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program. Other courses for which thi s eventua l inclu sion int o the Col lege on a perma nent basis is a probability are the three courses on the inn er city supervised by Mr. A. Tap- pan W ilder. Aided by the recent creation of the Urban Studie s Depar tm ent, these three-P rob lems in Urban Governmen t, Boston (Timothy Dwig ht); Problems in Ur- ban Governmen t, New York City (Ezra Stil es); and Prob- lems in Urban Education (Trumbull) -see m destined to enter the perman ent curr iculum. The courses, proposed by Mr. Joel Fleischmann, Associate Provost for Urban Studie s, represent the opti mal method of creati ng co urses for a future (or already extant ) departmen t: tria l per iods in the co lleges. The seminars in Stiles and Trumbu ll involve, in addi- tion to a seminar taught by offi cials of these two cities, a summer spent as an intern in one of the two citi es. M eetings of the seminar groups wi ll continu e durin g the summer , and compar isons drawn betwee n theor ies ex- pounded in the classroom and direct exper ience gained in the cities' gove rnm en tal stru ctures wi ll form a basis fo r impro vement of theor ies, not only tho se taught in these courses, but in all courses offered by Urb an Studi es and related departm ent s. Closely allied to the se thre e, and probabl y ano ther candid ate fo r entra nce into the Urban Studies Depart- ment 's list of courses, is Mor se's Urban Education. This course stated as its aim an examination on an institutional basis the proble ms of city-bound blacks, Puerto Ricans, and poor whi tes. Mr. Henry Parker, one of the course instructors, is black, and includ ed con tribution s from his ow n experiences in Baltimore and in New Haven as part of the course matter. Morse Master John W. Hall had already indicated he woul d be willi ng to retain thi s partic ular semin ar next year. Since the Hall Report 's rubri cs prohib it the reten- tion of any single co urse for longer than two years, it seems likely that thi s course, too , wi ll pass int o the Yale College curricul um . Several of the Hall Semin ars are o n their way to per- manence, a proof of the essenti al vita lit y of the trial now being attempted in Yale education. We may foresee a far more variegated and dynam ic structure of co urses and educati on al Yale in the near fut ure ; ind eed, several cou rses already show signs of responsiveness to needs long felt by the unde rgrad uates bu t up ti ll now unsatis- fied. In additi on to getting areas of study mo ving again, the adopti on of the Hall Committ ee Report has meant an upgradin g of the residenti al co lleges, makin g them bet- ter able to int egrate all sectors of a student's life in to o ne cohe rent who le. Not all coll eges have designated their co urses for elec- tion in the 1969-70 academi c year, but tho se that have done so have built on the experience gained thi s year in order to assure a constantly more demanding and more rewarding experience fo r the Yale undergraduat e. Thomas F. Neag le According !o the Hall Committee, directed by John W. Hall (opposite page) students could be liberated from irrelevant academic work if the residential colleges played more of an educational role. 117