More important was the educational philosophy Sachar brought to the post. He could have taken the natural conservative course of gradual growth--both in size and quality. Instead, he chose to set high standards immediately.

"I was fortunate," he recalls, "to have had the complete support of the trustees" in recognizing with him that a modest, economizing start was insufficient. They went about building "not with the philosophy of a better day tomorrow, but rather, start at the top today."

The success of such a philosophy, of course, depends on the money with which to implement it. Sachar had the good sense to realize that he could not count on support simply because of a vague sympathy by Jews for a Jewish undertaking. It is a truism about American Jewry that its members dun each other for a perplexing number of causes. Instead, Sachar realized that the University's principles, if understood by potential benefactors, could lead to more certain bases of support.

Thus, the insistence on academic quality can be seen as a method as well as a principle. A school of excellent academic reputation would be much more likely to draw support than just another college. By emphasizing quality, Sachar could appeal to an obligation of pride.

The principle of strict nonsectarianism could be used with greater effectiveness in seeking support from Jews. By making Brandeis a showcase of democracy, Sachar could appeal to the tendency of Jews to want to illustrate that when they are in the majority, they will practice the same principles of religious freedom by which they benefit in society--an obligation of justification.

The most specific manner of creating support was by association. Early in the school's history, interested outsiders suggested that the new, alumni-less group "adopt" alumni. The University quickly did so, realizing that many of its potential benefactors were first or second generation citizens who had not attended college and thus would respond to an offer of a mock diploma.

Ersatz Alumni, Real Help

The success of the "foster alumni" has been startling. Over 6,000 men donate $100 each year to the school, and 49,000 women add $5 each to support the library. The total each year equals the income from an endowment of about $15,000,000.

Interest does not stop at mailing checks. There are Brandeis Foster Alumni clubs around the country, and "even though we've never had more than 200 graduating in any one year," says Saul Elgart, Director of University Resources, "Over 4,000 people turn up for commencement."

With this source of income assured, Sachar went out to build a University. There once was a good deal more truth than humor in his stock greeting to visitors: "Hello there. Have you seen the three new buildings that went up this morning?"

The Castle was entirely remodeled, and was followed in rapid order by Ford and Sydeman, classroom buildings; Ullman amphitheatre, with its indoor auditorium built on the stage designed for outdoor use; neat blocks of dormitories; A Student Union; the Shapiro athletic center; the already famed Three Chapels. Now under construction are the Slosberg Music and Art Center, and a $2,500,000 science building, made possible by a grant from the Hayden Foundation.

In the same way he brought buildings, Sacher set out to buy a faculty. He had to. Given the philosophy of starting at the top, the faculty was the sine qua non. He succeded in getting men like the late Ludwig Lewisohn, Leonard Bernstein '39, A.H. Maslow, Max Lerner, Irving Gifford Fine '37, Herbert Marcuse, and Frank Manuel '30.

The high salaries he offered have remained high. Brandeis received $440,000 of the recent Ford Foundation grant, and was one of the new schools awarded additional funds in recognition of previous efforts to raise faculty salaries. The Brandeis administration voted the entire $700,000 grant for use to increase the earnings of untenured members.

The Good Get Better

Salaries, however, have not been the only lure. Brandeis has not yet had to resort to the technique of many smaller schools: hiring many young teachers and then firing them before they reach the higher paying academic levels. As a result, good younger men have been able to develop at the Waltham campus.