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By Peter L. Duren, Richard Askey, Uta C. Merzbach

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Morse applied variational and topological ideas related to those of my father (and of Poincare before him). Just before he came to Harvard, he had derived the celebrated derived Morse inequalities (Trans. Amer. Math. Soc. 27 (1925), 345-96). The main fruit of his Harvard years was his 1934 Colloquium volume, Calculus of Variations in the Large. D. 44 14. MY UNDERGRADUATE MATHEMATICS COURSES Most of my own undergraduate courses in mathematics were taught by these relatively new members of the Harvard staff, and by two other thesis students of my father: H.

Adopted by Congress in 1943, it has been used successfully by our government ever since. 8. PASSING ON THE TORCH As I tried to explain in §5, the mathematics courses above freshman level offered at Harvard in the 1870s and 1880s could be classified into two main MATHEMATICS AT HARVARD, 1836-1944 21 groups: (i) courses on the calculus and its applications in the tradition of Benjamin Peirce's texts (including his Analytical Mechanics), designed to make books on classical mathematical physics (Poisson, Fourier, Maxwell) readable, and (ii) courses on topics in algebra and geometry related to the later research of Benjamin and C.

40]. Having in mind the examples of Oxford and Cambridge Universities, he also proposed creating residential halls (at first for freshmen) to foster social integration. I shall discuss the fruition of these and other educational reforms of Lowell's in § 12 below. His ideas have been expressed very clearly by himself and by Henry Yeomans,31 his colleague in the government department and frequent companion in later life. For the moment, I shall describe only some major changes in undergraduate mathematics at Harvard which he encouraged, that took place during the years 1906-29.

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