vice-Chair helps the Chair plan forcoverage over the summer. It is not necessary that the Vice-Chair is on campus during the breaks, however, he orshe works with the Chair to determine who will check periodically that tours are running smoothly over break(e.g. checking email, calling the Welcome Desk, and coordinating with the Advisor). In addition, the Vice-Chair works with the Advisor to inform the guides of large groups joining their tour slots. This position requiresorganization as well as the ability to aid the Chair in achieving support from the guides while promotingcamaraderie.




Historian The Historian holds a crucial position of helping the guides to enrich their knowledge of Princeton’s history. Inaddition to responding to questions of historical fact posed by the guides, the Historian also actively seeks outinteresting items of historical significance to share with the guides on a regular basis. Each year, the Historian’smost extensive project involves directing the revision of the comprehensive resource that provides the foundationof Orange Key tours, the Guide for Guides . The Historian initiates and oversees the annual Guide for Guides revision, which culminates in the printing of the new Guide before Intersession.

University Liaison The University Liaison communicates with University departments to bring ideas from the greater University tothe attention of the Orange Key Executive Committee. Under the guidance of the Chair, the University Liaisonfacilitates questions from the broader University community. This officer keeps the guides up to date with factsabout the University (including the new Admission statistics). In addition, this officer responds to non-historicalquestions from the guides regarding Princeton and helps the Historian with revision of the non-historical sectionsin the Guide for Guides .

Treasurer The Treasurer creates and maintains Orange Key’s budget. This involves working with the Chair and the Advisorto draft Orange Key’s budget in the spring of each year, based on past expenditures and anticipated needs. In

addition, the Treasurer keeps track of Orange Key’s expenditures and submits receipts for reimbursement to the Advisor. Once a month, the Treasurer provides an update to the Executive Officers about Orange Key’s financialsituation, including the amount of money spent at the last meeting and where Orange Key stands in relation to thebudgeted amount for the year.

Publicity Chair The Publicity Chair is responsible for maintaining Orange Key’s visibility among Princeton students. This involvesorganizing an extensive advertising campaign in January prior to the initial meeting for prospective guides. Thisposition involves having a sense of creativity for how to spread the word (including posters, emails, flyers, and word-of-mouth) about the opportunity to apply to be an Orange Key guide. In addition, the Publicity Chairdirects the promotion of the Freshman Historical Tours and Step Sing in the fall.

Social Chair The Social Chair has the vital responsibility of aiding the Chair in creating a spirit of community in Orange Key.

This is accomplished through organizing refreshments for study breaks and meetings as well as suggesting creativeideas to foster camaraderie among the guides.

Community Liaison The Community Liaison is Orange Key’s contact with people and organizations not affiliated with the University. This officer could, for example, coordinate Orange Key’s presence at a community event, or develop a specialtour for a large group of participants in a summer program on campus. The Community Liaison is also OrangeKey’s contact with tour guides at other universities, and should become familiar with the content of tours at otheruniversities to ascertain how Orange Key can improve, as well as aspects in which Orange Key excels.

Webmaster The Webmaster is responsible for the creation and maintenance of the Orange Key website. Possibilities includeposting the tour schedule, roster, announcements, and enrichment material for the guides. In addition, the

Webmaster maintains Orange Key’s virtual tour.

Guide Selection Officers (Temporary Positions during Guide Selection)Guide Selection Officers are appointed by the Chair and Executive Committee as needed to serve with theOrange Key Officers on the Guide Selection Committee during the Guide Selection process. In addition toserving in an Officer capacity to observe tours led by prospective guides, the Guide Selection Officers attend themeeting in which new guides are selected and have a vote equal to the regular Officers during that meeting.




Section B. Officers are elected by the following procedure:

- At least two weeks prior to the election meeting, the Chair notifies all guides of the officer positions,

including a description of the responsibilities associated with each position.

- Guides should notify the Chair of the position(s) for which they would like to run.- The Chair then assembles a ballot listing the guides running for each position. If a guide is nominated

from the floor at Elections or wishes to drop down to another position, the names of new candidates maybe added to the ballot at Elections.

-

The current Chair officiates at the elections.- Candidates for Chair may speak for up to four minutes and guides running for any other office may speak

for up to two minutes. If a candidate is unable to attend the meeting, he or she must submit a writtenstatement to the Chair prior to the meeting. This statement will be read at the meeting by the Chair oranother guide of the candidate’s choosing.

- Votes are cast for each position individually by secret ballot.

- Votes are counted by the Chair and other current Officers, so long as the current Officer is not a candidate

for that position.- If there is a clear majority (exceeding fifty percent) of the guides present, the candidate wins. In case of a

plurality, there will be a run-off election between the two candidates with the most votes.

- Guides who are unable to attend the election meeting due to a legitimate conflict may apply to the chair

for proxy-voting status. Each absent guide may appoint another member, who will be present at themeeting, to serve as his or her proxy. A member may only serve as one other guide’s proxy. The chairmust be advised in writing of all proxy appointments at least 24 hours prior to the start of the electionmeeting. During the election, each proxy will receive two ballots in order that the proxy may vote forhimself or herself, and for the absent member.

- All positions not filled at the elections meeting will be appointed by the Chair and Executive Committee.

- If the Chair and Executive Committee are unable to fill a specific position, they may decide to appoint aMember-at-Large in order to achieve the nine-member complement of the Executive Committee. AMember-at-Large would not have a specific portfolio, but would serve as a full officer, including having voting privileges at Executive Committee meetings and during guide selection. Before appointing aMember-at-Large, the Executive Committee shall develop and share with the membership a strategy toensure the missing officer’s regular tasks will be performed. The decision to appoint a Member-at-Largerequires a two-thirds vote of the Executive Committee.

Section C. If an Officer is unable to fulfill the responsibilities of his or her position and resigns, the ExecutiveCommittee would then have the authority to appoint a new officer for the remainder of the term. On the rare occasion

when an Officer is not fulfilling his or her responsibilities as detailed by the above descriptions, despite frequententreaties to do so by the other Officers and Advisor, that Officer may be subject to the following impeachmentprocess:

- Grounds for impeachment may be brought forward by any member of the Executive Committee.

- The Officer in question is permitted to present a statement before the Executive Committee, after which a

brief discussion session may occur.

- The Executive Committee shall then vote upon the guide’s standing as an Officer, requiring a two-thirds vote

of the committee to remove the guide from office.- The Executive Committee would then have the authority to appoint a new Officer for the remainder of the

term.

Article 6. Advisor: Providing continuity of leadership, Orange Key’s Advisor serves as the University representative ofOrange Key. The Advisor is the liaison between the student volunteers and the University. The Advisor helps with

logistics such as receiving telephone calls and arranging requests from groups. In addition, the Advisor shares editingauthority of the Guide for Guides . The Advisor has the authority to suggest policy changes, although ultimate authority toimplement changes lies with the Executive Committee.

Article 7. Guide for Guides: The Guide for Guides is the document used by prospective tour guides when preparing togive an Orange Key tour. It serves as the repository of instructions on how to give an Orange Key tour, detailedsuggested content for the tours, and a brief history of the University.

Section A. The Historian is responsible for leading the Guide for Guides revision process each year.




Section B. The annual revision process consists of the following:

- The Historian may choose to form a Guide for Guides Revision Committee in late fall to discuss which

improvements to the document may be necessary. Alternatively, the Historian may decide to update thedocument by himself or herself, without the assistance of a committee.

- Whether or not a Revision Committee is formed, the Historian maintains ultimate responsibility for

compiling the Guide for Guides revisions and makes necessary changes by Intersession- Before Intersession, the Guide for Guides is sent out for approval to the Executive Committee and Advisor.

-

Before Intersession, feedback from those approving the Guide is due to the Historian.- The Historian and the aforesaid Revision Committee, if commissioned, integrate feedback and suggested

changes.

- The edited document is then sent to the ultimate editing authorities, including the Chair and the Advisor,

to make any further changes and approve the final version of the Guide for Guides . The Historian must have written approval from the Chair to proceed with printing.

- The Guide for Guides must be printed before Intersession.

Section C. Each year, the Guide for Guides is di stributed to prospective guides upon the completion of their twoobservation tours and training tour.

Article 8. Meetings: Meetings serve as a crucial avenue of keeping the guides informed about the University and as anopportunity for the guides to learn from each other in order to enrich their tours. Meetings are mandatory and rangefrom the discussion of logistics to formal guest speakers to social opportunities for the purposes of building community

and camaraderie.Section A. Each year the Chair shall choose a set day and time for a meeting with the entire organization to be heldat the discretion of the Executive Board.

Article 9. Budget: Orange Key’s annual budget will be created by the Treasurer in the spring of each year and approvedby a two-thirds vote of the Officers. On behalf of the Chair, the Treasurer then presents Orange Key’s budget toOrange Key’s sponsoring University department for approval for the following fiscal year. If amounts are adjusted, the Treasurer resubmits the budget to the Officers for approval.

Article 10. Adoption: The Orange Key Constitution will be adopted and ratified by a majority vote of those guidespresent for the December 2003 Elections meeting. Once adopted, all members of Orange Key will abide by its policiesand procedures as a condition of membership.

Article 11. Amendment Process: Amendments to this Constitution will be submitted to the Chair either by priorcontact or at a meeting. Guides will first vote to consider the amendment by majority. If this passes, the guide whosuggested the amendment will be given the opportunity to explain it and then the floor will open for discussion. Anamendment becomes a part of the Constitution by a favorable vote of two-thirds of the guides present. Each year theExecutive Committee will review the Constitution and, if necessary, propose amendments to be voted upon at thediscretion of the Executive Board at a Full Guide Meeting.

Article 12. Reunions and Summer Tour Operations: Although the Chair and Executive Committee are not directlyresponsible for the operations of Orange Key during Reunions and summer recess, they must actively plan ahead forthese periods.

Section A. Prior to the housing department’s Reunions Housing deadline, the Executive Committee must appoint agroup of tour guides to work during Reunions. These guides are responsible for all regular and special Reunionstours from the last day of spring final examinations through Commencement day. Reunions guides are expected tobe on campus for the entirety of this period, and they must be available to give at least two tours per day. Reunions

guides are paid for the tours they give and they are provided with on-campus housing.Section B. Prior to the start of the summer recess, the Executive Committee shall appoint a summer manager tooversee the operations of Orange Key during the summer months. The officers shall draft and publish a jobdescription for the summer manager, and they shall organize a selection process for appointing the summermanager. The adviser shall be involved in all of the tasks mentioned in this section.Section C. Guides who have been hired to give summer tours are entitled to apply for regular Orange Keymembership when the academic year begins. Before gaining membership, summer guides shall give a “confirmationtour,” which an officer shall observe and evaluate. The Orange Key Executive Committee shall meet to select which, if any, summer tour guides shall become full Orange Key members. Summer guides shall be chosen on thesame basis that all other prospective guides are selected, as outlined in Article 4, Section B. As full members, guides




are responsible for adhering to the membership requirements outlined in Article 3.

Article 13. Relationship with the Admission Office: Since 1935, Orange Key has been a student-run, volunteerorganization, which is led by undergraduate officers. Orange Key and the Admission Office share the goal of providingan exceptional experience to all University visitors. In order to further this aim, and in recognition of the fact that the vast majority of Orange Key’s visitors are prospective student families, Orange Key operates as an arm of the AdmissionOffice. Orange Key tours remain the primary means for visitors to learn about the University through the individualperspectives of undergraduate students. To that end, guides develop their own unique tours, sharing personalexperiences and providing accurate information about Princeton University.

Section A. The specific relationship between Orange Key and the Admission Office shall consist of activities thatinclude but are not limited to:

- Coordination of Orange Key tour times and Admission Information sessions;

- Orange Key budget approval, managed by the Admission Office;

- General guidance and support when panning Orange Key events and shaping Orange Key operations;

- Editing the Guide for Guides ;

- Continual assistance to ensure that Orange Key information is as current as accurate as possible;

- Group tour scheduling and assistance;

- Administrative oversight, such as payroll and summer housing.



XIII. Princeton by the Numbers

ENROLLMENT (2010–2011)

Undergraduate Students 5,149

Graduate Students 2,582

Gender Breakdown (% m/f, undergraduate) 51/49

Minorities (undergraduate, American citizens ) 37% Alumni Children 13%

Foreign Citizens 11%

Four-year Undergraduate Graduation Rate 88%

Six-year Undergraduate Graduation Rate 97%

ADMISSION & FINANCIAL AID (CLASS OF 2015)

Applicants 27,189

Accepted 2,300 (8.5%)

Enrolled 1,304 (57% of admits)

SAT Math (Middle 50% of admitted students) 710–800

SAT Critical Reasoning (Middle 50%) 700–790 SAT Writing (Middle 50%) 700–790

SAT-IIs (Middle 50% of highest three) 710–790

Top 10% of class (of schools that have class rank) 93%

Attended a Public School 58.5%

Total Cost (Tuition, Room, Board, Expenses) $52,180

Students on Financial Aid >60%

Average aid award $37,900Students in Bridge Year Program 20

ACADEMICS (2010–2011)

Top Five Majors POL, ECO, HIS, WWS, PSY Engineers 17%

Departments/Majors 34

Certificate Programs 46

Freshman Seminars 75

Had a Study Abroad Experience (Class of ’09) 44%

Faculty Members 1,152

Full-time Student-to-Faculty Ratio 6:1

Nobel Laureate Faculty Members 11

Orange Key Guide for Guides

Documents

Transcript of Orange Key Guide for Guides