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William G. Bowen: Reflections of a University president
Posted February 21, 2011; 12:00 p.m.
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President Emeritus William G. Bowen reflects on his role in Princeton's history concerning coeducation, diversity, life sciences and more. Read more.
Video Closed Captions
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Daniel Linke:
So, you were 38 when you became president,
Daniel Linke:
So, you were 38 when you became president,
Daniel Linke:
and looking back now, do you think you were ready?
William G. Bowen:
Well, as ready as anyone really can be. I had,
William G. Bowen:
of course, two advantages... two huge advantages.
William G. Bowen:
One was the fact that I was young, and therefore had energy
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and stamina and could work extraordinary hours, as I did.
William G. Bowen:
The second advantage is that, of course, having been
in the provost's office for
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five tumultuous years,
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I really understood very well what the presidency was all about.
William G. Bowen:
Now that I think about it, I had a third advantage
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which many other people don't have, which is
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that I knew so many people at Princeton.
William G. Bowen:
I always felt that we're
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all in this together.
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Let's figure out how we can help each other
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and get the job done.
Daniel Linke:
As provost, the CPUC and the provost work very closely together.
William G. Bowen:
Absolutely.
Daniel Linke:
So, tell me about your involvement in that process.
William G. Bowen:
I had a lot to do with the
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construction of the CPUC
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and it was one of the
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more useful things I did for Princeton, because
what it did was impose a structure,
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an order, on a process that was otherwise all over the place.
William G. Bowen:
It was a strongly positive thing, at least in my view.
Daniel Linke:
So, did you assume co-education was an eventuality before
Daniel Linke:
the Patterson Committee?
William G. Bowen:
Oh yes, I had thought for a long time
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that Princeton simply had to become co-educational.
William G. Bowen:
There wasn't a real choice at the end of the day.
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There would be costs that would
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cut across the institution in every way.
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Faculty, the best faculty, many of them
would not have stayed.
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We wouldn't have been able to recruit
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the students, male as well as female, that we needed.
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The University would have become anachronistic,
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and so for me it was
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the issue, because it did affect
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everything else. What it came down to was to signify
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the capacity of a great university, which Princeton
certainly was pre-coeducation,
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to change and to become better than it was then.
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The challenges really
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to achieving the greater diversity that
we all wanted, I think that almost everyone wanted,
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were just finding very good candidates in a society
that was still
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quite segregated and where educational opportunity,
pre-college, was by no means equally
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distributed. And so we had to find ways --
as we did with the help of
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minority students themselves and other people
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to reach out, to be more effective
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in persuading people of all races and colors and
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attitudes to come to Princeton.
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So one of my goals
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was to help not only minority students and women,
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but also Jewish students, feel more included.
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Probably the most important thing that I did, in the last half anyway,
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it gets ahead of the
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timeline a bit, the last half of my time in Nassau Hall
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was to build the life sciences.
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I remember well losing some top
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young faculty in the life sciences, because there
weren't the facilities and there weren't the colleagues.
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So finally, we'd had enough of this, and
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we decided, the group of us
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that were leading the University at that time, that we
were going to do whatever it took.
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We were going to spend the money -- and we did. And that's when
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we attracted Arnie Levine and Tom Shenk,
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Shirley Tilghman, and just a host
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of outstanding people. I remember very well
walking across the campus with Shenk
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shortly after he had come to Princeton,
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and he said he just wanted to thank me for all
the support I had provided for molecular biology and the life
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sciences, and I said,
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"Thank you, but all I want is
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success." He said, "Well, we will build here
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the best molecular biology department in the country."
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