{"1": {"fulltext": "", "height": "3268", "width": "2157", "jp2-path": "collegeadministr01thwi_0001.jp2"}, "2": {"fulltext": "\u00c2\u00b0^yw.\\n^z^-\\nA\\n30\\n^0\u00c2\u00b0,..\\n;\\\\o^ s^ -^o\\nr -p.\\nj\u00c2\u00absg%r\\n.0\\n-N\\nX\\n./^i\\nV^ -r*-,\\n%1\\n./v\\n^/^^*o.o-: \\\\^1\\nN vS-\\n^oo^^\\n\u00e2\u0096\u00a00\\n-1^\\nX N^-^\\nft s\\nN\\n.o\\n0 ^gt-", "height": "3192", "width": "1926", "jp2-path": "collegeadministr01thwi_0002.jp2"}, "3": {"fulltext": "\u00e2\u0080\u00a2V\\nN C\\nA^^\\n,c^ :^A-^^", "height": "3231", "width": "2039", "jp2-path": "collegeadministr01thwi_0003.jp2"}, "4": {"fulltext": "Digitized by the Internet Archive\\nin 2011 with funding from\\nThe Library of Congress\\nhttp://www.archive.org/details/collegeadministr01thwi", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0004.jp2"}, "5": {"fulltext": "", "height": "3121", "width": "1895", "jp2-path": "collegeadministr01thwi_0005.jp2"}, "6": {"fulltext": "AMERICAN COLLEGES: THEIR STUDENTS\\nAND WORK.\\nWITHIN COLLEGE WALLS.\\nTHE COLLEGE WOMAN.\\nTHE AMERICAN COLLEGE IN AMERICAN\\nLIFE.\\nTHE CHOICE OF A COLLEGE FOR A BOY.\\nCOLLEGE ADMINISTRATION.", "height": "3190", "width": "2039", "jp2-path": "collegeadministr01thwi_0006.jp2"}, "7": {"fulltext": "COLLEGE\\nADMINISTRATION", "height": "3137", "width": "2039", "jp2-path": "collegeadministr01thwi_0007.jp2"}, "8": {"fulltext": "", "height": "3143", "width": "2039", "jp2-path": "collegeadministr01thwi_0008.jp2"}, "9": {"fulltext": "COLLEGE\\nADMINISTRATION\\nCHARLES Fr THWING, LL.D.\\nPRESIDENT OF WESTERN RESERVE UNIVERSITY AND\\nADELBERT COLLEGE\\nNEW YORK\\n^be Century Co.\\n1900", "height": "3169", "width": "1954", "jp2-path": "collegeadministr01thwi_0009.jp2"}, "10": {"fulltext": "49G06\\nI Cup.ti Recti ^ED\\nSEP ,80 1900\\nCopynghf entry\\nI stcoKP copy.\\nI Ot;l(Wtf\u00c2\u00abJ ta\\nOftOt\u00c2\u00ab DIVISION,\\nL0CL9 I9UU\\nNo\\nCopyright, 1900, by\\nThe Century Co.\\nThe DeVinne Press", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0010.jp2"}, "11": {"fulltext": "TO\\nCHARLES W. ELIOT, LL.D.,\\nTHE GREAT PRESIDENT", "height": "3129", "width": "2039", "jp2-path": "collegeadministr01thwi_0011.jp2"}, "12": {"fulltext": "", "height": "3173", "width": "2039", "jp2-path": "collegeadministr01thwi_0012.jp2"}, "13": {"fulltext": "PREFATORY NOTE\\nThis is, I think, the first book\\npublished on the administration\\nof the American college. It grows\\nout of my own reflection, work,\\nexperience, and reading. Many\\nlimitations, of course, rest upon it.\\nIt makes its special appeal, too,\\nto a small constituency. But this\\nconstituency, although small, is\\nof great influence in all funda-\\nmental relations. Its subject, too,\\nis of unique value in the endeavor\\nto relate the American college\\nand university more vitally to\\nAmerican life. C. F. T.\\nWestern Reserve University,\\nCleveland.", "height": "3177", "width": "2039", "jp2-path": "collegeadministr01thwi_0013.jp2"}, "14": {"fulltext": "I", "height": "3191", "width": "2039", "jp2-path": "collegeadministr01thwi_0014.jp2"}, "15": {"fulltext": "CONTENTS\\nPAGE\\nI Introduction: The Organization op Amer-\\nican Education 1\\nII The Constitution of the American College 21\\nIII The College President 49\\nIV Special Conditions and Methods op Adminis-\\ntration 85\\nV The Government op Students .113\\nVI Financial Relations 155\\nVII Administrative and Scholastic Problems op\\nthe Twentieth Century 261\\nIndex 317", "height": "3185", "width": "2039", "jp2-path": "collegeadministr01thwi_0015.jp2"}, "16": {"fulltext": "", "height": "3185", "width": "2039", "jp2-path": "collegeadministr01thwi_0016.jp2"}, "17": {"fulltext": "1\\nINTRODUCTION: THE ORGANIZATION\\nOF AMERICAN EDUCATION", "height": "3137", "width": "1892", "jp2-path": "collegeadministr01thwi_0017.jp2"}, "18": {"fulltext": "I", "height": "3137", "width": "2039", "jp2-path": "collegeadministr01thwi_0018.jp2"}, "19": {"fulltext": "COLLEGE ADMINISTRATION\\nI\\nINTRODUCTION: THE ORGANIZATION\\nOF AMERICAN EDUCATION\\nEDUCATION in the United States is not so\\nmuch disorganized as it is unorganized. It is\\nnot so much unorganized as it is the subject of\\ncross and various organizations. It is in certain\\nrelations overorganized. The units of organiza-\\ntion are many, diverse, and often cover identical\\nconditions. The national unit is lacking, unless\\none should desire to call the Bureau of Education\\nsuch a unit. Yet the designation would not be\\nfitting, for the function of the Bureau is largely\\nlimited to the collection and distribution of in-\\nformation. It has no power to enforce its sugges-\\ntions, and its directions are largely suggestions.\\nEach State is an educational unit. By its constitu-\\ntion, or bill of rights or legislation, are determined\\nthe educational conditions and practices which ob-\\ntain within its boundaries. In certain States the\\ncounty plays a large educational part, but in other\\nStates, and especially in the older and Eastern,\\nthe county seldom exercises educational functions.\\nI", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0019.jp2"}, "20": {"fulltext": "The Organisation of American Education\\nEach town or municipality represents a third cen-\\nter in which the educational interests unite and\\nwhence they radiate. In each town or city, too,\\neach school district represents a center and, also,\\neach school and each room in each school stands\\nfor a point of information and of instruction.\\nSuch coordinated relationships obtain largely in\\nthe public-school system. By the side of them all\\nare found the private school and academy, the col-\\nlege, the university, and the professional school,\\neach still deriving its corporate power and right of\\nadministration from the commonwealth.\\nAnd yet, although these conditions seem simple\\nenough, closer inspection reveals various cross-\\ndivisions and complex relations. We have high\\nschools that do the work of grammar schools, and\\ngrammar schools that do the work of the first year\\nof the high school. We have high schools that do a\\npart, at least, of the work of colleges, and we have\\nalso colleges that are willing to do a part of the work\\nproperly belonging to the fitting-schools. We have\\ncolleges that in their last year are essentially pro-\\nfessional schools, and we have also universities that\\nhave only one department, and that the college;\\nand also be it added, we have universities that are\\nrather schools preparatory to the college than col-\\nleges or universities themselves. President Gilman\\nhas said Poor and feeble schools, sometimes in-\\ntended for the destitute, beg support on the ground\\nthat they are universities. The name has been\\ngiven to a school of arts and trades, to a school of\\nmodern languages, and to a school in which only\\n2", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0020.jp2"}, "21": {"fulltext": "The Organisation of American Education\\nprimary studies are taught. Not only so, but many\\ngraduates of old and conservative institutions, if\\nwe may judge from recent writings, are at sea.\\nThere are those who think a university can be\\nmade by so christening it; others who suppose\\nthat the gift of a million is the only requisite it is\\noften said that the establishment of four faculties\\nconstitutes a university there is a current notion\\nthat a college without a religion is a university;\\nand another that a college without a curriculum is\\na university. I have even read in the newspapers\\nthe description of a building which will be, when\\nfinished, the finest university in the country and\\nI know of a school for girls, the trustees of which\\nnot only have the power to confer all degrees, but\\nmay designate a board of lady managers possessing\\nthe same powers. University Problems, p. 85.)\\nWe have polytechnic or scientific schools pur-\\nposing to give a liberal education, and not a pro-\\nfessional, and we have also colleges of liberal\\nculture establishing technical courses. We have\\nprofessional schools apart from any college or uni*\\nversity, and we have them also as a part of a\\nuniversity. Such are some of the relations of an\\norganization which might be called overorganized\\nor badly organized, rather than unorganized. It\\nmight be said that the organization is such that it\\nresults in disorganization.\\nBut, bad as the organization or lack of organiza-\\ntion of American schools may be, the lack of organ-\\nization in English schools is incomparably worse\\nThe beginning of the nineteenth century found\\n3", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0021.jp2"}, "22": {"fulltext": "The Organisation of American Education\\nelementary education in England absolutely with-\\nout system. The course of the century has wit-\\nnessed the introduction of various systems which\\nhave, in certain relations, kept pace with the im-\\nprovement and the moral elevation of the schools.\\nBut the close of the century still finds English\\neducation controlled and subjected to the evils of\\na lack of organization, and to all the other evils of\\nmanifold systems The established and the non-\\nconformist, the board and the voluntary, the local\\nand the national, the elementary and the secon-\\ndary elements represent the educational condition\\nand forces which are inextricably mingled and\\ncommingled. Compromise has been the rule of\\neducational progress in England far more than in\\nAmxCrica; and compromise has resulted, as is not\\nunusual, in confusion.\\nIn Germany the opposite method has, on the\\nwhole, prevailed. In the present century the\\nstate, and the state alone, has been the controlling\\npower in the education of the people. Before this\\ncentury the church was the controlling force. To-\\nday the power of the church in education is\\nmanifested through the state and through the\\nuniversities, and not through the church s own\\nmethods. The university affords theological train-\\ning, and the university is in the power of the state,\\nand the state therefore prescribes the course of re-\\nligious training in the schools. The rule of the\\nstate has resulted in uniformity.\\nAmerican education should have a center in\\nwhich every purpose for its promotion may be local-\\n4", "height": "3192", "width": "2106", "jp2-path": "collegeadministr01thwi_0022.jp2"}, "23": {"fulltext": "The Organisation of American Education\\nized, and from which every plan for its develop-\\nment may rise. This center is found in the being\\nof the child himself. The child himself is the\\nsmallest unit in education, and he is also the great-\\nest. The unit which may be suggested either by\\ntaxation or by partizanship, by the tenure of office\\nof the teacher or by the splendor of the educational\\nmachinery, by geographical considerations or by\\nsimilarity of intellectual conditions, is of no value\\nwhatsoever in comparison with the worth of the\\nchild. The only unit deserving of mention in com-\\nparison with the worth of the child lies in the pur-\\npose of the promotion of knowledge. For the higher\\neducation is organized, and should be organized, not\\nonly for the human purpose of training humanity,\\nbut for the scholastic purpose of extending the\\nbounds of knowledge.\\nAs one thinks of the organization of education\\nabout the student, several points, among many,\\nbecome significant. The content of his study, the\\nmethod of his study, the atmosphere of his study,\\nand the personality of the teacher are of supreme\\nand ultimate importance. But of them I shall write\\nchiefly of the worth of the content of study and of\\nthe personality of the teacher.\\nThe content of the study of the student before\\nthe age of entering college must be largely descrip-\\ntive and interpretative. This content relates to the\\nacquisition of knowledge. This knowledge is sim-\\nply descriptive and interpretative of the facts of the\\nmaterial world and of life. Arithmetic, for instance,\\nis simply interpretative of time, and geometry is\\n5", "height": "3241", "width": "2039", "jp2-path": "collegeadministr01thwi_0023.jp2"}, "24": {"fulltext": "The Organisation of American Education\\nan interpretation or description of space; gram-\\nmar is a description of the way in which the best\\npeople talk; history is a description of what the\\nworld of men has done, and science is a description\\nof the world of nature. This period of descrip-\\ntion belongs to the acquisitive period of a student s\\ncareer. It leads into, and in its higher ranges is\\ntouched by, the method of comparison. The col-\\nlege is the means or the method of the comparative\\nprocess and condition in education. Of course, the\\nformer method of description still thrusts its way\\ninto the field of comparative knowledge. The first\\nyear of the college is much like the last year of the\\nhigh school or academy; the second year is less\\nlike it and in the last two years the method of\\ncomparison quite supplants the method of acquisi-\\ntion of the earlier time. The comparative method\\nis at once the deductive and the inductive method,\\nand it is more than either deduction or induction.\\nIn the comparative stages of the college course the\\nstudent relates truth to truth, fact to fact, not only\\nin one or the same field, but also in different fields.\\nTruths which once appeared as far apart as the poles\\nnow become closely and vitally associated. Geog-\\nraphy, which once seemed to him a science apart\\nfrom man, is now known to hold essential relations\\nto history. Ethnography, which once seemed a\\nstudy quite apart from geology, is seen to hold a\\nrelation of cause and effect to geology. Psychology\\nand philosophy are seen to exist in intimate asso-\\nciation with the sciences of biology and of physics,\\nand biology and physics are found to exist in close\\n6", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0024.jp2"}, "25": {"fulltext": "The Organisation of American Education\\nrelations with psychology and philosophy. The\\ndifferent sciences themselves, too, prove to be in\\nclose relationship. Biology is closely related to\\nchemistry. Chemistry, in turn, is found to be re-\\nlated no less closely to geology. In the earlier\\nstages of his education the student was concerned\\nwith facts; he is now concerned with relations.\\nIn the earlier stages he was concerned with acquisi-\\ntion, with description, and with interpretation;\\nin the later stages he is concerned primarily with\\ncomparisons. In the earlier stages the simple truth\\nwas primary and the relations of different truths\\nsecondary. In the later stages the relations of\\ndifferent truths is of primary, and the truth itself\\nof secondary, value.\\nBut there is a third stage in the organization of\\nAmerican education about the student. This stage\\nmay be called that of research. The student be-\\ncomes himself a discoverer of the truth. The sec-\\nond stage of comparison passes into the third stage\\nof enlargement. He himself is concerned not only\\nwith relations, but also with the discovery of rela-\\ntions. He is concerned, as in the first stage, with\\nthe knowledge of facts, but he is also concerned,\\nand more, with the discovery of facts for himself.\\nThis third stage belongs to the scholar par excel-\\nlence. Into it only a few ultimately pass. Here\\nare found those searchers for truth and for\\ntruths, few in number in any generation, but\\nwhich, though few, are of the most essential value\\nfor the promotion of knowledge and for the better-\\nment of the nation and of humanity.\\n7", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0025.jp2"}, "26": {"fulltext": "The Organisation of American Education\\nWhen the student is able to perceive relations\\nhe may be said to be educated. The training\\nup to this stage has been general. He is now\\nfitted to enter upon his special education for\\nrendering service to that form of humanity to\\nwhich he proposes to devote himself. He has not\\nbecome fitted for the ministry, but he has become\\nfitted to begin to fit for the ministry. He has not\\nbecome fitted for the law, but he has become fitted\\nto fit for the law. He has not become fitted for\\nmedicine, he cannot practise the art of healing, but\\nhe has become fitted to fit himseK to become a doc-\\ntor. The special professional study awaits him.\\nThe age at which the student is able to begin his\\nprofessional studies or career is of serious impor-\\ntance when one locates the unit of American edu-\\ncation in the student himself. This age has been\\nincreasing. The age of graduating from college has\\ngradually increased throughout the century. In\\n1856 the average age of admission to Harvard Col-\\nlege was seventeen years seven and three six-\\nteenths months. In 1866 it had increased to\\neighteen years two and five twelfths months, and\\nin 1875 it had increased to eighteen years six\\nand two thirds months. In the last ten years for\\nmost colleges eighteen and a half years represents\\nthe average age at admission to the freshman\\nclass. (President Eliot s Report for 1874-75, p. 8.)\\nThe cause of this condition lies, in part, in the\\nenlargement of the conditions for admission which\\nthe colleges are now laying down. These con-\\nditions have vastly enlarged both in the number", "height": "3237", "width": "2039", "jp2-path": "collegeadministr01thwi_0026.jp2"}, "27": {"fulltext": "The Organisation of American Education\\nof the subjects prescribed and in the knowledge\\nrequired of each subject. A more extended know-\\nledge of Latin and of Greek is demanded, and\\nalso at least an elementary knowledge of one\\nor two modern languages and of the physical\\nsciences. These conditions have been so increased\\nthat the high schools and academies have in\\nthirty years lengthened their course from three\\nyears to four. In the same period has occurred a\\nlengthening of the course of the medical college\\nand of the law school, in the one case from two\\nor three years to four and in the other from two\\nyears to three. The college is in danger of being\\nground to pieces between the under millstone of\\nthe preparatory school and the upper millstone of\\nthe professional school.\\nIn the organization of American education, there-\\nfore, about the student, the question becomes of\\nimportance respecting the time in which the stu-\\ndent ceases to be a student and becomes an active\\nworker in American life. Various methods for\\nsecuring the important result of an earlier en-\\ntrance into his career have been suggested. One\\nof these methods is to make the last years of the\\ncollege course, at least in part, an equivalent to the\\nfirst years of the professional course. In certain\\ncases the last year of the college course becomes\\npractically identical with the first year of the pro-\\nfessional course. In other cases certain studies\\nare taken by the senior in college which are also\\ntaken by the first-year man in the professional\\nschool, and these studies are allowed to count", "height": "3232", "width": "2039", "jp2-path": "collegeadministr01thwi_0027.jp2"}, "28": {"fulltext": "The Organisation of American Education\\ntoward both the bachelor s degree and the profes-\\nsional degree. By this method the student in the\\nlaw school can receive his degree of Bachelor of\\nLaws in six years, and the student in the medical\\ncollege can receive his degree of Doctor of Medicine\\nin seven years. This method obtains in several of\\nthe more historic and more conspicuous of our\\ncolleges. A few colleges, and good ones too, are\\nintimating that the whole educational period may\\nbe shortened by yet an additional year, giving two\\ndegrees to the law student in five, and to the medi-\\ncal student in six, years. It is to be said that a year\\nin one s life and in one s professional career is of\\ngreat value, and it is also to be said, and with\\nemphasis, that a single year is not of value in com-\\nparison with the value of one s professional service.\\nIt is far better to enrich the value of that service\\nthan to lengthen out the time of that, service by a\\nfew months. But in order to secure the purpose\\nof an earlier entrance into his life s work for the\\ncollege-bred man a better method than that of the\\nduplication of a single year lies in the endeavor to\\nsave a year or two years in the earlier stages of\\neducation. A year is a year whether it be the\\nseventh or the seventeenth. The battle for an\\nearlier entrance into life is to be fought on the\\nfloor of the grammar and primary school-room.\\nThe question is how to get the student out of the\\ngrammar school earlier by a year or two years\\nrather than how to get him sooner out of college.\\nThe simple fact is that the work of the eight years\\nof the primary and grammar schools could still\\n10", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0028.jp2"}, "29": {"fulltext": "The Organisation of American Education\\nbe done with ease in six years in the case of many-\\nstudents. If the student enter the public schools\\nat the age of six he should be able to enter the\\nhigh school at the age of twelve; if he enter the\\nhigh school at the age of twelve, as he should, he\\nshould enter the college at the age of sixteen; if\\nhe should leave college at the age of twenty, at\\nthe age of twenty- three or twenty-four he should\\nbe and would be ready for life s career. As says\\nProfessor Greorge Trumbull Ladd, in writing of a\\nmodern liberal education The ten years from six\\nto sixteen are enough, and more than enough, to\\nprepare the average mind for the most exacting of\\nour American colleges. But alas how much of\\nthis time is wasted, and worse than merely wasted,\\nby the poor teaching that prevails in the interme-\\ndiate schools. The Higher Education, p. 135.)\\nSuch a reduction could be accomplished largely\\nby lessening the attention paid to certain studies\\nin the earlier grades. Chief among these is arith-\\nmetic. Arithmetic is an abstract science to chil-\\ndren. The operations of arithmetic are to the\\nchild s mind arbitrary. To his mind these opera-\\ntions have little of the rational. If the study of\\narithmetic could be deferred till the age of ten,\\nand then only two years devoted to it, all that is\\nnecessary to be learned or to be done could be ac-\\ncomplished with ease and efficiency. This saving\\nof time not only in arithmetic, but also in other\\nstudies, could be effected by securing better-\\ntrained teachers. Teachers of good training ac-\\ncomplish results vastly superior to those accom-\\nII", "height": "3225", "width": "2039", "jp2-path": "collegeadministr01thwi_0029.jp2"}, "30": {"fulltext": "The Organisation of American Education\\nplished by tlie ill-trained teacher, in a briefer time\\nand with less taxing of the energies of the child.\\nAside from the question of the reduction of the\\nage of the pupil, the securing of better-trained\\nteachers represents the most serious problem in\\nAmerican education. That the teacher is becom-\\ning better trained is evident. In all the better high\\nschools only those teachers who are college-bred\\nare employed. The college-bred teachers also are\\nentering the grammar schools and the primary.\\nWe ought to hasten the time when every teacher\\nshould be liberally trained. No discipline is too\\nfine, no culture too rich, no resources are too ample,\\nto be devoted to the education of the smallest\\nchild or the smallest collection of children.\\nProfessor Ladd, in writing of the fitting-schools,\\nalso says: One thing greatly to be desired\\nand striven after, as affording needed relief to\\nthe preparatory schools, is an improvement in the\\nprimary education. No one acquainted with the\\nfacts needs to be told how faulty is the knowledge\\nof the most elementary subjects possessed by the\\naverage child of twelve or fourteen, whether he\\nhas been trained in a public or a private school.\\nHow blundering is his use, in speech, reading, or\\nwriting, of his mother-tongue With how little\\nreal notion of what our good planet is, in struc-\\nture and aspect, has he learned long lists of un-\\npronounceable names of mountains, rivers, and\\ncities not to say hamlets and villages For how\\nmany years has he struggled with the fundamental\\nmysteries of number, and spent his time weari-\\n12", "height": "3240", "width": "2107", "jp2-path": "collegeadministr01thwi_0030.jp2"}, "31": {"fulltext": "The Organi:{ation of American Education\\nsomely doing sums, the like of which are not to\\nbe found in real life upon this earth, and, as we\\ntrust, not in the heavens above The Higher\\nEducation, p. 61.)\\nAt this point enters the question of cost. Of\\ncourse, good teaching costs, and ought to cost.\\nThe best teaching is yet the cheapest; and the\\npoorest teaching is the highest. Humanity is\\nlearning that it is better economy to devote the\\nlarger share of its revenues to the education of\\nchildren in the beginning of their lives rather than\\nto expend it for the care of the criminal, the de-\\nfective, and the pauper through a score of years.\\nIt is to be said, moreover, that the teacher is to\\nreceive a professional training. The professional\\neducation of the teacher is as important as the pro-\\nfessional education of the lawyer or the doctor or\\nthe minister. American life is reaching this con-\\nelusion. The opinion that all that is necessary for\\nthe teaching of any subject is to know that subject\\nis still held by some great scholars and teachers,\\nbut it is obsolescent. As the professional educa-\\ntion of the lawyer and of the doctor is a contribu-\\ntion of the present century, so the professional\\neducation of the teacher is to be one of the worthi-\\nest contributions of the new century to human\\naffairs. But the professional education of the\\nteacher differs in many respects from the profes-\\nsional education of the lawyer or the doctor. The\\nlawyer or the doctor or the minister becomes,\\nthrough the professional school, trained in the\\nknowledge of his subject. The lawyer learns law,\\n13", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0031.jp2"}, "32": {"fulltext": "The Organisation of American Education\\nthe doctor learns medicine, and the minister learns\\ntheology. The professional training of the teacher\\nis not the securing of the knowledge of his subject.\\nThis knowledge he already is supposed to possess.\\nIf he is to be trained to teach geometry or Latin\\nor Grreek or French or philosophy, he is supposed\\nto know geometry or Latin or Grreek or French or\\nphilosophy. His training as a teacher is a train-\\ning in the methods of teaching. In order to train\\nhim to present geometry properly to a class, he is\\nsupposed to know geometry before he enters into\\nthe professional school to get a training to teach\\ngeometry. At this point, it may be added, the\\ncurrent prejudice against normal schools has its\\norigin, for the normal school has tried to teach\\nboth the content of knowledge and the method of\\nteaching that knowledge. The normal school has\\ntried to make at once scholars and teachers. In\\ncertain cases the normal school, receiving students\\nill instructed, has not tried to teach the subject,\\nbut, dealing with the student as if he knew the\\nsubject when he did not, and trying to train him\\nin the method of teaching a subject of which he\\nknew nothing, the normal school has added to\\nignorance confusion and to confusion distress\\nAs education improves, and as society develops,\\nwe are to see the department of education in the\\ncollege enlarge. For this department will receive\\nonly those who possess the content of the knowledge\\nof the various subjects which they are to teach and\\nwho come to this department in order to receive sim-\\nply a better professional and technical equipment.\\n14", "height": "3241", "width": "2039", "jp2-path": "collegeadministr01thwi_0032.jp2"}, "33": {"fulltext": "The Organisation of American Education\\nBoth in the college and out of the college, it is\\nto be remembered that far more important than\\ntechnical training is professional knowledge, and\\nmore important than professional knowledge is\\ngeneral education, and more important than gen-\\neral education is personality. Most educational\\ndirectors, in search of a grammar-school teacher,\\nwould prefer to accept the college graduate without\\nthe technical training of the normal school than to\\ntake a high- school graduate who has had the\\nnormal-school course. And it is also true that\\nmost educational directors would prefer to receive\\nas a teacher one who has or is a great character,\\nwho has or is a great spirit, untouched by the train-\\ning of the college, than to receive one whose powers\\nare commonplace, even if endowed with the advan-\\ntages of a college training.\\nThe higher education, as well as the lower, is to\\nbe organized about the unit of the individual stu-\\ndent. To equip him for life is the supreme pur-\\npose. In this adjustment of American education\\nabout the student there are developing three types\\nof the American college. One of these is the college\\nthat depends upon the church for support another\\nis that which depends upon the individual or the\\ngeneral community for support and the third type\\nis that which depends upon the State for support.\\nThe first type is the ordinary denominational col-\\nlege. The second type is the large and common\\ncollege, such as Columbia or Harvard. The third\\ntype is that of the ordinary State university.\\nThe second of these types is Christian, but it is\\n15", "height": "3225", "width": "2039", "jp2-path": "collegeadministr01thwi_0033.jp2"}, "34": {"fulltext": "The Organisation of American Education\\nnot denominational. It leans upon the commu-\\nnity, but not upon the commonwealth. These\\nthree types are not, however, as distinct as might\\nat first thought appear. The denominational col-\\nlege often holds intimate relations to individuals\\noutside of a particular church, and also, for more\\nthan two hundred years, the denominational college\\nhas drawn aid from the commonwealth. Colleges,\\ntoo, which rest upon the unorganized community or\\nupon individuals have received aid from the State.\\nCornell has been, and is, the recipient of large\\nrevenues from the State of New York. Colleges,\\ntoo, which are an integral part of the public educa-\\ntion of the State, have been aided to a greater or\\nless extent by individuals. Michigan has received\\nfunds from private sources, and a few years ago\\nthe University of Minnesota received a gift which\\nwas used in the erection of a building bearing the\\nname of a benefactor, Pillsbury Hall.\\nEach of these types and methods has its advan-\\ntages. The denominational college represents the\\nintimacy of the relation existing between re-\\nligion and learning, a relation historic and vital.\\nThe individual college stands for independence,\\na most precious condition for the promotion\\nof scholarship and for the development of char-\\nacter. The State college or State university em-\\nbodies the idea that the whole body of the people\\nis concerned in the securing of a sufiicient number\\nof well-trained citizens to insure the efficiency and\\nperpetuity of the State. No one type need fully\\nexclude the others, and the three are found co-\\ni6", "height": "3233", "width": "2100", "jp2-path": "collegeadministr01thwi_0034.jp2"}, "35": {"fulltext": "The Organisation of American Education\\nexisting in not a few of the commonwealths. It\\nmay be said that these types are only forms of\\nwhat we call the American university as the\\nAmerican university itself is one of the several\\ntypes of the university. For the English univer-\\nsity is unlike the Scotch, the Scotch is unlike the\\nGerman, the German is unlike the French, and\\neach of them is unlike the American.\\n17\\nJM", "height": "3139", "width": "2039", "jp2-path": "collegeadministr01thwi_0035.jp2"}, "36": {"fulltext": "", "height": "3177", "width": "2039", "jp2-path": "collegeadministr01thwi_0036.jp2"}, "37": {"fulltext": "II\\nTHE CONSTITUTION OF THE\\nAMERICAN COLLEGE", "height": "3144", "width": "2039", "jp2-path": "collegeadministr01thwi_0037.jp2"}, "38": {"fulltext": "", "height": "3177", "width": "2039", "jp2-path": "collegeadministr01thwi_0038.jp2"}, "39": {"fulltext": "II\\nTHE CONSTITUTION OF THE\\nAMERICAN COLLEGE\\nTHE organization of the American college is\\nsimple. In most States the organization is\\nmade under the general law applying to incorpo-\\nrated societies. The essential part of the organiza-\\ntion is the legal body which usually calls itself\\nTrustees. The body which is usually called the\\nFaculty has to do with giving instruction and per-\\nforming the work for doing which the college was\\ncreated. In association with the legal body is\\nsometimes found a second one, frequently known\\nas the Board of Overseers; but the institutions\\nhaving this second body are few. The Board of\\nTrust and the Faculty are the two bodies to which\\nis generally committed the administration of the\\ncollege. The Board of Trust is usually, though\\nnot always, a close corporation. Its members\\nchoose their own successors. When it is not a\\nclose corporation, elections to it are made, as a\\nrule, wholly or largely by the graduates of the col-\\nlege. If the college, however, is denominational,\\nand has intimate affiliations with a church of a\\n21", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0039.jp2"}, "40": {"fulltext": "The ConsUtution of the American College\\nrather strict form of government, tlie church itself\\nnot infrequently chooses or nominates certain mem-\\nbers for this Board. This intimacy of ecclesiastical\\nrelationship is found more frequently in the Episco-\\npal and Presbyterian and Methodist communions.\\nThe members of the Board of Trust are seldom less\\nthan seven nor more than twenty- five. The duties\\nof this Board relate to the care of the property put\\ninto its keeping, and also to the giving of legal\\nvalue to the acts of the Faculty. The Board of\\nf Trust confers degrees it fixes salaries it deter-\\nI mines the budget of each year it holds and con-\\ntrols all investments. The nature of the duties\\nthat belong to this Board of Trust vary, of course,\\nsomewhat in different colleges. It may be said\\nthat usually their authority is supreme, yet this\\nauthority they seldom see fit to use arbitrarily.\\nTheir decision is ultimate, yet usually they trust\\nthe Faculty. In its last analysis the management\\nI of a college rests absolutely in the Board of Trust.\\nTo this Board the Faculty and students are re-\\nsponsible.\\nThough the function of the Board of Trust is\\nthus definitive, yet it is to the second body that\\nthe fulfilment of the great purposes for which\\na college exists is committed. To the members\\nj of the Faculty the work of instruction is, of course,\\nI given. The duty of discipline is theirs. The\\nproper ordering of the various relations of the\\nstudents belongs to them. All that makes up\\nthe daily routine of the college represents their\\nconstant and immediate responsibility. To their\\n22", "height": "3230", "width": "2039", "jp2-path": "collegeadministr01thwi_0040.jp2"}, "41": {"fulltext": "The Constitution of the American College\\ncollege work they give themselves. College service\\nrepresents their profession. The Faculty in certain\\ncolleges includes all those who give instruction. In\\nother colleges it includes only those who are chosen\\nto permanent chairs, excluding those whose ap-\\npointments are for a year or for a term of years.\\nThe members are chosen to this body under a\\ngreat variety of conditions.\\nThe methods of choosing represent so important\\na part of college order, and are so diverse, that I\\nshall indicate what methods do control in various\\ncolleges. The statement descriptive of the method\\nis usually made by the President of the college.\\nIn Yale University In the matter of the ap-\\npointment of professors, our custom\u00e2\u0080\u0094 not our writ-\\nten law, but our long-established custom\u00e2\u0080\u0094 is that\\nthe Faculty of the departments (scientific, theo-\\nlogical, or whatever department of the university)\\nin which the new professor is to act nominates\\nhim to the Corporation, and the Corporation ap-\\npoints him to the office. They may, of course,\\ndecline to appoint him if they see fit. The matter\\nof nomination is in the hands of the Faculty, the\\nmatter of election is in the hands of the Corpora-\\ntion. In most of our New England colleges the\\nwhole power of nomination is in the hands of the\\nPresident he may not consult the Faculty at all.\\nIt is not so with us.\\nIn Williams College When we are selecting a\\nnew member of our Faculty, if it is a professor we\\nwant, I consult with men interested in the same\\ndepartment, and mention a name and act with\\n23", "height": "3192", "width": "1974", "jp2-path": "collegeadministr01thwi_0041.jp2"}, "42": {"fulltext": "The Constitution of the American College\\ntheir approbation. If it is an instructor we want,\\nI generally do the same.\\nIn Dartmouth College In securing a new mem-\\nber of the Faculty, the President advises with the\\ndepartment concerned, and then puts the matter\\nbefore the Committee on Instruction in the Board\\nof Trustees. The Trustees vote upon the recom-\\nmendation of this Committee.\\nIn Brown University The President nominates\\nthe candidate or suggests several then the Advisory\\nand Executive Committee discuss the merits of the\\ncandidates, one or more, and vote to recommend to\\nthe Corporation. This is equivalent to an election,\\nas the Board never rejects a nomination thus made.\\nIn Columbia College Ordinarily the President\\ntakes the initiative in securing a new member of\\nany of our faculties. I am, says President Low,\\nin the habit of conferring freely with all those\\nmore directly interested in the appointment to be\\nmade, so as to be sure that the person called shall\\nbe persona grata. When I am satisfied that I am\\non the track of the right man, I try to ascertain\\nwhether he would accept such a call as I have in\\nmind. I always seek a personal interview, if pos-\\nsible, as I am reluctant to have any man appointed\\nto any position in connection with the university\\nwhom I have not looked in the face. Of course, I\\nnever seek a personal interview until after a very\\ncareful inquiry. When I am satisfied upon all the\\npoints involved, I submit a nomination to the\\nTrustees, who act upon it with or without refer-\\nence to the Committee on Education as the case\\n24", "height": "3192", "width": "2130", "jp2-path": "collegeadministr01thwi_0042.jp2"}, "43": {"fulltext": "The Constitution of the American College\\nmay demand. I often confer informally with the\\nmembers of the Committee on Education of the\\nTrustees, so that when the matter comes before\\nthe Trustees they are able to confirm the state-\\nments of the President, and to express their opin-\\nion without delay. There is no law governing\\nthese matters, but this, as a matter of fact, is my\\nown method of procedure, which has thus far\\nproved acceptable both to the Trustees and to the\\nmembers of our faculties.\\nIn Johns Hopkins University Appointments f\\nto the Faculty are made by the Trustees, who are\\nlargely influenced by the recommendations of the\\nPresident, and he is influenced in turn by the\\nwishes and recommendations of those in the Fac-\\nulty who are most capable of advising him, espe-\\ncially by the members of the Academic Council.\\nIn the University of Pennsylvania The selec- r\\ntion of new members of any Faculty is entirely in\\nthe hands of the Board of Trustees, who act\\nprimarily through their Committee upon the\\nproper department. This Committee carefully\\ninquires after available candidates, giving great\\nweight, of course, to any recommendations re-\\nceived from the Faculty, and in due time makes a\\nnomination to the Board, which is almost always\\nfollowed by an election. No professor can be\\nelected at the meeting at which he is nominated.\\nNotice must be sent to every trustee, and a ma-\\njority of the Board must be present at the elec-\\ntion.\\nIn Western Reserve University and Adelbert\\n25", "height": "3192", "width": "1956", "jp2-path": "collegeadministr01thwi_0043.jp2"}, "44": {"fulltext": "The Constitution of the American College\\nCollege the Faculty nominates and the Trustees\\nconfirm. The work of investigation is done by a\\nCommittee appointed by the Faculty, and upon its\\nrecommendation the nomination is made. The\\nnomination is then submitted to a standing Com-\\nmittee of the Trustees this Committee usually in-\\nvestigates and passes on the nomination to the\\nBoard of Trust. The President is in constant\\nconsultation with each of these committees and\\nthey with him.\\nIn the University of Chicago: When it is de-\\ncided to make an appointment, the professor in the\\ndepartment and the President both take the matter\\nin hand, the professor being careful in every case\\nnot to commit the university in any way. The\\nmatter is finally decided upon by the President\\nand the head of the department interested, and the\\nnomination is made by the President to the Board\\nof Trustees. A by-law of the Board of Trustees\\nprovides that all nominations shall be made by the\\nPresident. It is, of course, possible for me, says\\nthe writer. President Harper, to make nomina-\\ntions regardless of the wishes of the members of\\nthe department, but it would hardly be thought\\nwise to do this except in special circumstances.\\nIn the University of Illinois: We follow no\\nparticular method in securing a new member of\\nour Faculty. We keep a file of all applications for\\npositions, and when a vacancy occurs we examine\\nthe pile and it is a large one. Sometimes we\\nwrite to the older universities, and sometimes we\\ncommunicate with teachers agencies. In one way\\n26", "height": "3225", "width": "2135", "jp2-path": "collegeadministr01thwi_0044.jp2"}, "45": {"fulltext": "The Constitution of the American College\\nor another, we ordinarily find the right person in\\ndue time.\\nIn the University of Wisconsin: Members of\\nthe Faculty here are appointed by the Board of\\nRegents on the recommendation of the President.\\nAccording to the prevailing public opinion in this\\nplace, no other method would be encouraged.\\nNeither the Eegents nor the Faculty desire that\\nanybody should be appointed excepting on the\\nnomination of the President; and ordinarily the\\nnomination of the President receives the unques-\\ntioning ratification of the Board of Regents.\\nIn the University of Kansas Whenever a va-\\ncancy occurs in any department, the head of that\\ndepartment and myself [the Chancellor] are ap-\\npointed to select a person to fill said vacancy.\\nG-enerally the head of the department seeks candi-\\ndates from such schools as he knows best fit men\\nfor his work.\\nIn the University of Nebraska: A Committee\\nconsisting of the Chancellor and the Deans of the\\ncolleges look over the ground and determine who\\nshall be recommended to the Board. The Board\\nof Regents acts after this recommendation, though\\nnot necessarily upon it. I mean, says the Chan-\\ncellor, by this that they do not take original juris-\\ndiction in the case, and are not necessarily bound\\nto follow the suggestion of the Committee if they\\nknow good cause to the contrary. Of course, prac-\\ntically the Board formally elects whoever is se-\\nlected by the Committee.\\nIn the University of Minnesota: Candidates\\n27", "height": "3192", "width": "1947", "jp2-path": "collegeadministr01thwi_0045.jp2"}, "46": {"fulltext": "The Constitution of the American College\\nfor professorships and assistant professorships are\\nconsidered by the permanent officers, that is,\\nprofessors as distinguished from instructors,\\nand, if approved, the President nominates them to\\nthe Board of Eegents, and the Board elects. Of\\ncourse the Board of Eegents can elect without con-\\nsulting the Faculty.\\nIn the University of California We find a pro-\\nfessor by seeking advice from men best qualified\\nto judge in the particular lines of work. Some-\\ntimes a head of an institution, like President Gril-\\nman, is asked for a nomination from his graduates,\\nand he turns over the question to the department\\nexpert.\\nThese examples indicate that there are two pre-\\nvailing methods, which, however, in case all condi-\\ntions are favorable, do not seriously differ in the\\nresults brought forth. There is the democratic\\nmethod, in which the Faculty takes the initiative\\nand does the larger part of the work in finding\\na new member for itself. There is also what\\nmay be called the monarchical method, in which\\ni the President takes the initiative, in which he\\nmay, with or without conferring with his asso-\\nciates of the Faculty, cause an election to be made\\nby the Board of Trust. But both of these methods\\nusually bring forth the same result in case there is\\nharmony of relationship between the various ex-\\necutive departments. A college Faculty would sel-\\ndom be willing to call a new member into itself\\nwithout the express approval of the President.\\nIt is also true that no worthy President should be\\n28", "height": "3192", "width": "2111", "jp2-path": "collegeadministr01thwi_0046.jp2"}, "47": {"fulltext": "The Constitution of the American College\\nwilling to bear a nomination to the Board of Trust\\nwithout the approval of the Faculty.\\nBetween these two methods it cannot, to myf\\nmind, be for one moment doubted but that the[\\ndemocratic is superior. A Faculty should have the\\nright of determining who are to be members of\\nthat Faculty. If self-government is at all to be pur-\\nsued, no better illustration of the principle can be\\nfound than in the organization of a college Faculty.\\nThis method also tends to illustrate the principle\\nthat in a multitude of counselors there may be\\nnot only safety but also great efficiency. This\\nmethod also tends to promote a sense of individual\\nresponsibility which it is well for each member\\nwho works in a college to possess. It awakens\\nenthusiasm and maintains enthusiasm. I am in-\\nclined to assent to the opinion of ex-President\\nDwight of Yale College, expressed in a letter to\\nme, that college presidents usually have too much\\npower. It is difficult to approve of the wisdom\\nof a man, a college President, who, as soon as he\\nwas installed, had only one request to make of\\nthe Trustees, and that was that he alone should\\nhave the right of nomination to the Board. It is\\nonly either a high degree of self-confidence which\\ncould lead a man to ask that this right be reserved\\nto himself, or an exceeding low degree of confidence\\nin a Faculty.\\nIn the administration of the American college\\nthe Board of Trust and the Faculty may in cer-\\ntain ways be considered two coordinate bodies,\\nfor they work with each other in the bringing\\n29", "height": "3192", "width": "1937", "jp2-path": "collegeadministr01thwi_0047.jp2"}, "48": {"fulltext": "The Constitution of the American College\\nforth of certain collegiate results. In another\\nsense the Trustees are superior to the Faculty, for\\nthey have absolute power to create or remove, to\\napprove, to confirm, or to qualify. In another\\nsense the Faculty is superior to the Board of Trust,\\nfor the Faculty represents the working force of the\\ncollege, which immediately and constantly performs\\nthe duties to promote which the college exists. It\\nis of extreme importance that these two bodies,\\nwhether they be regarded as coordinate or as in-\\nferior and superior on either side, should be thor-\\noughly harmonious. Any invasion, on the part of\\nthe one, upon the territory that belongs to the other\\nresults in inefficiency in the college itself. If, for\\ninstance, the Board of Trust invades the territory\\nof the Faculty, even to lay down the rules of the\\ndaily life and conduct of students, or respecting the\\nmethod and content of instruction, they usually\\nfind that they are dealing with conditions and\\nmethods which require the mind and hand of edu-\\ncational experts and, as a rule, Trustees are not\\nexperts in matters of education. The tendency of\\nthe legal body to interfere with the teaching body\\nis forcibly indicated by the late President Porter\\nin writing of the ideal of the American university.\\nHe is discussing certain disadvantages of a State\\nuniversity, and among them he notes the tendency\\nfor the Regents to interfere with the relations which\\nbelong to the Faculty. But what he says does in\\ncertain ways have a broad reference\\nHowever carefully the boards of management are re-\\nmoved from direct interference on the part of political or\\nI", "height": "3192", "width": "2096", "jp2-path": "collegeadministr01thwi_0048.jp2"}, "49": {"fulltext": "The Constitution of the American College\\npopular leaders, the Regents of a State university can\\nnever be wholly removed from public and private de-\\nmands and remonstrances on the part of men who have\\nthe ear of the people for the hour. Places will be sought\\nfor by unworthy aspirants and their friends the teach-\\nings of the university will be called in question on every\\npoint where they bear upon current questions of science,\\nor religion, or finance, or health, or education. Whatever\\ntheory of culture the university may adopt wUl now and\\nthen be assailed by an organization of honest or dishonest\\ndemagogues, either educational or political.\\nA great university must be the growth of time, dur-\\ning which a commonwealth of seekers after knowledge\\nshall have been trained by one another, and shall have\\nlearned to accept common principles, to adopt common\\naims, and to share in a culture that has been warmed and\\nmade effective by active personal sympathy. To success\\nin such a growth, independence is the prime and indis-\\npensable condition. The principles may be defective, the\\ntraining may be defective, isolation and seclusion may\\nconfirm prejudices, but with independence there can be\\nstrength and continuity, while without it there can be\\nneither. A State university with no chartered privileges\\ncan never in the best sense be a society that perpetuates\\nitself, but must have a precarious and therefore an uncer-\\ntain life. To expect for a State or a National University\\nstability or independence in such a country as ours is to\\nhope against reason and experience.^\\nThe same result in kind and the same method\\nalso are seen in other forms of the public system\\nof education. The evil to which President Porter\\nalludes is far more common in the grammar and\\n1 Porter, American Colleges and the American Public, pp. 389,\\n390.\\n31", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0049.jp2"}, "50": {"fulltext": "The Constitution of the American College\\nhigh schools than in the case of the State uni-\\nversity. School boards are inclined to invade the\\nprovince of school superintendents.\\nBut it is to be said, and with joy, that the ten-\\ndency of the administrators in public education or\\nin college education to encroach upon the territory\\nof the teachers and of a Faculty is rapidly dimin-\\nishing. That administrator is the wisest who does\\nhis own business and makes no attempt to do the\\nbusiness which belongs to a teacher. Experience,\\ntoo, is proving that we can in this country expect\\nboth stability and independence in a State uni-\\nversity. The words written by the late President\\nof Yale are not so true now as they were at the\\ntime of their writing, a score of years ago.\\nOn the other hand, a college Faculty may arrogate\\nto itself duties which belong to the legal Board. It\\nmay lay out plans of work or enter upon their execu-\\ntion, which call for expenditures of money without\\nconsultation with the Board of Trust, which is con-\\ncerned with financial relations. But, on the whole,\\na Faculty is far less inclined to invade the territory\\nof the Trustees than Trustees are to invade the\\nterritory of the Faculty. It is to be said that\\nTrustees are not usually so jealous of their rights\\nas to be inclined to limit the aggressive tendencies\\nof their professors, if only they have money enough\\nto meet all charges which are the result of these\\ntendencies. In not a few cases the Trustees are\\ninclined to commit what would seem to be a part\\nof their own work in a large degree to the Faculty.\\nCertain boards are accustomed to ask the Faculty\\n32", "height": "3182", "width": "2096", "jp2-path": "collegeadministr01thwi_0050.jp2"}, "51": {"fulltext": "The ConstittLtion of the American College\\nto determine the salaries of its own members. A\\ngross sum, for instance, is put into the hand of the\\nFaculty to use as its members see fit. This method\\nis somewhat akin to the method formerly pursued\\nin many medical colleges, in which the Faculty\\nretained all fees paid by the students, and used\\nthe amount according to the dictates of their\\nown wisdom. The endowment of medical col-\\nleges is less than the endowment of any other\\norder of professional schools, and therefore the\\nTrustees, having no income from the investments\\nto pay over to the members of the Faculty, and\\nknowing that whatever income the members of\\nthe Faculty receive from instruction belongs, in\\na peculiar sense, to those who earn it, are more\\ninclined to disclaim the assuming of financial rela-\\ntionships. But when endowments become large,\\nand the income received from these endowments\\nrepresents the larger share of the sum to be paid\\nto the professors. Trustees are inclined to main-\\ntain their financial relationships, as, of course,\\nthey ought. The committing of the financial re-\\nsponsibility to a Faculty has advantages in case\\nof poverty, or in case of a lessening income.\\nProfessors are more willing to accept of small or\\nof smaller salaries on their own nomination than\\nas a result of the imposition of an outside author-\\nity. But the point can hardly be too strongly\\nmade that college faculties are not usually best\\nfitted to administer funds.\\nWithout doubt that method of college government\\nis the best in which each of these two bodies, the\\n3 33", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0051.jp2"}, "52": {"fulltext": "The Canstitution of the American College\\ncorporate and the teaching, keeps itself to its own\\nfield, but with full respect for the field of the other.\\nOr, perhaps, to change the figure, that method is the\\nbest in which these two bodies constantly and heart-\\nily and efficiently cooperate. This result is secured\\nfar less through any formal statute than by put-\\nting first-rate men jnto the Board of Trust and\\ninto the Faculty. It is to be noticed that, in the his-\\ntory of the American colleges, upon both of these\\nbodies clergymen have had a very large place.\\nThe representation of clergymen is becoming\\nsmaller with each passing year. In the early time\\nthe government of Harvard College was committed\\nto them; at the present time they have no pro-\\nfessional rights. President Porter has argued that\\nthe duties and responsibilities of the management\\nof our colleges must still continue to be committed\\nto clergymen. It is worth while to quote at length\\nwhat he has to say\\nIn the first place, most of the colleges have originated\\nin the most thankless and self-sacrificing services. To\\nservices of this kind clergymen are consecrated by the\\nvows and the spirit of their profession. The labor, self-\\ndenial, and disinterested toil which have been required to\\nlay the foundations and rear the superstructure of the\\nmost successful colleges of this country cannot be too\\neasily estimated. To a very large extent these have been\\nendured and rendered by clergymen. The care, inquiry,\\ninvention, and correspondence, the personal toil and\\nsacrifice, which devolve upon those who act as Trustees\\nof an infant and often of a well-estabhshed college, are\\nsuch that few persons except clergymen are willing to\\n34", "height": "3177", "width": "2039", "jp2-path": "collegeadministr01thwi_0052.jp2"}, "53": {"fulltext": "The Constitution of the American College\\nundertake them. Clergymen may not always be good\\nmen of business, but they generally know who are such,\\nand have generally the good sense and feeling to ask the\\nadvice and to defer to the decisions of those who are,\\nwhich is more than can always be said of laymen who are\\ncalled to duties and trusts to which they are not compe-\\ntent. Hence, with the best intentions and with far greater\\nexperience in affairs generally, laymen may fail where\\nclergymen succeed. As to defect of tact or power of\\nadaptation, especially in the management of men, an\\nexcess of tact has not unfrequently been charged upon the\\nclergy. Clerical art and finesse have in not a few cases\\nbecome proverbial as grounds of reproach.\\nClergymen are far more commonly interested in matters\\nof education than laymen, by reason of a certain breadth\\nof culture and generosity of disposition which are the\\nresults of Christian science. Though the idola tribus may\\nexact from them a devotion which is sometimes narrow\\nand exclusive, yet their profession is, from its very nature,\\nas we have shown, the most liberalizing of all, from the\\ncommon relation it involves to other branches of know-\\nledge and from the habit of seeking for the foundations of\\ntruth which the study of God and religion induces. It is\\nbut the simple truth to say that there is many a country\\nclergyman, whose income is counted by hundreds where\\nthat of his classmate lawyer and judge is counted by\\nthousands, who knows incalculably more of science as\\nsuch, and of the way to learn and to teach it, than the\\naforesaid judge or lawyer whose reputation is the very\\nhighest in his profession. The professional studies of\\nthe clergyman do also very emphatically involve and\\ncultivate a sympathy with literature of all kinds. The\\npractice of composition and of public speaking upon\\nelevated themes, involves more or less interest in the\\nstudy of language and in works of imaginative literature.\\n35", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0053.jp2"}, "54": {"fulltext": "The Constitution of the American College\\nThe clergy as sucli have, at least in this country, a more\\npronounced and catholic literary taste than the members\\nof any other profession. They constitute, indeed, to a very-\\nlarge extent, the literary class\u00e2\u0080\u0094 the class that furnishes\\nmost frequently public addresses, essays, reviews, and\\npamphlets. Educated lawyers, physicians, and merchants\\nwrite very little in comparison with them, and are much\\nless frequently readers beyond the range of their own\\nprofession.\\nThe reason why clergymen are so generally selected as\\nprofessors and teachers in colleges, is twofold first, that\\nthe men best qualified by special culture are often er\\nfound in the clerical profession and, second, that the\\nprofession of teaching is akin to that of the clergj^man in\\nthe smallness of its pay and the unselfish patience which\\nit involves. At the same time it is not usually true, so\\nfar as we have observed, that there is not a sufficiently\\nlarge number of laymen in the faculties and boards of\\ntrust to correct the one-sidedness and to supplement the\\ndefects of their clerical colleagues. We have never ob\\nserved that there was in such boards any jealousy of lay\\ncooperation, any disposition to foster a clerical spirit or\\nany one-sided results from clerical supervision. The\\ncloistered, scholastic, and pedantic influences of the col-\\nlege which are sometimes complained of, so far as there\\nare any, usually proceed from lay professors who have\\nnever known anything but a scholar s life. The dodores\\numhratiles of the American colleges are not infrequently\\nlaymen.i\\nBut it must be said that the history of American\\ncolleges since these paragraphs were written, more\\nthan a score of years ago, has weakened the force\\n1 Porter, American Colleges and the American Public, pp.\\n240-242.\\n36", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0054.jp2"}, "55": {"fulltext": "The ConstiMion of the American College\\nof their reasoning. The place occupied by the\\nclergyman as an officer in American education has\\nsteadily narrowed. The lawyer and the business\\nman are coming to have as important a place on\\nthe Board of Trust as clergymen. The questions\\nwhich a lawyer is especially fitted to consider, pre-\\nsented to a Board of Trust, rapidly increase. The\\nquestions, too, of general relationship which a\\nmerchant is fitted to consider also rapidly increase.\\nThe questions which may with special propriety\\ncome within the domain of a clergyman s consider-\\nation and position do not at all increase. It is also\\nto be said that the custom of calling ministers into\\na Faculty on the ground that they are ministers is\\nvery rapidly passing away. It can hardly pass\\naway too rapidly. Men of as pure character, and\\nas influential in forming pure character in young\\nmen, can be found outside of the clerical calling.\\nMen, also, of wide learning, of expert scholarship,\\nare to be found without as well as within this voca-\\ntion. The college demands men who have had\\nspecial training for teaching the subjects in which\\nthey offer instruction. The day of the clergyman,\\nactive as a clergyman, in the management of the\\nAmerican college is passing away. All that the\\nclergyman represents as a Christian, as a moralist,\\nas a scholar, as a philanthropist, of course, has not\\npassed and cannot pass away.\\nPerhaps one of the most important influences\\nwhich a Board of Trust can render to a college or\\nto a Faculty is represented in what may be called\\nits steadying power. Crises in college life some-\\n31", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0055.jp2"}, "56": {"fulltext": "The Constitution of the American College\\ntimes occur. Rebellions of the students are not un-\\nknown, though happily they are far less known now\\nthan they were in the times of thekfathers. Strained\\nrelations between students and teachers also occa-\\nsionally exist. Divisions between different mem-\\nbers or different sets of members of a Faculty\\nsometimes occur. Such unhappy conditions the\\nBoard of Trust, being remote from the immediate\\nturmoil, is better fitted to consider, and to give a\\njudgment based upon facts without prejudice.\\nTrustees are best fitted to serve as both judge and\\njury. They steady the trembling collegiate struc-\\nture. It has sometimes been proposed to make the\\nFaculty the legal and governing body of a college.\\nThis method still maintains in English univer-\\nsities. The method has been attempted on these\\nshores. About the year 1721 an endeavor was\\nmade to turn out the non-resident fellows of\\nHarvard College, and to fill their places by the\\nprofessors. A long and serious quarrel resulted.\\nAbout one hundred years afterward a similar\\nattempt was made, and among those who were\\nin favor of the change were Edward Everett,\\nAndrews Norton, and Henry Ware. But this at-\\ntempt also did not carry. It seems pretty clear that\\nthis method of government of a college by its pro-\\nfessors would tend to create dissension and division.\\nUnder an ideal condition of human nature, and\\nunder an ideal system in the relations of men, this\\nmethod would be the best. But too great intimacy\\nof relations may promote disorder and bickering.\\nThe usual method of constitutional government of\\n38", "height": "3192", "width": "2096", "jp2-path": "collegeadministr01thwi_0056.jp2"}, "57": {"fulltext": "The Constitution of the American College\\ntwo bodies seems the best metliod of college gov-\\nernment.\\nIn every college is found what is known as an\\nassociation of the alumni. This association is fre-\\nquently, though not always, an incorporate body.\\nIt is a society of the graduates, formed for keep-\\ning its members in close touch with the college\\nafter they have left its walls, and also for giving\\nsuch aid to the college as it may be able. This\\nassociation may prove, and usually does prove, of\\nthe utmost worth to a college. No society of men\\ncan have a greater interest in a college than its\\nown sons. It is to them an alma mater. The name\\nsuggests rather the devotion of sons than the in-\\ndifference of the supporters of the institution in\\nwhich they may have passed, willingly or unwill-\\ningly, several years. In certain colleges this asso-\\nciation has a representation on the Board of\\nTrust. Ex-President D wight of Yale University\\nsays: We have one Board, consisting of eighteen\\nmembers the President, ten clerical members, six\\nalumni members, and the Governor of the State ex\\nofficio. The clerical members hold office during\\ngood behavior that is, for life. They elect their\\nown successors. They, with the President, are the\\nsuccessors of the Board constituted by the old\\ncharter of the institution. The alumni members\\nare graduates elected by the graduates for six years\\none going out of office every year, but eligible to\\nreelection. President Carter of Williams College\\nwrites: We have five Trustees elected by our\\nalumni, one of whom is elected every year.\\n39\\n\\\\sk\u00c2\u00bba?l\u00c2\u00a3^!C^", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0057.jp2"}, "58": {"fulltext": "The Constitution of the American College\\nPresident Tucker of Dartmouth College says:\\nOur Board of Trustees is made up of twelve\\nmembers the Governor of the State, the Presi-\\ndent of the college, who, however, must be elected\\nto the Board, and ten other members, five of whom\\nare nominated by the alumni. Nomination of\\nthese members is made for five years, one member\\nretiring at the end of that term of service and\\nanother nominated in his place. The permanent\\nmembers of the Board, in case of a vacancy, are\\nselected by conference.\\nWhat I have had to say in reference to the elec-\\ntions of the Board of Trust refers to colleges of the\\nmore ordinary type. It has not had special refer-\\nence to State universities. The methods of election\\nof the boards of trust of the State universities\\nvaries in different States. The following represent\\nsome of the more important\\nUniversity of Pennsylvania: Nominations are\\nmade by any trustee, and these are considered\\nconfidentially by the Board, freely discussed by the\\nmembers, and only the result finally announced.\\nAs the position is one for life, and the association\\nof the Trustees a very close and friendly one,\\nthe greatest care and discrimination are used in\\nselecting a proper person.\\nUniversity of Illinois The members of our\\nBoard of Trustees are elected upon a State ticket,\\nthree being elected each second year.\\nUniversity of Wisconsin Our Board of Regents\\nis appointed by the Governor, each regent for\\nthree years. There are as many Regents as con-\\n40", "height": "3189", "width": "2117", "jp2-path": "collegeadministr01thwi_0058.jp2"}, "59": {"fulltext": "The Constitution of the American College\\ngressional districts\u00e2\u0080\u0094 one from eacli, and two at\\nlarge. The Board, therefore, changes gradually,\\nand is made up ordinarily of the best men the\\nGovernor can find.\\nUniversity of Nebraska: Our Regents are\\nelected by the people at general- elections.\\nUniversity of Minnesota: Members of the\\nBoard of Regents are appointed by the Governor\\nof the State, and confirmed by the Senate. As a\\nmatter of courtesy and wisdom, the Governor\\nusually consults with the Regents as to who\\nwould be desirable.\\nUniversity of California: Our Regents are\\nnominated by the Governor of the State, and con-\\nfirmed by the State Senate. They hold office for\\nsixteen years, and two go out every year. We\\nhave also seven ex officio Regents\u00e2\u0080\u0094 Governor, Lieu-\\ntenant-Governor, Speaker of Assembly, President\\nof the Agricultural Society, President of the Me-\\nchanical Institute, Superintendent of Public In-\\nstruction, President of the university. It is too\\nlarge a Board.\\nIn other colleges, in which there is what may be\\ncalled the second body, usually known as Over-\\nseers, its members are elected from those who are\\nmembers of the alumni association. Such is the\\ncase at Harvard. The American college cannot do\\ntoo much to foster an intimacy of relationship be-\\ntween herself and her graduates. She loves them as\\nher sons, she glories in them as those to whom she\\nhas given her life. No association between an in-\\nstitution and those who have received its benefits\\n41", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0059.jp2"}, "60": {"fulltext": "The ConstiMion oj the American College\\nis so intimate, or should be so intimate, is so lov-\\ning and so loyal, as that which is found uniting a\\ncollege and its graduates. The fondness of a col-\\nlege man for his college and the fondness of a college\\nfor its graduates, based upon a relation covering\\nonly four years, is absolutely unique among human\\nrelationships.\\nIt is not to be questioned that the ordinary\\nmethod of the organization of American colleges\\nis the wisest. The Board of Trustees and the\\nFaculty are sufficient. A Board of Overseers in\\naddition to a Board of Trust is usually superfluous.\\nIn case a Board of Overseers exists, the Board of\\nTrust is generally small. It is necessary to have a\\nsmall body of some sort in the government of a\\ncollege which can be called together easily and\\noften. But such a convocation can be had by ap-\\npointing a committee from members of the Board\\nfor administrative or executive purposes. To this\\nbody may be delegated sufficient power for doing\\nthe necessary business which should be done be-\\ntween the quarter- or semi-annual or annual meet-\\nings of the full Board. It is also plain that in this\\nBoard of Trust is afforded an opportunity for the\\nrepresentation of the alumni of the college. It is\\nuseless to multiply boards in the organization of a\\ncollege beyond those which are absolutely neces-\\nsary for doing the business of the college. It is\\nabsolutely useless to have more machinery than\\none needs for getting the product which he wishes\\nto get.\\nThere is also an objection to multiplying boards\\n42", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0060.jp2"}, "61": {"fulltext": "The Constitution of the American College\\nlying in the fact that the college as an organ of\\nscholarship and training is inclined to conserva-\\ntism. The college should be conservative, but a\\ncollege may easily become too conservative. Most f\\ncolleges are altogether too conservative. Let there\\nbe safety; let there not be stagnation. It is\\nmuch more difficult to overcome this tendency\\ntoward conservatism with three boards than with\\ntwo. Two boards, also, are usually sufficient for\\nthe limiting of measures and of means which are\\ntoo aggressive.\\nUndoubtedly the government of the two great\\nuniversities of England has tended strongly to-\\nward conservatism. It has been found very diffi-\\ncult to make reforms in these two universities. The\\nuniversities have, on the whole, been most remote\\nof great English institutions from the influence\\nof progressive public sentiment. One cause of\\nthis, in my opinion, is that the government of,\\nfor instance, Oxford University, is so complex and\\nelaborate. Convocation, Congregation, and Heb-\\ndomadal Council represent societies each of which\\nis in its constitution conservative, and all of which,\\nunited in an administrative agent, represent con-\\nservatism of the extreme type. For instance, the\\nHebdomadal Council alone has power to initiate\\nlegislation. If this Council proposes a new statute,\\nit has to be promulgated in the Congregation, which\\nmay either reject or adopt or amend it. If the\\nCongregation approve of a statute, it is in turn\\nsubmitted to Convocation, which may either adopt\\nor reject, but cannot amend. Progress under such\\nA3", "height": "3169", "width": "2039", "jp2-path": "collegeadministr01thwi_0061.jp2"}, "62": {"fulltext": "The Constitution of the American College\\nlegislative conditions is exceedingly slow and diffi-\\ncult. When this government of the University of\\nOxford becomes related to the government of the\\ncolleges which make up the university, it is at once\\nseen that any improvement in educational methods\\nor advance in educational measures has to make\\nits way in the face of many difficulties and objec-\\ntions. For, as says a Mere Don, plant a\\ncustom and it will flourish, defying statutes and\\nRoyal Commissions. Conservatism is in the air\\neven convinced Radicals (in politics) cannot escape\\nfrom it, and are sometimes Tories in matters re-\\nlating to their university. They will change the\\nconstitution of the realm, but will not stand any\\ntampering with the Hebdomadal Council. What-\\never be the reason\u00e2\u0080\u0094 whether it be environment\\nor heredity universities go on doing the same\\nthings, only in different ways; they retain that\\nindefinable habit of thought which seems to cling\\nto old gray walls and the shade of ancient elms. i\\nThe organization of the American college is not\\ntyped so closely upon the organization of the Eng-\\nlish as the close historical association of the two\\ncountries would warrant one in presuming. The\\ntwo common English types the college, which is\\na private corporation consisting of a head with\\nFellows and scholars, and which is governed by the\\nhead and the Fellows, and the second type, the\\nuniversity, which is supposed to be composed of\\nits graduates and students, and which is governed\\n1 Aspects of Modern Oxford, by a Mere Don, pp. 122, 123.\\nLondon, Seeley Co., 1894.\\n44", "height": "3185", "width": "2099", "jp2-path": "collegeadministr01thwi_0062.jp2"}, "63": {"fulltext": "The ConstiUUion of the American College\\nby its graduates do not exactly reappear in\\nAmerica. Neither, on the other hand, does the\\nGerman university method prevail. The German\\nuniversity is not only founded, but it is main-\\ntained, by the state. The state confers degrees\\nand establishes statutes. It founds all fellow-\\nships, and the holders of fellowships are officials\\nof the state. The universities are under the con-\\ntrol of the minister of education, and are not subject\\nto provincial authority. Yet, while the university\\nis thus incorporated into the state, it enjoys a\\ndegree of independence possessed by no other state\\ninstitution. The faculties, too, have in a large de-\\ngree the right of self-government, and they have\\nthe supervision of a student in respect to his con-\\nduct and studies. They even go so far as to pro-\\npose to the minister of education candidates to fill\\nvacancies and professorships. Above all else, they\\nexercise their right to freedom in teaching. Al-\\nthough recently attempts have been made to limit\\nthis freedom, yet it is to be said in general that\\nnever has the German university been more free\\nthan in the years of the nineteenth century to offer\\nwhat instruction and under what conditions it saw\\nfit. In the early part of the century there was\\ngovernmental interference in behalf of the Hegelian\\nphilosophy. In 1840 there was interference against\\nthe same philosophy. Within the last two years\\nlimitations respecting the teaching of certain\\neconomic or social theories have been made. But\\nin general absolute freedom prevails. This free-\\ndom is akin to the freedom which a Board of Trust\\n45", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0063.jp2"}, "64": {"fulltext": "The Constitution of the American College\\nis accustomed to grant to the Faculty of an Ameri-\\ncan college in respect to all of its arrangements\\nregarding instruction.\\nThe influence of the higher schools of France has\\nnever been so strong upon the American education\\nas the influence of the universities of England or\\nof Germany. In the time of the greatest intimacy\\nbetween France and this country the American\\nnation was not founding colleges, and the uniting\\nof all universities into the University of France\\nhas not seemed to embody an educational method\\nworthy of adoption. The French method repre-\\nsents the extreme point of centralization, and the\\nAmerican represents, possibly, the extreme of\\ndiffusion. The present method in France and the\\npresent method in America have few points of\\nrelationship. In the American college the Faculty\\nand the Board of Trust find a common meeting-\\npoint in the person and work of that officer who\\nis called President.\\n46", "height": "3168", "width": "2039", "jp2-path": "collegeadministr01thwi_0064.jp2"}, "65": {"fulltext": "Ill\\nTHE COLLEGE PRESIDENT", "height": "3089", "width": "1892", "jp2-path": "collegeadministr01thwi_0065.jp2"}, "66": {"fulltext": "", "height": "3147", "width": "2039", "jp2-path": "collegeadministr01thwi_0066.jp2"}, "67": {"fulltext": "Ill\\nTHE COLLEGE PRESIDENT\\nTHE American college lias developed three\\ntypes of tlie college President. The earliest\\nwas the clerical, the second the scholastic, and\\nthe third was, and is, the executive type. The\\nfirst type began with Dunster, the first President\\nof Harvard, and continued at Harvard down to\\nQuincy, the first President within a hundred\\nyears, and the first but one of the entire period\\nof the college, down to his own time, who was not\\na clergyman. This type also still prevails in many,\\npossibly most, of our colleges. The type grew out\\nof the fact that the American college was, and in a\\nlarge degree still is, a product or a function of the\\nchurch. A fitness existed, therefore, of making the\\nchief officer of the ecclesiastical society also\\nthe chief officer of the educational society. It\\nwas, and still is, held that the supreme and com-\\nprehensive purpose of the college is to form a fine\\nand strong character in its students. This aim is\\nidentical with the general aim of the church. No\\nunfitness, therefore, was apparent in looking to the\\npastorate for proper candidates for the college\\n4 49", "height": "3169", "width": "1963", "jp2-path": "collegeadministr01thwi_0067.jp2"}, "68": {"fulltext": "The College President\\npresidency. In certain colleges and institutions\\nof even the more liberal type, it is still in the col-\\nlegiate statutes declared that the President shall be\\na member of a specified church. The President of\\nColumbia, for instance, is required to be a member\\nof the Protestant Episcopal Church, and the Presi-\\ndent of Brown University and of the University\\nof Chicago is required to be a member of the Bap-\\ntist Church. Although but few colleges demand\\nby their statutes that their chief executive officer\\nshall be a clergyman, yet Christian and collegiate\\nopinion in the case of many institutions would\\nbe satisfied with nothing other than that the\\nPresident should be a clergyman. The great\\npresidents of the past have, therefore, necessarily\\nbeen clergymen. Dwight, of the first years of\\nthe century, at Yale; Kirkland, of the corre-\\nsponding period, at Harvard; Wayland, of the\\nmiddle period of the century, at Brown and Nott,\\nof the first half of the century, at Union, are ex-\\namples of the clergyman as a college president.\\nWoolsey, chosen President of Yale in 1846, was\\nordained before he entered upon the duties of the\\noffice. Down to the middle of the present century,\\nand in nearly every college, the President was a\\nclergyman.\\nAs colleges ceased to be primarily ecclesiastical\\nand became more educational institutions, the\\nprevalence of the clerical type began to decline.\\nAs State universities sprang into being, and into\\nvigorous being, too, the clerical type was found\\nto be unfit. For the State universities were founded\\n50", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0068.jp2"}, "69": {"fulltext": "The College President\\nas a protest, not against Christianity pnre and nn-\\ndefiled, but against an extreme type of denomina-\\ntional Christianity. Therefore, gentlemen who were\\nprimarily clergymen, and only secondarily scholars,\\nwere found ill adapted to the general educational\\nand scholastic environment. Gentlemen who were\\nprimarily scholars, and secondarily clergymen,\\nmight, of course, be fitted to do educational work.\\nOf this scholastic type are to be found some noble\\nexamples in the middle, and following the middle,\\nyears of this century. Mark Hopkins of Williams,\\nRobinson of Brown, Seelye of Amherst, Lord of\\nDartmouth, Barnard of Columbia, and McCosh of\\nPrinceton represent this type in its largest and\\nrichest development.\\nThese two types, the clerical and the scholastic,\\noverlap each other. Some of those whom I name\\nas scholastic presidents were ordained clergymen\\nof their churches. But be it said that the clerical\\nelement in each example of this class represents\\nthe clerical elements in a far less conspicuous and\\nvital way than the scholastic. One thinks of Wool-\\nsey, for instance, not as a clergyman or as the\\nauthor of a volume of sermons, but as a scholar in\\npublic and international law. The first thought,\\ntoo, of Hopkins and of Seelye and of McCosh is not\\nof them as preachers or ministers, though they did\\npreach and administer the sacraments, but the first\\nthought of them is as philosophers and teachers\\nand authors.\\nThe third type, the executive or administrative,\\ngrew out of the demands of the presidential office.\\n51", "height": "3185", "width": "1968", "jp2-path": "collegeadministr01thwi_0069.jp2"}, "70": {"fulltext": "The College President\\nThese growing demands in turn grew out of the\\nenlargement of the college. When the greatest\\ncolleges had only three or four hundred students,\\nas not a few of them did have forty years ago,\\nthe work of the President could be done with-\\nout difficulty by one who was also filling a profes-\\nsor s chair. Throughout the time of the prevalence\\nof the clerical and scholastic type in the office, the\\nPresident of the college was also usually professor\\nof what was called mental and moral philosophy.\\nBut when a college in its undergraduate depart-\\nment has a thousand or more students, and in all\\nits departments a number running from two to\\nfour thousand, the duties of the executive officer\\ncannot well be performed by one who is teaching\\ntwelve hours a week. The increase in students is\\naccompanied with an enlargement in all relations.\\nThe number of teachers in the largest colleges has\\ndoubled and quadrupled, and the endowment has\\nbecome many times greater. The relations of col-\\nleges to the public schools have become more\\nnumerous and more important. The relations to\\nthe people in all respects have also been enlarged.\\nThese conditions are both the cause and the effect\\nof the prevalence of the executive or administrative\\ntype of the college President.\\nOf course, this type may be embodied in one\\nwho is either a clergyman or a scholar, or both but\\nwhen the office is so filled the clerical or scholastic\\nrelation is not a cause, or even a condition, but only\\nan accompanying circumstance or element. The\\nPresident is not chosen to a position demanding\\n52\\nI", "height": "3192", "width": "2126", "jp2-path": "collegeadministr01thwi_0070.jp2"}, "71": {"fulltext": "The College President\\nexecutive ability because he is a clergyman or be-\\ncause he is a scholar, he may even be chosen in\\nspite of his being a clergyman or a scholar, but\\nhe is chosen simply because of his presumed ability\\nto do a specific work.\\nThis third type is divided, in its turn, into two\\nor three somewhat diverse elements. For the Pres-\\nident of a new and poor and small denominational\\ncollege in a new State is an executive, and the\\nPresident of an old and rich and free and large\\ncollege is also an executive. The President of a\\nnew college on the banks of the Oregon is an ex-\\necutive, and so is the President of Harvard or of\\nYale or of Columbia. In the executive presidency,\\ntoo, the emphasis on the various sides of the office\\nmay be varied. In the presidency of Columbia the\\nemphasis is placed on the materially constructive\\nside. In the presidency of Harvard it is placed on\\nthe educationally constructive side.\\nThe college President of to-day is an adminis-\\ntrator. In his work as an administrator are found\\nmany elements.\\nAmong these elements as an administrator is\\nfinancial ability. As a financier the college Presi-\\ndent is, first, to get funds; second, to invest\\nfunds and third, to use funds. As he gets funds\\nlargely, invests funds safely, uses funds wisely,\\nis his success assured. The American college is\\nusually the result of private foundation. It gen-\\nerally springs out of the generous thought of an\\nindividual or a society of individuals. It continues\\nto require the help of those, as supporters, who were\\n53", "height": "3185", "width": "1969", "jp2-path": "collegeadministr01thwi_0071.jp2"}, "72": {"fulltext": "The College President\\nits founders. The President is to secure, therefore,\\nthe endowment necessary for the proper doing and\\nproper enlarging and enriching of its work. He is\\nalso to be able to recognize a good or a bad invest-\\nment. He may not be called upon to make invest-\\nments. It is seldom that his will alone determines\\nwhat investments shall be made. Never should\\nthis responsibility rest upon him or upon any other\\nperson solely. But he should know so much about\\ninvestments as to be able to follow them as they are\\nI from time to time made. The laws which govern\\nthe investment of college funds are the same laws\\nwhich govern the investment of all trust funds\\nwhich are expected to yield a regular income. He\\nshould also be so acquainted with the conditions\\nof the different departments of the college, with the\\ndemands of each for instruction and instructors,\\nthat it is easy for him to divide the funds properly\\nfor the securing of the great purposes for which\\nthe college stands. Of course, all college presidents\\nfail in any one or all of these respects in varying\\ndegrees. One college President spends too much\\nmoney in fitting up the scientific laboratories\\nof the college, the Trustees call for a halt, and\\nask for his resignation. One President makes too\\nlarge investment in mortgage loans which prove to\\nbe worth only half their face-value, and he is asked\\nto retire. One college President fails to interest\\nthe college constituency in the increase of the en-\\ndowment, and he is glad to lay down the functions\\nof his office. In the thirty years that President\\nEliot has filled with such conspicuous power and\\n54", "height": "3192", "width": "2097", "jp2-path": "collegeadministr01thwi_0072.jp2"}, "73": {"fulltext": "The College President\\nsuccess the presidency of Harvard, the increase in\\nquick assets has been about ten million dollars.\\nUnder the presidency of a most vigorous man, the\\nUniversity of Chicago, in less than a third of thirty\\nyears, has gathered unto itself an equal sum. Dr.\\nMcCosh, in a still earlier time, saw the funds of\\nPrinceton augmented, in his score of years of\\nservice, by three millions. The methods of securing\\nfunds, of course, vary. To one President money is\\ngiven because the President has simply said in his\\nannual report that money is needed. To another\\nPresident it is given because people have confi-\\ndence in his financial management of the college.\\nTo another money is given because of religious or\\necclesiastical reasons. To a fourth it is given be-\\ncause he asks for it. He may ask for two hundred\\ndollars and get twenty thousand, or he may ask\\nfor two hundred thousand dollars and get twenty\\nthousand or even two hundred. On the whole,\\ncollege Presidents are able to prove that the college\\nis the best method\u00e2\u0080\u0094 as it truly is\u00e2\u0080\u0094 for improving\\nthe conditions of humanity through the gift of\\nlarge sums of money.\\nAs an administrator, the college President must\\nbe able to get on with men. Harmony is essential\\nto the successful carrying forward of a work which\\ndemands personal service. Harmony, or the power\\nof making adjustments, is sometimes supposed to\\nbe the sign of a weak character but this ability of\\nmaintaining a pleasant relationship between all the\\nparts of the one force is a necessary element in the\\nconstitution of a college President. With at least\\n55", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0073.jp2"}, "74": {"fulltext": "The College President\\nfour bodies, and it may be with five, the college\\nPresident is brought into relationship. They are\\nthe Faculty, the Trustees, the students, the alumni,\\nand the public. With each of these bodies he can\\nmaintain any one of some six relations. He may\\nmaintain the relation, first, of conflict second, of\\nseparateness third, of subjection; fourth, of\\nmastery; fifth, of cooperation; and sixth, of de-\\nvotion. Of course, the relation of conflict is\\nsporadic. If the official hand of the President is\\nagainst every man, every man s official hand is\\nagainst him, and he soon ceases to have any chance\\nto have an official hand against any man. Yet\\nconflict of the executive officer with any one of\\nthese four or five bodies is not unknown. With\\nthe Faculty the most common cause of disagree-\\nment arises from the assumption of monarchical\\npowers on the part of the chief executive. The\\nFaculty in an American college is usually quite\\nas democratic as is American society. It con-\\ntains scholars more scholarly than the President.\\nIt also not infrequently contains gentlemen of an\\neminence more eminent than any distinction\\nthat belongs to its chief officer; it possesses a\\nstrong esprit de corps it will not long endure a\\ndespot. In case a Faculty is split up into factions,\\nthe willingness of the President to recognize these\\nfactions, and to give his influence to any one of\\nthem, is, and must be, a cause of trouble. The\\ncollege President is to be as impartial as any judge\\nof the Supreme Bench.\\nThe President, too, of a small college in a small\\n56", "height": "3192", "width": "2123", "jp2-path": "collegeadministr01thwi_0074.jp2"}, "75": {"fulltext": "The Collem President\\n\u00e2\u0096\u00a0^fe\\ntown having a small Faculty\u00e2\u0080\u0094 as most colleges are\\nsmall and have small faculties and are in small\\ntowns is in peril of seeing things in dispropor-\\ntion. He is in peril of magnifying the small and\\nof minimizing the large. He and his associates are\\nin danger of lacking out-of-doorness. Such\\nrelations often result in conflict of relations. In\\nthis democratic small society he is in peril of play-\\ning the monarch; and such an attempt usually\\nresults in hardness of feeling and more or less of a\\ndisorganization. Differences between the Presi-\\ndent and boards of Trustees are most likely to\\narise in the dif culty of properly locating responsi-\\nbility. Boards of Trustees are in danger of holding\\nthe President liable for results which he, in turn,\\nthinks are the duties of the Board. Such a diffi-\\nculty exists in the very constitution of most boards.\\nIf the President of the college is also the presidentX\\nof the Board of Trust, as he always ought to be, 1\\nand as in many cases he is, he is by certain of his\\nassociates regarded as their leader and guide, and\\nyet by others his office may be interpreted simply\\nas that of chairman, who is to do the bidding of\\nthe Board. A college, for instance, needs money.\\n(And what college does not Every college ought\\nto need money. It is not doing its duty, if it do\\nnot need money.) The President may affirm that\\nit is not his duty to raise the money. If money is\\nto be raised, it is the duty of the Board to see that\\nit is raised. The Board may reply that this man\\nwas made President in order to do the work that\\nmost needs to be done. The work which most\\n57", "height": "3192", "width": "1921", "jp2-path": "collegeadministr01thwi_0075.jp2"}, "76": {"fulltext": "The College President\\nneeds doing is the raising of money. This duty\\nthis man is unwilling to do. In this condition\\ncollision is inevitable.\\nWith the whole body of students, too, the Presi-\\ndent may find himself in a permanent condition of\\nconflict. I do not now refer to the rebellions which\\narise from causes which are usually transient, but\\nI do refer to the strained relations which exist be-\\ntween the President and the students. These most\\nfrequently arise from the inability or unwillingness\\n\u00e2\u0080\u0094usually inability\u00e2\u0080\u0094 of the President to put him-\\nself in the place of the student. It is the sheer and\\nsimple lack of sheer and simple sympathy. It\\nsprings often from a want of youthfulness, a qual-\\nity which may be lacking in that unchanging in-\\ndividual, the youngest college President, or it may\\nbe potent in the oldest college officer. It may be\\nmanifest in his dealing with the individual student,\\nor it may be made manifest in his dealings with\\nthe whole body of the students. The lack may be\\nconstitutional. He may wish to see and feel and\\nwill as the students see and feel and will, but he\\nfinds himself unable to enter into their state of\\nmind. He moves in a different sphere from theirs.\\nThey move in a different sphere from his. The\\ntwo circles may touch each other at only one point,\\nand then only to repel. He may possibly not de-\\nsire to be one with the students. Their interests\\nare to him objects of indifference, and with their\\nconcerns he is not concerned. Conflict, too, with\\nmen who are graduates may spring from perpetuat-\\ning conflicts had with the same men when they were\\n58", "height": "3192", "width": "2141", "jp2-path": "collegeadministr01thwi_0076.jp2"}, "77": {"fulltext": "The College President\\nundergraduates. Differences of this nature, so far\\nas they have no relation with the undergraduate\\nconditions, may arise from a lack of frankness on\\nthe part of the Board of Trust or of the President.\\nColleges differ much with respect to the freedom\\nwith which they take their friends and their alumni\\ninto their confidence. Certain colleges have for\\nyears been most free in conveying all information\\nregarding their internal organization and financial\\nmanagement to the world, and to their former stu-\\ndents, and to every one who may wish to receive it.\\nThe ground is that the college is a public institu-\\ntion. The college appeals to the public for students\\nand for funds. Therefore the public has a right to\\nknow what use has been made of the funds received,\\nand also what it would do with funds for which it\\nis asking. Cornell and Harvard are as fitting ex-\\namples as can be found of the freedom of colleges\\nin opening to the people their methods and condi-\\ntions, financial and scholastic. Certain colleges,\\non the other hand, have been loath to let the\\npeople know regarding their internal conditions\\nand administration. The ground is that the col-\\nlege is a private institution. It is incorporated as\\na private institution, and the public and even its\\ngraduates have no more right to know regarding\\nits condition than they have to know about the\\ncondition of the Standard Oil Company or the\\nSugar Trust. Amherst and Princeton have for\\nyears represented this tendency and condition,\\nand, of course, upon what seem to their officers as\\nample and sufficient grounds. It is to be said that\\n59", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0077.jp2"}, "78": {"fulltext": "The College President\\nif the college wishes to keep itself in touch with its\\ngraduates, it should adjust itself and its conditions\\nto the principle that knowledge is the mother of\\ninterest, and interest is the mother of beneficence.\\nThe chief cause of a conflict between a college\\nPresident and the people is a lack of common sense.\\nThe college President seldom or never comes into\\nconflict with the public except through the news-\\npaper. The newspaper is the ground upon which\\nthe battle is fought, or, to change the flgure, it may\\nbe the very guns into which the opposing sides put\\ntheir ammunition;\u00e2\u0080\u0094 and usually, be it added, the\\neditors or publishers of such journals are only too\\neager to receive such forces. The origin of these\\npublic difficulties is found frequently to be resting\\nboth with the newspaper and with the President\\nmore usually with the newspaper than with the\\nPresident, but its origin is sometimes found in the\\nPresident. The great trouble with the newspaper\\nis that it does not, in many instances, sufficiently\\nrecognize the importance of its reportorial depart-\\nment to cause proper reports of the doings of the\\ncollege or of the utterances of its officers to be\\nmade. In the matter of public influence the re-\\nportorial department of the American newspaper\\nhas come far to excel the editorial department, and\\nyet the intellectual training that is employed in\\nthe editorial department is far superior to that\\nemployed in the reportorial. There is no need of\\ndiminishing the ability put into the editorial col-\\numn, but there is vast need of increasing the truth-\\nfulness of the reportorial columns. The origin\\n60", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0078.jp2"}, "79": {"fulltext": "The College President\\nof any possible conflict, when found on the side\\nof the President, usually arises from his failure\\nto recognize the importance of his utterances made\\nto representatives of the newspaper. He is inclined\\nnot to guard his utterances properly or to make\\nthem sufficiently clear and comprehensive.\\nThese causes of conflict, existing in a small de-\\ngree, often show themselves simply in separation.\\nRemoteness of the college President from his offi-\\ncial associates and associations, or remoteness of\\nhis associates from him, results in ineffectiveness.\\nForce in the collegiate organization is composed of\\nmany elements and of numerous forces, and such\\nforces must be closely united to secure adequacy\\nof result. The President must keep in close touch\\nwith the members of the Faculty. He should know\\nthe needs of each department in order that each\\ndepartment may do its full duty to the students,\\nand also in order to give him light as to the appro-\\npriations designed for each different department.\\nThe President should keep in close touch with the\\nTrustees, in order that he may know them, and\\nthat they may know him, and therefore have con-\\nfidence in his recommendations and approve of his\\nmethods, in case they are worthy of confidence and\\nof approval. He should keep in close touch with\\nthe students also, in order that they may so\\nknow him and he so know them as to help them.\\nHe should keep in close touch with the alumni,\\nfor they represent that part of the people which\\nshould, and usually does, feel the most intense in-\\nterest in the college and in its progress. He should\\n6i", "height": "3177", "width": "2039", "jp2-path": "collegeadministr01thwi_0079.jp2"}, "80": {"fulltext": "The College President\\nkeep in touch with the people, for the college is\\nessentially a public institution. It draws its stu-\\ndents from the people whom it trains for public\\nservice, and it looks to the people for power and\\nenrichment of every sort.\\nThe college President, in getting along with\\nmen, is not usually able to assume the role of\\nmaster. Autocratic, monarchical government in\\nthe State undoubtedly results in economy of ad-\\nministration in the securing of justice, in the safety\\nof life, and in the security of property, in case\\nthe monarch has perfect wisdom and goodness as\\nwell as absolute power. But such wisdom, such\\ngoodness, and such power are seldom found.\\nAutocratic, monarchical government in the college\\nundoubtedly secures the richest results, provided\\nthe monarch has perfect wisdom and goodness\\nas well as absolute power. But such wisdom and\\ngoodness and power are seldom found even in the\\ncollege Therefore, the method of the master is\\nnot to be followed in the college. The method re-\\nsults in evils of all sorts\u00e2\u0080\u0094 bickerings, disaffections,\\nresignations, rebellions, revolutions, ineffectiveness.\\nThe relation between the President and all the\\ndirectly or indirectly constituted parts of the college\\nshould be one of cooperation and devotion. The\\nPresident should be devoted to every interest of\\nthe college, and should cooperate with every agency\\nwhich works for or in the college. No want to him\\nshould be unknown, and by him no need should be\\nunrecognized. Knowledge of each department\\nshould be his, not only for his own use, but also\\n62", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0080.jp2"}, "81": {"fulltext": "The College President\\nthat he may convey the knowledge to others for\\nthe more adequate filling of all needs. He should\\nrecognize the claims of the sciences and of the lan-\\nguages, of physics and metaphysics. Every in-\\nterest of the student should be his interest. He\\nshould, like McCosh, love my boys. With every\\ncollege organization he should be in close touch.\\nEvery athletic or dramatic interest should be his\\nconcern. Any demand of a department which he\\ncannot fill should give him sorrow; every wish\\nof a professor which he cannot gratify should give\\nhim regret. Cooperation with every co-worker and\\ndevotion to every associate, sympathy with every\\ninterest, should be his happy mood and constant\\nendeavor.\\nIn this cooperative service the President is\\ntempted to make such a use of the tools of speech\\nthat he becomes in peril of being regarded as a\\nliar. The remark is common that all college presi-\\ndents lie. The falseness of the remark does not\\nat all lessen the truth of the fact that all college\\npresidents are tempted to lie, and are tempted pos-\\nsibly more strongly than most men. The reputa-\\ntion for deception which has come to cling about\\nthe office arises from the desire of the President to\\nsatisfy personal or official interests which are in\\nmutual opposition. Therefore he is tempted to\\nmold the pliable clay of truth to suit an auditor\\nor petitioner. Of course the method is suicidal,\\nand it is, I am sure, easy for the reader to think\\nof more than one college President whose repu-\\ntation for untruthfulness has cost him his office.\\n63", "height": "3145", "width": "1922", "jp2-path": "collegeadministr01thwi_0081.jp2"}, "82": {"fulltext": "The College President\\nAs an administrator the college President is a\\nleader. He is obliged to take the initiative. Col-\\nlege bodies are conservative. Scholarship is con-\\nservative, and scholarship must be conservative.\\nScholarship relates to and deals with the achieve-\\nments of the past. What is called academicity is\\nonly conservatism gone to seed. Professors are\\nconservative. Their work tends to create content-\\nment with existing conditions. Trustees are con-\\nservative. Judge Simeon E. Baldwin of the\\nSupreme Court of Connecticut, and professor of\\nconstitutional law in Yale University, in a paper\\non the Readjustment of the Collegiate to the\\nProfessional Course, read before the American\\nBar Association in August, 1898, says The cor-\\nporations which control our colleges are naturally\\nand properly bodies of slow movement. They are\\ncommonly dominated by the President, and he by\\nthe policy of his predecessors. Jeremy Bentham\\nsaid that he did not like boards they always made\\nfences. Behind their shelter a blind adherence to\\ntraditional policy intrenches itself unseen. It is\\ngenerally fortified by the sentiment of the older\\nmembers of the Faculty of the institution. Their\\nmotto is apt to be, Quieta non moveri. Trustees\\nare inclined to let the gospel of hope be silent at\\nthe shrine of the well-enough. In the desire to\\navoid risks and to escape from rashness, they\\nare prone to take no risks and to make no ventures.\\nOf course, the question is largely the old question\\nbetween conservatism and progressiveness. But\\nin this contest there is no question but that the\\n64", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0082.jp2"}, "83": {"fulltext": "The College President\\nPresident must inevitably stand on the side of the\\nprogressive. Some colleges, like some countries,\\nseem to be advancing, while others are petrified.\\nBut the President must be found among the ad-\\nvancing forces. No college President that turns\\nhis face toward the past only or chiefly should be\\nallowed to hold his place. In fact, every college\\nthat turns its face toward the past only or chiefly\\nis dying, and ought to die. Every college President\\nwho does not turn his face toward the future active-\\nly and chiefly is unworthy of his place. The college\\nor the college President that is simply standing\\nstill is like the bicycle that is standing still it is\\nnot standing still it is falling. Every college that\\nis not advancing is like the wave that is not ad-\\nvancing: it is breaking. In this forward move-\\nment the President must maintain active aggressive\\nleadership. This leadership applies to the field of\\nfinance. He must create faith that funds can be\\ngot, and this faith he must make rational by get-\\nting the funds. This leadership applies to educa-\\ntion too, and he must cause every adjustment of\\nknowledge and of teaching to fit into the enlarging\\nand changing needs of the community. Among\\nthe educational leaders of this age two men are\\npreeminent. They are the first President of Vas-\\nsar College and the present President of Harvard\\nCollege. They both came to their offices in that\\ngreat seventh decade of the nineteenth century;\\nthey both gave light for darkness concerning edu-\\ncation; they both quickened interest; they both\\naroused enthusiasm they both created strength\\n65", "height": "3161", "width": "1968", "jp2-path": "collegeadministr01thwi_0083.jp2"}, "84": {"fulltext": "The College President\\nthey both inspired followers and associates into\\nrendering superb service to the cause of human\\neducation and betterment. I write of both in the\\npast tense. The present tense should be used of\\none long may it prove to be the only tense to be\\nfittingly used of him\\nThis power of leadership is akin to, and yet dis-\\ntinct from, the power of inspiration. This power\\nof inspiration is largely the power of personality.\\nIt is a power born in a man, and yet, of course, it\\nmay be cultivated, enlarged, and enriched. A vital\\npersonality usually has the elements of good health,\\nan alert intellect, a winsome heart, and a strong\\nwill.\\nIt has its basis in the body, and it also gath-\\ners to itself the strength of the intellectual, emo-\\ntional, and volitional nature of man. Through\\nsuch an inspiring personality the teacher is helped,\\nby it the student finds his work made easier, and\\nby its means the trustee discovers that insuper-\\nable difficulties are not insuperable. In the pres-\\nence of such vigor the graduates keep themselves\\nin touch with their college the more directly. The\\npublic schools also feel the impulse of so vigor-\\nous a force; and the whole constituency of the\\ncollege is filled with hopefulness by reason of such\\nvirile strength and splendid faith. Such inspira-\\ntion and such leadership have been given by not\\na few college presidents who are still living. In\\nrecent years the names of such administrators as\\nTappan of Michigan, as Cattell of Lafayette, as\\nPepper of Pennsylvania, embodying virile elements\\n66", "height": "3192", "width": "2117", "jp2-path": "collegeadministr01thwi_0084.jp2"}, "85": {"fulltext": "The College President\\nof character and of leadership, have come to shine\\nas the stars.\\nAs an administrator the President is not to for-\\nget that he bears a close relation to other parts of\\nthe whole educational system of his nation. For\\nthe educational system is one. Weakness in a\\nsingle part is weakness in every part. Strength\\nin a single part is strength in all parts. It would\\nbe well, for certain reasons, to do away with the\\ndivisions into the lower education and the higher,\\nas are seen in the primary, the grammar, and the\\nhigh schools, and the college. The division gives\\ntoo many and too easy stopping-places for students\\nwho should go on. But the power of unifying, in-\\nspiring, correlating the educational system must\\ncome from above. If most political revolutions\\nspring up from below, most educational revolutions\\nspring down from above. A college President\\nworthy and wise is especially fitted to aid the whole\\ncause of education. He has a vision of the field as\\nno one who is engaged in other parts of the same\\nfield can have. He has been a member of it as a\\nstudent, and most frequently as a teacher also. Its\\nstudents he receives into the college. Many of the\\ngraduates of his college become teachers in it. It\\nis a college President who has given the best en-\\nrichment to the program of grammar schools. He\\nalso should be in a close relation with professional\\neducation. His graduates become lawyers, doctors,\\nministers, and he is deeply interested in giving to\\nthem a proper training for their professional ser-\\nvice. The current feeling entertained by certain\\n67", "height": "3232", "width": "1943", "jp2-path": "collegeadministr01thwi_0085.jp2"}, "86": {"fulltext": "The College President\\ngrammar- and high-school teachers of the remote-\\nness of colleges and college officers from their\\nschools should pass away, and it is passing away.\\nIf certain college officers have given occasion for\\nthe feeling, the occasions are becoming less fre-\\nquent. If teachers in the grades have been\\nsensitive, they are becoming less sensitive. The\\ncollege President is not to lord it over Israel, but\\nto lead, to help, to inspire Israel.\\nThe President also should be a man uniting\\nopenness to suggestion with a clearly defined\\npolicy and resolute independence. His love for\\nhis college is so warm, his desire that it shall\\nadequately fill its opportunity is so great, that he\\nwelcomes every intimation that may prove to be\\nof aid in the adjusting of power to need. For he\\nhas no thought that he is the people, or that wis-\\ndom will die with him. The suggestions which he\\nreceives may prove to be largely worthless, and\\nyet, possibly, one out of the hundreds may contain\\nthe seed of a vast and noble fruitage. It was said\\nof Emerson that he seemed to welcome every man\\nand every message as possibly being the bearer of\\nsome precious blessing. In this mood of expectancy\\nthe college President works and hopes. Yet, al-\\nthough this is his disposition and outlook, his con-\\nception of his own duty is clear. He knows what\\nthe college is, and better than any one else he\\nknows what it should become. He also knows the\\nmethod by which the supreme or minor ends are\\nto be secured. He should have as definite a policy\\nas Mark Pattison, rector of Lincoln, had for his", "height": "3225", "width": "2117", "jp2-path": "collegeadministr01thwi_0086.jp2"}, "87": {"fulltext": "The College President\\ncollege. The policy which he holds should not be\\na general policy equally good for all colleges. The\\nPresident of the American college has not infre-\\nquently erred in judging that the policy which is\\ngood for one college is also good for the college of\\nwhich he is an officer. The presidents of colleges\\nare now, however, coming to appreciate the differ-\\nentiation of functions of different colleges. Dif-\\nferent colleges serve different purposes, or, if they\\nserve the same purpose, they secure this purpose\\nby different means. It may be said that the pur-\\npose of each college is, first, to train its students\\nto noble manhood through noble scholarship and\\nnoble personal associations, and, second, to extend\\nthe boundaries of knowledge. But these two pur-\\nposes do not apply with equal force to different\\ncolleges. One college should lay the emphasis on\\nknowledge and another upon manhood. The ordi-\\nnary New England college does, and should, lay\\nemphasis upon undergraduate work for the purpose\\nof training character. Harvard College is com-\\ning to lay greater emphasis upon graduate work.\\nJohns Hopkins University has, from the time of\\nits establishment in 1876, laid a stronger emphasis\\nupon graduate work and the extension of know-\\nledge than upon undergraduate service. The presi-\\ndents of Colby and Bowdoin and Bates in Maine\\nare obliged to accept a policy unlike that which is\\nadopted by the presidents of Columbia and Prince-\\nton and Chicago. Columbia is placed in the me-\\ntropolis, and therefore has a policy different from\\nthat of Princeton, placed in a suburb of the\\n69", "height": "3228", "width": "1972", "jp2-path": "collegeadministr01thwi_0087.jp2"}, "88": {"fulltext": "The College President\\nmetropolis. In the year 1853 the late President\\nRogers of the Massachusetts Institute of Tech-\\nnology, while professor in the University of Vir-\\nginia, wrote to his brother Henry: Merely col-\\nlegiate establishments do not prosper in any of\\nour large cities. The policy of a college in a\\nlarge city must differ from that of a college in\\na small village. It was not long after the College\\nof New Jersey voted to call itself Princeton Uni-\\nversity that the President of what has for several\\nyears been known as Colby University persuaded\\nits Trustees to call the institution Colby College.\\nIn each of these cases President Rogers had a\\nsound policy, which grew out of the conditions\\nof his institution. The President of a college in\\ncentral New York small in number of students,\\nbut rich in history was, previous to his election,\\nrequested by the Trustees to accept of the position\\nupon the ground that it was desired to transfer the\\ncollege into a university. He declined to consider\\nthe invitation. He knew that there was no need\\nof another university in the central part of the\\nState of New York. When, on reflection, the\\nTrustees asked him to become President of the col-\\nlege, he assented. The result is proving the wis-\\ndom of his prevision and choice. Every college\\nPresident must, with all his receptiveness, clearly\\nput before himself a policy for the institution\\nwhich he serves, and with the clear definition\\nthat he makes to himself of his college should be\\nunited a will sufficiently resolute that policy to\\n1 Life and Letters of William Barton Eogers, Vol. I, p. 329.\\n70", "height": "3233", "width": "2125", "jp2-path": "collegeadministr01thwi_0088.jp2"}, "89": {"fulltext": "The College President\\nexecute. Without crankiness or stubbornness,\\nhe should insist upon the working out of his\\nown plan. He is, of course, willing to surrender\\nminor aims in order to secure the far-off and most\\nprecious purpose, but that purpose, wisely con-\\nceived, he is to hold most dear, and for it to work\\nwith constancy, with enthusiasm, and with inde-\\npendence. He is, therefore, to have in himself the\\nelements of a statesman. He is to be in essence\\nwhat Leslie Stephen says of Henry Fawcett He\\npossessed some of the most essential qualities of a\\nstatesman\u00e2\u0080\u0094 independence, soundness of judgment,^\\nand a power of commanding the sympathies with-\\nout flattering the meaner instincts of the people.\\nThe college President as an administrator is also\\nto be a judge of men. No small part of his work\\nis to recommend men for certain positions. In\\nnot a few colleges his will as to appointments\\nis, as is indicated in the preceding chapter, prac-\\ntically monarchical. In other colleges his will is\\nonly one of several forces cooperating in making\\nappointments. But, at all events, his influence is\\nconsiderable in the constitution of the appointing\\npower. In the making of appointments he is\\nobliged to consider the elements which constitute\\nthe value of a teacher to the college. Among these\\nelements are scholarship, ability in the class-room,\\nthe pursuit of original investigations or the writ-\\ning of books, executive or administrative power,\\npersonal character as embodying the great pur-\\nposes for which a college stands, and interest in\\n1 Life of Henry Fawcett, by Leslie Stephen, p. 449.\\n71", "height": "3192", "width": "1963", "jp2-path": "collegeadministr01thwi_0089.jp2"}, "90": {"fulltext": "The College President\\nthe general relations of the college or of the whole\\nuniversity. He is often obliged to compare and to\\nbalance these elements. The demands, too, which\\nthe people make upon the officers of the college\\nwhom he appoints differ at different times.\\nThe most important function of the President,\\nsaid President Eliot, thirty years ago, is that of\\nadvising the Corporation concerning appointments,\\nparticularly about appointments of young men who\\nhave not had time and opportunity to approve\\nthemselves to the public. It is in discharging this\\nduty that the President holds the future of the\\nuniversity in his hands. He cannot do it well\\nunless he have insight, unless he be able to recog-\\nnize, at times beneath some crusts, the real gentle-\\nman and the natural teacher. This is the one\\noppressive responsibility of the President: all\\nother cares are light beside it. To see every day\\nthe evil fruit of a bad appointment must be the\\ncrudest of official torments. Fortunately the good\\neffect of a judicious appointment is also inestima-\\nble; and here, as everywhere, good is more pene-\\ntrating and diffusive than evil.\\nIn the report of Jared T. Newman as alumni\\nTrustee of Cornell University (June, 1898), he\\nsays, quoting from the report in 1888 by Dr.\\nJordan, now the President of Leland Stanford\\nJunior University The Faculty was the glory of\\nold Cornell. It was the strength of the men whom,\\nwith marvelous insight. President White called\\nabout him in 1868 that made the Cornell we knew.\\n1 Educational Reform, pp. 35, 36.\\n72", "height": "3233", "width": "2140", "jp2-path": "collegeadministr01thwi_0090.jp2"}, "91": {"fulltext": "The College President\\nEverything else was raw, crude, discouraging but\\nwith the teachers was inspiration. The subtle\\ninfluence of character, the association with men,\\nhas been the heart of the Cornell education in the\\npast.\\nThe college President is also to be able to appre-\\nciate scholarship, as well as to be a judge of scholars.\\nHe may not himself be a scholar. Executive work\\nwhich consists of details is an enemy to scholarship,\\nwhich demands that time be unbroken. The presi-\\ndents of colleges whose scholarship is comparable\\nwith the scholarship of the best professors are very\\nfew. The change in this respect in the last three\\ndecades is exceedingly marked. Hill and Felton\\nand Walker were scholars, and so were Woolsey\\nand Porter and Barnard and Hopkins, and so also\\nwas McCosh, as well as Wood of Bowdoin and\\nso the present presidents of Yale, of Princeton, of\\nJohns Hopkins, and of the University of Kansas\\nare scholars. But when one comes to count up\\nthe number of college presidents who can justly\\nlay claim to scholarship, he finds them a feeble\\nfolk and small. The cause is evident enough:\\nthe administrator has no time for the quiet pur-\\nsuit of learning. The college President is not a\\nteacher; he is an executive. His work is to do\\nthings, not to tell about them. But neverthe-\\nless he is to be in most complete sympathy with\\nscholarship, and he is ever to have the largest ap-\\npreciation of scholarship. If the college teacher\\nis set to teach, he is also given the duty of extend-\\ning the boundaries of human knowledge. In this\\n13", "height": "3192", "width": "1929", "jp2-path": "collegeadministr01thwi_0091.jp2"}, "92": {"fulltext": "The College President\\nextension lie should find no heart more eager, no\\nmind more appreciative, no purse more liberal, than\\nthat of the college President. The scientific labora-\\ntories in which investigations are made such as those\\nwhich Morley is carrying on in Western Reserve,\\nor Webster is carrying on in Clark, or Benjamin\\nOsgood Peirce is carrying on at Harvard, should\\nbe the objects of direct and constant interest to him.\\nThe exploration of the various parts of the earth\\ngeology, geography, archaeology should represent\\nto him a field of duty and of privilege which he\\nshould be most eager in urging people to cultivate.\\nThe college President may not himself be a scholar\\nof any sort, but he is not worthy of his place unless\\nhe knows what scholarship is, and unless scholar-\\nship he admires and is willing to work for it hard.\\nA college President is also to be able to command\\nthe confidence of the people. He is to deserve this\\nconfidence through his ability as a financier. He\\nis, as I have before intimated, the custodian of trust\\nfunds; is he worthy of being such a custodian?\\nHe is a solicitor for funds is he worthy of receiv-\\ning? In a market in which money commands a\\nlower rate of interest in each passing year, is he\\nable to maintain a proper rate of interest, and also\\nto keep good the security of loans? No college\\nwill usually secure endowment unless its President\\nis known to be worthy of financial confidence. He\\nis also to be able to receive civic confidence. He\\nshould be known as a good citizen. He may or\\nmay not have the infiuence of Witherspoon in the\\nformative years of our nation, of Low in the city\\n74", "height": "3225", "width": "2127", "jp2-path": "collegeadministr01thwi_0092.jp2"}, "93": {"fulltext": "The Collem President\\nb\\nof New York, of Slocum in Colorado, of Julius H.\\nSeelye in the valley of the Connecticut, or of\\nWayland in Ehode Island but he should be able\\nto win the confidence of the people respecting his\\nlove for the nation, respecting his desire to serve the\\nnation in the best ways, and respecting his ability\\nto render service of value to the nation. He is also\\nto receive the confidence of the people as a catholic-\\nminded gentleman. All narrowness is to be as\\nremote from him as are the two poles from each\\nother. He is to be a large man, even if he cannot\\nbe great. He is to be a broad man, even if he can-\\nnot be a profound one. He is to be conservative,\\ngathering up all the past for our inheritance; he\\nis to be progressive, remembering that new occa-\\nsions not only teach new duties, but also create\\nnew rights. If he is a poor man in purse, as he\\nusually is, he should be able to be at home in the\\nhouses of the rich without thinking that they are\\nrich or without making them think that he is poor.\\nIf he is a rich man, as it is desirable for him to be,\\nhe should be able to be at home in the houses of\\nthe poor without making them think that he is\\nrich or without his thinking that they are poor.\\nThe causes of capital and labor should find in him\\na good friend, a just judge, and a willing cooper-\\nator in and for all rights.\\nFor as a large-minded man he is a trustee for\\nthe whole community. Such trusteeship is of pe-\\nculiar value in the American community for the\\nAmerican community is a mobile one. It can be\\nwithout difiiculty stampeded. Such leadership,\\n75", "height": "3192", "width": "1956", "jp2-path": "collegeadministr01thwi_0093.jp2"}, "94": {"fulltext": "The College President\\nsucli catholicity, were found more conspicuously\\nin the late Provost Pepper than in most of his\\ncontemporary presidents. He is also to merit\\npublic confidence as a Christian, but not as a sec-\\ntarian. The American college is Christian, and\\nthe indications are that it will remain Christian;\\nand the people, be it said, are coming to learn\\nthat the colleges can be Christian without being\\ndenominational. The President of a strictly de-\\nnominational college may be a member of that\\ndenomination but even in this instance it would\\nbe well for the denominational relation to be less\\nprominent than the Christian in the case both\\nof the personality and of the institution. The\\nPresident of an American college should be a be-\\nliever in the fundamental principles that constitute\\nessential Christianity. The college that has as its\\nchief officer an agnostic in theology will find that\\nits progress is impeded. The true method and\\nspirit are indicated by a broad-minded theologian\\nand historian. Professor George P. Fisher, in say-\\ning Yale College was founded by religious people\\nfor religious ends. It has been the first aim and\\nprayer of the eminent men who in past times have\\nheld its offices of government and instruction, that\\nthe principles of the gospel of Christ should be\\ninculcated here, and the spirit of a living faith in\\nthe verities of revealed religion should prevail\\namong teachers and pupils. We have a right\\nto declare, then, that, considering the history of\\nthe college, the men who imparted to it the prin-\\nciples that have given it success, and the generous,\\n76", "height": "3230", "width": "2107", "jp2-path": "collegeadministr01thwi_0094.jp2"}, "95": {"fulltext": "The College President\\ntruly Christian spirit in wMcli it has been man-\\naged, its guardians would be unfaithful to the\\ncharge that has been transmitted to them, if they\\nturned their backs on religion, or if, out of com-\\nplaisance to a spurious and treacherous notion of\\ncatholicity, they were to allow a sectarian, proselyt-\\ning tendency to gain a foothold within these an-\\ncient walls, where it would labor to subvert the true\\nChristian liberality that has marked the administra-\\ntion of the college.\\nIn demanding that the American college Presi-\\ndent should thus be a believer in essential Chris-\\ntianity, one is simply applying what are the es-\\nsential doctrines of the fundamental instruments\\nof the American government.\\nThe college President is also to be a wise man.\\nHe is to possess knowledge, and this knowledge is\\nto be constantly applied to affairs. He is to have\\na vision of public needs, and these needs he is to do\\nwhat he can, directly and indirectly, to fill. He is\\nto forecast the future. He is to perceive in what\\n.ways the college can best serve the community.\\nHe is to be able to distinguish transient gusts of\\npassion from lasting movements. He is even to be\\nable, as has been said of McCosh, to distinguish\\nbetween the transient and the enduring, the illu-\\nsory and the real, in character, in thought, in edu-\\ncation, and in religion. He is to be in touch with\\nall definite movements in education, and he is not\\nto neglect these general tendencies in order to do\\n1 William L. Kingsley, Yale College A Sketch of its History,\\nPP. 154, 155.\\n77", "height": "3174", "width": "1967", "jp2-path": "collegeadministr01thwi_0095.jp2"}, "96": {"fulltext": "The College President\\nhis own college work. He is to have that breadth\\nof view which characterizes the wise man, and he is\\nnot to suffer that neglect of details which marks\\nsome foolish men.\\nIt is needless to say, and yet it may not unfit-\\ntingly be said, that the college President is to be a\\ngood man. He may well strive to be the best man\\nas was said of President Day of Yale by President\\nWoolsey, most worthy man speaking of man most\\nworthy I suppose that if the nearly twenty-five\\nhundred graduates who were educated in Yale\\nCollege between .1817 and 1846 were asked who was\\nthe best man they knew, they would, with a very\\ngeneral agreement, assign that high place to Jere-\\nmiah Day. i He is to be great in his simple\\ngoodness.\\nI should not close this chapter without recording\\neven briefly a sense of the satisfaction which be-\\nlongs to the President of our American college.\\nThis satisfaction is manifold.\\n(1) The first satisfaction to be named is the op-\\nportunity of living with youth. Youth has at least\\nthree characteristics it is vital, it is hopeful, it is\\npicturesque. Even if the picturesque side of youth\\nshould show itself in forms either ridiculous or\\nadmirable, it is always interesting. (2) The op-\\nportunity of living with scholars and gentlemen\\nrepresents a further satisfaction. The human en-\\nvironment is of larger significance and gives larger\\njoy than any environment of nature. (3) The\\nopportunity of meeting the best people on their best\\n1 William L. Kingsley, Yale College, p. 146.\\n78", "height": "3229", "width": "2116", "jp2-path": "collegeadministr01thwi_0096.jp2"}, "97": {"fulltext": "The College President\\nside is of special value. The people who send their\\nsons and daughters to college are, on the whole,\\nthe best people. They never show their best side\\nbetter than when they are talking with a college\\nPresident about the education of their children.\\nThe President is also called upon to associate with\\nteachers of all grades and from many parts of the\\ncountry, and the teachers of the United States are\\namong the best people. (4) A fourth satisfaction is\\nfound in doing a work that unites the executive and\\nthe scholastic, the practical and the theoretical ele-\\nments. Executive work tends to impoverish schol-\\narly ability. Scholastic work tends to remove one\\nfrom humanity. The union of the two types tends\\nto keep one in touch with the great human work of a\\nvery human world, and also tends to give intellec-\\ntual enrichment. If the college President is a mere\\nexecutive, he becomes intellectually thin. If the\\ncollege President is a mere scholastic, he becomes\\nmusty and dry. The college President who is, as\\nare most college presidents, at once an executive\\nand somewhat of a scholar, is doing the most de-\\nlightful work that can be done. (5) Another sat-\\nisfaction in being a college President consists in\\nthe opportunity of transmitting wealth into char-\\nacter. Wealth does not constitute a college, but\\nno college can be constituted without wealth.\\nWealth is the embodiment of the power necessary\\nfor making a college. The college President is the\\navenue through which wealth flows into the con-\\nstitution and organization of the college. Wealth\\nmay be transmuted into truth, into righteousness,\\n79", "height": "3145", "width": "1956", "jp2-path": "collegeadministr01thwi_0097.jp2"}, "98": {"fulltext": "The College President\\ninto beauty, into joy, into human character. In\\nthis process of the transmutation of the lower value\\ninto the higher, the college President bears a nec-\\nessary part. (6) Another element in the satis-\\nfaction lies in the opportunity of associating one s\\nlife and work with a lasting institution, the Amer-\\nican college. Individuals die and are forgotten.\\nInstitutions live. The college President who puts\\nhis life into a college is sure of an earthly immor-\\ntality. Colleges are seldom named after their pres-\\nidents, but presidents always live in their colleges,\\nand not a few colleges cannot live the worthiest\\nlife without worthy presidents. Not to mention\\nthe living, one can say that Woolsey s twenty-five\\nyears at Yale are to live for centuries in the univer-\\nsity at New Haven, and also that McCosh s life at\\nPrinceton is to live so long as Princeton lives. (7)\\nThe last satisfaction of being a college President\\nlies in doing somewhat for the nation and for the\\nworld through giving inspiration, training, and\\nequipment to American youth. The value of the\\nAmerican college to the American youth lies in\\nsome six elements: the discipline of the regular\\nstudies, the inspiration of friendships, the enrich-\\nment of general reading, the culture derived from\\nassociation with scholars, private reading, and lit-\\nerary societies. The most important of these ele-\\nments is the inspiration which is derived from\\nassociation with men of culture; and the college\\nPresident ought to be the chief of all these personal\\ninfluences touching the character of the students.\\nHe lives in the lives of his students so long as they\\n80", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0098.jp2"}, "99": {"fulltext": "The College President\\nlive, and he lives also in the lives of other men so\\nlong as the lives of his students touch the lives of\\nother men.\\nThese seven opportunities represent the mighty\\nsatisfactions which the college President enjoys.\\nThey help to constitute his work as one of the most\\ninteresting and happiest works which it is given\\nto any man to do.\\n8i", "height": "3073", "width": "1916", "jp2-path": "collegeadministr01thwi_0099.jp2"}, "100": {"fulltext": "", "height": "3145", "width": "2039", "jp2-path": "collegeadministr01thwi_0100.jp2"}, "101": {"fulltext": "IV\\nSPECIAL CONDITIONS AND METHODS\\nOF ADMINISTRATION", "height": "3097", "width": "1922", "jp2-path": "collegeadministr01thwi_0101.jp2"}, "102": {"fulltext": "", "height": "3169", "width": "2039", "jp2-path": "collegeadministr01thwi_0102.jp2"}, "103": {"fulltext": "IV\\nSPECIAL CONDITIONS AND METHODS\\nOF ADMINISTRATION\\nTHERE are certain conditions and methods in\\nthe administration of a college to which spe-\\ncial attention should be called.\\nA sense of unity should prevail in the college.\\nEvery one who helps to constitute the college\\nfamily should feel that he is joined to everybody\\nelse of the same body. Trustees and Faculty and\\nstudents represent a common brotherhood. What-\\never concerns one concerns all. If one member\\nrejoice, all the other members rejoice with him;\\nand if one member suffer, all the others suffer\\nwith him. The college is a unit. If the students\\nhave their sports, and they ought to have them,\\nthe Faculty should show their appreciation and\\nshould give their help in every possible form of\\nsupport. If a student win a prize in an intercol-\\nlegiate contest, the Faculty, as well as the student\\nbody, should be made glad. If a graduate take a\\nprize of two hundred and fifty dollars for a poem,\\nit is not only the alumni that rejoice, but every\\nstudent and every professor. The college execu-\\n85", "height": "3153", "width": "1965", "jp2-path": "collegeadministr01thwi_0103.jp2"}, "104": {"fulltext": "special Conditions and\\ntive should be alert to find and to make occasions\\nthrough which the sense of unity may be promoted.\\nHe should seek to remove all occasions of antago-\\nnism. It is to be said that in this respect a great\\nchange has occurred in the American college in the\\nlast century. The college officer is no longer an-\\ntagonistic to the student body, nor are the students\\nantagonistic to the college officers. The college\\nofficer desires to keep in closest relationships with\\nthe students. The change is as marked as the\\nchange which has come over the conception of\\nthe relations of the church to what is called the\\nworld. Bunyan s Pilgrim has to flee from the\\nworld, abandoning his home, his wife, and his\\nchildren in order to pursue his course toward the\\nCity Celestial. To-day Bunyan s Pilgrim would\\nnot leave his family or abandon his home in order\\nto pursue his course rather, his duty would be to\\npursue that course by staying in his home. The\\nchurchman of to-day is in closest touch with all\\nthat constitutes modern life. The college Presi-\\ndent of to-day is in closest relationships with all\\nthat constitutes the college life of to-day.\\nThe result of such a sense of unity is a stronger\\nand happier impression of the college on the com-\\nmunity. The community has slight respect for the\\ncollege whose Faculty and students and Trustees\\nare given to bickerings and disagreements. One\\nof the most conspicuous universities in the coun-\\ntry, situated in a conspicuous city, has the slight-\\nest influence over its natural constituency, because\\nthe professors of the university are constantly", "height": "3230", "width": "2101", "jp2-path": "collegeadministr01thwi_0104.jp2"}, "105": {"fulltext": "Methods of Administration\\nquarreling with each other, and because they as a\\nbody are antagonistic to the Trustees, and the\\nTrustees as a body are antagonistic to the Faculty.\\nA solid front means an impressive and influential\\nforce. A divided front means a divided interest on\\nthe part of the community. How often has a col-\\nlege President who fails to receive the respect of\\nthe faculties and the regard of the students pre-\\nvented his college from assuming that place\\nwhich it ought to hold in the esteem of the\\npeople\\nA sense of unity leads to a sense of loyalty, and\\nit may also be said that a sense of loyalty leads to\\na sense of unity. Graduates like to be loyal to\\ntheir alma mater. She is fair and beautiful and\\nlovely. She has been the best of mothers to them.\\nOne is not inclined to find fault with that alumnus\\nwho allows his affection for the college to set aside\\nhis reason in respect to its worth. The mistake\\non the part of the graduate of a too high apprecia-\\ntion of the scholarship of his college is a mistake\\nof which it is not difficult to approve. The student\\nand graduate is to be as loyal to his college as\\nhe is to his home. His home may lack elegance\\nand wealth, but it is his home. We are ashamed\\nof the boy who prefers the other boy s home with\\nits luxury to his own home with its simplicity.\\nWe are no less ashamed of the college graduate who\\nthinks more of the other man s college than of his\\nown. It may, indeed, be a small college, or poor,\\nbut the graduate loves it.\\nOne method of securing this loyalty represents\\n87", "height": "3191", "width": "2039", "jp2-path": "collegeadministr01thwi_0105.jp2"}, "106": {"fulltext": "special Conditions and\\na good in itself, and also is the means of a further-\\ngood This good is happiness.\\nThe college is ever to seek to promote the hap-\\npiness of each of its members. No teacher can\\nrender to the college the best service unless he be\\nhappy in that service. Outside of the happiness\\nwhich results from good personal associations and\\nenvironment, the happiness of a college professor\\nis largely promoted through his having good tools,\\nand through the satisfaction which his official su-\\nperiors take in his work. Every college should\\nfurnish each teacher with all the tools he can use.\\nFor most teachers these tools consist of books.\\nFor the teachers of science they consist of well-\\nequipped laboratories as well as books. The col-\\nlege teacher, too, is not so unlike most workers in\\nevery form of human society that he is hardened\\nagainst the pleasure which appreciation of his work\\nshould, and does, give.\\nThe happiness of the teacher in a college is op-\\nposed by difficulties arising from several sources.\\nIn some colleges the uncertainty of regular or full\\npayment of salaries is so great that grave anxiety is\\nthe constant companion of the professor. But the\\nanxiety arising from this cause is to be found usually\\nonly in those colleges in which other than scholastic\\nmotives prevail. Some denominational colleges\\nhave been obliged to ask their professors to bear bur-\\ndens which have greatly diminished their strength\\nfor their proper college work. Other colleges, too,\\nbesides the denominational, even colleges sup-\\nported by the State,\u00e2\u0080\u0094 are occasionally obliged to", "height": "3225", "width": "2101", "jp2-path": "collegeadministr01thwi_0106.jp2"}, "107": {"fulltext": "Methods of Administration\\nask their professors to bear burdens of financial\\nsuffering; but it is to be said that these burdens\\nare usually borne with the calmness of a scholar,\\neven if not always with the patience of a saint.\\nNot only does the want of money create unhappi-\\nness on the part of the teachers, but also a lack of\\nfrankness on the part of the college executive.\\nMany a college professor is left in ignorance of\\naffairs which are vitally associated with himself\\nand with his family. The tenure of office as well\\nas the amount of income represent two most im-\\nportant elements in determining this happiness.\\nVery grave injustice is often done to a college\\nteacher by telling him at the very close of an\\nacademic year that his services will not be required\\nat the beginning of the next year. Every cause of\\nuncertainty should be at once removed by the one\\nwho is acquainted with the conditions, and who is\\nstrong enough to tell the truth, the whole truth,\\nand nothing but the truth.\\nThe happiness of the students is an element quite\\nas important as the happiness of the teachers of\\nthe college for students cannot, anymore than their\\nprofessors, do the best work in a state of mental\\nindifference or sullenness, or in an emotional an-\\narchy of dissatisfaction, of which unhappiness is\\nat once the cause and the result. The most im-\\nportant element in producing happiness among\\nthe students of a college is a wholesome atmos-\\nphere of humanity. A wholesome atmosphere of\\nhumanity signifies that college students are to be\\ntreated as other men, and neither as young boys\\n89", "height": "3192", "width": "1949", "jp2-path": "collegeadministr01thwi_0107.jp2"}, "108": {"fulltext": "special Conditions and\\nnor as animals; that they are to be honored and\\nrespected, and that the honor and respect that are\\ndemanded from them are to be paid to them. In\\nthis atmosphere justice without severity, kindness\\nwithout weakness, firmness without wilfulness,\\nappreciation without adulation, exactness of de-\\nmands without nagging, strictness in enforcing\\ncollege rules and obedience to principle without\\nobstinacy, and sympathy without softness, should\\nprevail. All personal kindnesses shown to stu-\\ndents by professors or their families, especially to\\nthe boys and girls away from home, are valuable\\nin most colleges but no favors of this sort are for\\na moment to be spoken of in comparison with the\\nworth of a large sense of humanity.\\nIn the work of a college the principle of freedom\\nis of supreme importance. As ethical interpreters\\nof liberal learning in a democratic country, teachers\\nand students are alike exceedingly sensitive in re-\\nspect to any limitation of their right to hold and\\nto express such opinions as they see fit to hold\\nand to express.\\nThe question of academic freedom may be seen\\nfrom two or three points of view. One point of\\nview relates to that occupied by the college Presi-\\ndent or professor one point of view to that occu-\\npied by the Trustee and one point of view may\\nbe said to be that which is held by those who\\nhave at heart the highest interests of a progressive\\ncivilization.\\nThe question of academic freedom as considered\\nby the college President or professor has several\\n90", "height": "3225", "width": "2109", "jp2-path": "collegeadministr01thwi_0108.jp2"}, "109": {"fulltext": "Methods of Administration\\nrelations. The general principle of freedom be-\\nlonging to him as a man is clear. He should, and\\nusually is, free to hold and to express such opin-\\nions as he sees fit, only provided he does not op-\\npose the laws of public decency and of personal\\nmorals. As a college officer, however, the ques-\\ntion whether he is as free as he is as a man is a\\nquestion which depends largely upon the atmos-\\nphere and ^the conditions of the college itself. A\\ncollege professor who was subject to much criticism\\nfor holding and expressing views which were in\\nopposition to those of the college he served, said\\non voluntarily retiring from his chair: Not for\\na moment will I allow myself to be thought of as\\na martyr to the cause of free teaching. I shall de-\\nfend the constituency and Trustees of College\\nin their right to choose what they shall have\\ntaught. A college professor may, for instance,\\nhold certain political or civil opinions. He may\\nbelieve that these opinions should be expressed.\\nOne of the motives urging him to this expression\\nmay be that the expression would tend to in-\\ncrease the number of persons holding these same\\nopinions and therefore enhance the welfare of the\\npeople. He may, however, hold certain opinions,\\nand yet believe that the conditions in which he is\\nplaced are such that great harm, rather than good,\\nwould be produced by their expression. He there-\\nfore justifies himself in silence. One of the most\\ndistinguished teachers in America wrote to a\\nformer student, who was placed in a college in\\nwhich he could easily have opposed the ruling\\n91", "height": "3161", "width": "1945", "jp2-path": "collegeadministr01thwi_0109.jp2"}, "110": {"fulltext": "special Conditions and\\nideas, saying: The predictions that you would\\ncome into a state of loggerheads with your col-\\nleagues are not verified. You have pursued a very\\nwise course in avoiding contention with them.\\nEven if you were right and they were wrong, you\\nwould be at a great disadvantage in contending\\nwith them; for you are younger than they, and\\nthey have a large body of alumni who are united\\nin their favor. So the wise way is for the younger\\nman to yield. A professor of metaphysics, teach-\\ning in a Southern college in the year 1853, believed\\nin the immediate emancipation of the slaves. His\\nbelief he expressed, and he was at once compelled\\nto tender his resignation. Another professor who\\nalso believed in the emancipation of the slaves\\nwithheld the expression of his opinion, and retained\\nhis chair. Which method the method of expres-\\nsion or of silence\u00e2\u0080\u0094 a teacher shall employ, he must\\nhimself determine. But it is ever, and most\\nstrongly, to be said that a college professor is not\\njustified in using his professorship as a sounding-\\nboard for spreading abroad his opinions when they\\nare in opposition to those held by the persons who\\nestablished and maintain his professorship. In\\nfact, it is the veriest commonplace to say that such\\nexpression is in contradiction to the laws of good\\nbreeding. In fact, academic freedom is more often\\na question of good breeding than it is of liberty.\\nEvery college professor is to be absolutely free to\\nhold and to express whatever opinions he chooses,\\nso long as he maintains the character of a noble\\nman and the manners of a gentleman.\\n92", "height": "3192", "width": "2109", "jp2-path": "collegeadministr01thwi_0110.jp2"}, "111": {"fulltext": "Methods of Administration\\nThe question of academic freedom as seen from\\nthe point of view of the college Trustee is also one\\nof grave importance. The large principle is that\\nthe college represents a condition for free discus-\\nsion. It is the one place where truth may be ex-\\npressed or what one holds to be the truth with-\\nout fear or favor. No fear is to be entertained for\\nthe truth the only fear is for error. For error is\\nsure to fall. The principle that Milton laid down\\nin his Areopagitica is still sound The right of\\nfreedom and of liberty is a right now universally\\nconceded. The best method of suppressing error\\nis not by suppression, but by discussion. Educa-\\ntional and religious heresies, as well as political, are\\nnot put down by restraint, but by expression and\\ndiscussion. Such is the broad view, and yet a\\nTrustee may not be content with it he may be\\ninclined to adopt a narrow interpretation. He\\nmay say that the political or sociological views of\\na professor are not popular. The community is in\\nfavor of protection, and the views of the professor\\nfavor free trade. The community is individualis-\\ntic, and the professor is socialistic, and is interested\\nin the significance of socialistic phenomena. The\\ncommunity is prohibitory in its temperance or\\nother sumptuary laws, and the professor favors\\nlicense. Such lack of adjustment the Trustee feels\\nwill result in loss of students and a consequent\\nloss of revenue. In other words, the Trustee be-\\nlieves that the college should follow the behests of\\nthe community, and that each professor should\\nbelieve in all respects as the community of which\\n93", "height": "3141", "width": "1931", "jp2-path": "collegeadministr01thwi_0111.jp2"}, "112": {"fulltext": "special Conditions and\\nthe college is a part believes. Under this condi-\\ntion the Eegents or Trustees of certain State in-\\nstitutions have removed professors and have\\nelected professors. As said a Republican journal,\\nat the time of the discussion of the resignation of\\nPresident Andrews from Brown University The\\ntheoretical rights of an individual are always sub-\\nject to restriction when they come into conflict\\nwith the rights or the interests of others. In other\\nwords, the individual has rights, but he also has\\nresponsibilities. In the case of a college President\\nthese responsibilities are very serious. A college\\nPresident has the right to think and say what he\\npleases Yes but he has no right to promulgate\\nviews of such a character as to react against the\\ncollege of which he is in charge. The free-silver\\nquestion is both a moral and a political issue.\\nMost of the men who send their sons to Brown\\nUniversity, or give money to endow professor-\\nships or scholarships there, probably have views\\nwhich are directly opposed to those of President\\nAndrews. When their feelings in this matter be-\\ncame apparent, it seems to us that the choice\\nbetween an active political propaganda and the\\ninterests of the university ought not to have been\\na difficult one. Such is the narrow view of the\\ncondition as interpreted by the college Trustee.\\nThe question of academic freedom as seen from\\nthe point of view of the interests of the highest\\ncivilization lends itself to easy discussion. The\\ndemands of the highest interests of civilization re-\\nquire the utmost freedom of debate. Humanity\\n94", "height": "3192", "width": "2117", "jp2-path": "collegeadministr01thwi_0112.jp2"}, "113": {"fulltext": "Methods of Administration\\nmakes progress through liberty, not through re-\\npression. Even though one college should suffer\\nfor a time through open discussion, the gain to\\nhumanity is great. It is reported that Bishop\\nMcGree once said that it would be better for every\\nman in England to go home drunk of a night\\nthan for any man to be denied the right of going\\nhome drunk. It is likewise better for every college\\nto hold and to teach error than for any college to\\nhave the right to hold and teach what it sees fit\\ntaken away. For the college, as for the individual,\\nliberty is the only worthy condition. The college,\\nlike the individual, should be trusted.\\nThat academic freedom is not so thoroughly\\ninstalled in American institutions and instilled in\\nthe educational judgments of the American people\\nas it ought to be, is painfully evident. Formerly\\nthe teaching of the sciences represented the field\\nwhere limitations were imposed. It was not long\\nago that in many a college or seminary of theology\\na teacher who taught evolution would be the ob-\\nject of suspicion, and might become the object of\\nremoval. At the present time the teaching of cer-\\ntain economic theories would open a professor to\\nthe charge of insubordination. No teacher is to\\nteach the false, of course, but each is to be allowed\\nto discuss such questions as bimetallism or social-\\nism, protection or free trade, without suffering.\\nProfessor Foxwell of St. John s College, Cam-\\nbridge, England, writes to a friend in America\\nIt is difficult for us to understand the situation in the\\nUnited States with regard to university professors. Our\\n95", "height": "3137", "width": "2039", "jp2-path": "collegeadministr01thwi_0113.jp2"}, "114": {"fulltext": "special Conditions and\\npeople cannot understand why you can sit down quietly\\nunder this poisoning of the springs of national life.\\nThere is no heritage we prize more highly or guard more\\njealously than English freedom of thought and speech.\\nWe tolerate at our universities any caprice, any eccen-\\ntricity, even some degree of incompetency, rather than\\nto tamper with the liberty of professors. They are, in\\nfact, absolutely independent. Like our judges, they hold\\ntheir chairs for life and good conduct. In Cambridge we\\ndo not recognize any institution as a college unless it\\nhas an independent foundation and all teachers are\\nelected by their colleagues or other experts. No Trustees\\nintervene. But even if they did intervene, English public\\nopinion would never tolerate any restraint on teaching\\nother than that involved in the preliminary inquiry as to\\nthe competency of the teacher.\\nA large policy should dictate. Let the best\\nPresident or professor be chosen, and then let him\\nbe trusted. He is neither a fool nor a boor. He\\nwill not deal with the large vested and personal\\ninterests of the college with rashness. He will re-\\nspect the opinions of his associates, and honor the\\nrights of his official superiors or inferiors or peers.\\nLet him be a gentleman, and then let him have full\\nfreedom. If a teacher be not a gentleman, he is\\nnot worthy of a college position.\\nAnother element of importance in the adminis-\\ntration of a college relates to the differences be-\\ntween a college and a university. Historically\\nthis difference has never been clearly differen-\\ntiated. There are colleges which have done and are\\ndoing the work of universities, and there are uni-\\nversities which have only done the work of col-\\n96", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0114.jp2"}, "115": {"fulltext": "Methods of Administration\\nleges, and some have even been obliged to be\\ncontent with doing the work of the high school.\\nI There are two essential elements of differentia-\\ntion between the college and the university. One\\nelement relates to organization, and the other to\\nthe purposes and work of the institution. (1) A\\nuniversity should represent more than one depart-\\nment of study. An undergraduate college should\\nnot be called a university. An undergraduate\\ncollege with even one professional school might\\nbe called a university, but the name should be\\nlimited only to those institutions which give in-\\nstruction both of undergraduate and of graduate\\ncharacter. (2) In respect to the purposes and\\nwork of the institution, the differentiation is also\\nclear in general, although absolutely less distinct.\\nThe college is primarily set to form the characteA\\nof undergraduates. The university has for its\\nprimary purpose the increase of knowledge or the\\ngiving of special professional training. These two\\nconditions run somewhat into each other. For the\\ncollege which has for its primary purpose the for-\\nmation of character may have for a secondary\\npurpose the enrichment of the field of knowledge,\\nand may also give a professional education. The\\nuniversity, too, which has for its first purpose\\nthe increase of knowledge, the enlargement of\\nthe domain of science, may have for its second\\npurpose the enhancement and enrichment of char-\\nacter. And yet, these two purposes it is easy to\\ndifferentiate when they are embodied in the Under-\\ngraduate College and the Graduate School. The\\n97", "height": "3143", "width": "2039", "jp2-path": "collegeadministr01thwi_0115.jp2"}, "116": {"fulltext": "special Conditions and\\nUndergraduate College is concerned primarily with\\nthe training of character. Its purpose is to make\\nmen. The Graduate School is concerned primarily\\nwith the training of the intellect. Its primary\\npurpose is to make teachers. The Undergraduate\\nCollege uses personality as its chief instrument or\\ncondition. The G-raduate School uses scholarship\\nas its chief tool. The Undergraduate College takes\\ninto view primarily ethical conditions, the Gradu-\\nate School intellectual conditions. The Under-\\ngraduate College is concerned with enriching\\nAmerican life through sending forth into it each\\nyear a body of noble men who are also trained\\nthinkers. The Graduate School is primarily con-\\ncerned with training leaders who in their profes-\\nsional career, and especially in teaching, shall give\\nto American society the highest intellectual and\\nethical results. The difference is fittingly indi-\\ncated by Dean Briggs of Harvard College in his\\nannual report for the academic year 1896-97.\\nProfessor Briggs says:\\nMen talk sometimes as if the Graduate School were\\ndestined, and happily destined, to overshadow Harvard\\nCollege for men have seen that it is the Graduate\\nSchool, and not the College, to which they must look for\\nthe advancement of learning. The College guides youth\\nto manhood; the Graduate School guides manhood to\\nscholarship. Yet the very fact that the Graduate School\\nis free to think first of learning, and the CoUege bound to\\nthink first of character, gives the College a larger and a\\nhigher responsibility. The College has, and must ever\\nhave, the wider range of human sympathy. It cannot\\n98", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0116.jp2"}, "117": {"fulltext": "Methods of Administration\\ntake a lower place than tlie Graduate School till the de-\\nvelopment of the scholar becomes nobler and more abid-\\ning than the education of a man.\\nAnother special element in the administration of\\na college is found in the place and the work of\\nvarious clubs and societies, and especially of what\\nis commonly known as the fraternity.\\nUndergraduate life is becoming highly organ-\\nized. Every college has clubs and societies of\\nmany and diverse sorts. A professor in Yale\\nCollege says:\\nThe number of clubs and organizations of all kinds\\nlisted in a modern Banner is something wonderful glee\\nclubs, chess clubs, rifle clubs, whist clubs, yacht clubs,\\nYale orchestras, Yale unions, university clubs, track ath-\\nletic associations, banjo clubs, tennis clubs, Andover\\nclubs, Ohio clubs, Berkeley societies, etc. most of them\\nall undreamed of in the simple structure of undergraduate\\nlife in the sixties.^\\nIn Harvard College are half a hundred organi-\\nzations. These organizations are literary, dramatic,\\nforensic, political, musical, religious, artistic, ath-\\nletic, and geographical. The names of some of\\nthem are possibly suggestive Civil-Service Reform\\nClub, the Catholic Club, the Folk-lore Club, the\\nPen and Brush Club, and the Revolver Club.\\nBut more important than all clubs of all kinds\\nput together in the American college is the organi-\\nzation known as the fraternity.\\nThe fraternity is largely a product of the present\\n1 H. A. Beers, Ways of Yale, pp. 10, 11.\\n99\\nCflffii", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0117.jp2"}, "118": {"fulltext": "special Conditions and\\ncentury. Phi Beta Kappa was f onnded in the last\\ncentury, but two score important fraternities that\\nare now in existence have all had their beginning\\nsince 1825, when Kappa Alpha was established in\\nUnion College. Certain of these fraternities are\\nnational in their relationship, of which at least five\\nare prominent Alpha Delta Phi, Beta Theta Pi,\\nPhi Delta Theta, Phi Gamma Delta, and Delta\\nKappa Epsilon. There are other fraternities which\\nare also conspicuous. Among them, in the Eastern\\ngroup, are Delta Phi, Theta Delta Chi, Sigma Phi,\\nPsi Upsilon, Kappa Alpha, and Delta Psi. The\\nSouthern group includes Kappa Alpha (Southern\\norder), Alpha Tau Omega, Sigma Alpha Epsilon,\\nand Kappa Sigma. There are also fraternities that\\nhave special relations to Western colleges. Each\\nof these societies is more or less intercollegiate.\\nThe number of chapters belonging to each frater-\\nnity varies from a few to two score or more. ,The\\nnumber of chapters belonging to the general fra-\\nternities, and also to the fraternities that are local,\\nis in round numbers about eight hundred, and the\\nentire membership, both among graduates and\\nundergraduates, approaches a hundred and fifty\\nthousand.\\nThe government of these organizations is like\\nthe United States government a combination of\\nlocal independence and of intercollegiate relation-\\nship. In local and minor affairs each chapter con-\\ntrols itself, but in all important undertakings the\\nassociated chapters act. These associated chap-\\nters usually meet once a year in a convention\\nlOO", "height": "3226", "width": "2111", "jp2-path": "collegeadministr01thwi_0118.jp2"}, "119": {"fulltext": "Methods of Administration\\ncovering several days, at which such legislation is\\nmade as may seem necessary for the welfare of the\\nwhole society and of each individual chapter\\nthereof.\\nThese chapters, scattered throughout the col-\\nleges, are lodged in houses which bear the names\\nof the fraternity. These houses are seldom situ-\\nated on the college campus, but are usually, though\\nnot always, near that campus. Reasons of con-\\nvenience prevail in the choice of location. In most\\ncases these houses are rented for a specific time,\\nbut in an increasing number of colleges the frater-\\nnities are owning their houses. Some of these\\nhouses are large, elaborate, and costly. In others,\\nand more, the houses are simple and inexpensive.\\nThe value of the fraternity houses at Amherst and\\nat Cornell is larger than the endowment of the\\nordinary American college.\\nThe principle on which these fraternities are\\nbased is the twin principle of gregariousness and\\nof similarity. Human beings of similar tastes and\\nrelations like to associate themselves together.\\nGood-fellowship in the college, as in all life, is\\nof exceeding importance. College life naturally\\nbrings men into close companionship. The same\\nenvironment exists for all the same teachers teach\\nall; the same age obtains among all; the same\\ndemocracy of life surrounds all; the same pur-\\nposes animate all; the same interests interest all.\\nThe college has ceased to be a monastery and\\nhas become a community. But, despite these gen-\\neral elements of identity, there exist differences\\nloi", "height": "3189", "width": "1935", "jp2-path": "collegeadministr01thwi_0119.jp2"}, "120": {"fulltext": "special Conditions and\\narising from a community composed of individ-\\nuals. These individuals, who form the whole com-\\nmunity, easily and naturally unite to form other\\ncommunities within the large whole. These lesser\\ncommunities may unite on the basis of literary\\nlikings, of athletic abilities, of scholastic relation-\\nships, of simple social adjustments. But the general\\nbasis of association is the basis of good-fellowship,\\nand on this basis men get together in what is called\\nthe fraternity.\\nBe it said that good-fellowship is a more impor-\\ntant element in the college than most students,\\nesf)ecially those who are devoted to their regular\\nstudies, appreciate. For good-fellowship repre-\\nsents personality, and personality is more impor-\\ntant than any other element of life, either within\\nor without college walls. It is told of Von Eanke\\nthat, at a great celebration held in his honor, he\\ndeclared he prized more the commendation of\\nbeing a good fellow than he prized the commenda-\\ntion of being a great student, an eminent historian,\\nor a noble teacher. And when with good-fellow-\\nship is combined a high intellectual force prevailing\\namong the various members of the college or soci-\\nety, the result is of the greatest worth. It was the\\nassociation of Spedding, Milnes (Lord Houghton),\\nMerivale, Arthur Hallam, and Tennyson which\\nprobably did more for each of the band of the\\nApostles at Cambridge than any other element\\nof their university or college life.\\nThe fraternity in the American college, founded\\non this basis of good-fellowship, is of the highest\\n1 02", "height": "3231", "width": "2125", "jp2-path": "collegeadministr01thwi_0120.jp2"}, "121": {"fulltext": "Methods of Administration\\nwortli in promoting friendships. In college, as out,\\nfriendship is the best thing to be given or received.\\nMen living in the close fellowship of the fraternity\\nare frequently friends before they go into this\\nfellowship, and the fellowship deepens the friend-\\nship, out of which the fraternity itself grows. It\\nis probable that the students in college form more\\nfriendships in the four years than they have formed\\nbefore entering college or than they will form after\\nleaving college. And these friendships, too, are of\\nthe most intimate sort. Men in college get much\\ncloser to one another than those living in any other\\ncondition.\\nThe intimacy of relationships prevailing in the\\nfraternity is of special worth in forming a just and\\nstrong character. Personality is more important\\nthan the curriculum and the personality manifest\\nin the fraternity house is quite as important as the\\npersonality manifest in the class-room. Through\\nthis method of intimate relationships all the ele-\\nments that make up a rich and fine character may\\nbecome richer and finer. Faults are corrected;\\nmanners are cultivated; tastes are improved; the\\ninfluence of the wiser over the less wise is strong\\nthe young lend themselves with ease to the guid-\\nance of the older and the older behave in gracious\\nhelpfulness toward the less mature. All the ele-\\nments that make up manhood may be enlarged\\nthrough the life of the fraternity.\\nThe relation which the fraternity holds to the\\ngraduates of the college is of great importance.\\nFor the graduate finds that the college generation\\n103", "height": "3150", "width": "1980", "jp2-path": "collegeadministr01thwi_0121.jp2"}, "122": {"fulltext": "special Conditions and\\nis pretty short, and often after a year, or at the\\nmost two years absence, on returning he finds few\\nmen whom he knew or who knew him while he\\nwas still an undergraduate. But he does find in\\nhis fraternity house a hearty welcome, and from the\\nmen at present students he receives the most cor-\\ndial greeting. The ties of the fraternity are far\\nstronger and attach him more closely than the\\nordinary college relationship. The fraternity\\nserves to keep him in touch with the college\\nmore than the college serves to keep him in touch\\nwith the fraternity.\\nIt is also to be said that the fraternity becomes\\nof great aid to the Faculty and Trustees in pro-\\nmoting the good order of the college. President\\nSeelye of Amherst relied much on the help of fra-\\nternities in his administration. In his annual report\\nto the Trustees (1887) he says\\nBesides other helps toward the good work of the col-\\nlege, important service is rendered by the societies and\\nthe society houses. No one now familiar with the college\\ndoubts, so far as I know, the good secured through the\\nGreek letter societies as found among us. They are cer-\\ntainly well managed. Their houses are well kept, and\\nfurnish pleasant and not expensive houses to the students\\noccupying them. The rivalry among them is wholesome,\\nkept, as it certainly seems to be, within limits. The tone\\nof the coUege is such that loose ways in a society or its\\nmembers will be a reproach, and college sentiment, so\\nlong as it is reputable itself, will keep them reputable.\\n1 W. S. Tyler, A History of Amherst College, p. 264.\\n104", "height": "3229", "width": "2097", "jp2-path": "collegeadministr01thwi_0122.jp2"}, "123": {"fulltext": "Methods of Administration\\nThe closeness of the relation which should exist\\nbetween the government of a college and the fra-\\nternity system is well indicated in a paragraph\\nwhich I take from the best book upon American\\ncollege fraternities\\nThe wiser of the college faculties are using and not\\nabusing the fraternities. They find that the chapters are\\nonly too glad to assist in maintaining order, in enlisting\\nsupport for the college, in securing endowments, and, in\\nfact, in doing anything to increase the prosperity of the\\ninstitutions upon which their own existence depends.\\nWhen such ofiicers or professors have occasion to disci-\\npline a member of one of the fraternities, they speak to\\nhis chapter mates quietly, and suggest that he is not\\ndoing himself credit, or is reflecting discredit upon the\\ngood name of the chapter. It is surprising how soon\\nboys can influence each other, and how students can\\nforce reason into the mind of an angry boy where faculty\\nadmonition would only result in opposition and estrange-\\nment. The members of a good chapter all try to excel,\\nmany for the sake of their chapter where they would not\\nfor their own. Each member feels that upon him has\\nfallen no little burden of responsibility to keep the chap-\\nter up to a standard set, perhaps, by men since grown\\nfamous. College faculties sometimes see what a force\\nthey have here at hand, and what a salutary discipline\\nthe fraternities can exercise.\\nThe fraternity also represents an important tie\\nuniting the colleges of our country to one another.\\nThe ties which join together the chapters of the\\nsame fraternity in the different colleges are far\\n1 Baird, American College Fraternities, p. 418.\\n105", "height": "3143", "width": "1969", "jp2-path": "collegeadministr01thwi_0123.jp2"}, "124": {"fulltext": "special Conditions and\\nstronger than the ties which unite the colleges\\nthemselves. The colleges themselves are prone to\\nbe, although now less prone than formerly, in the\\nrelationship of antagonistic units. Chapters of\\nfraternities are in the relation of cooperative and\\nunifying elements. They also serve to draw to-\\ngether the members themselves into personal rela-\\ntionship. In this way they serve, though in a far\\nless intimate extent, the purposes which the great\\norganizations such as the Masons or the Odd Fel-\\nlows represent.\\nSo important a place is the fraternity coming to\\noccupy that it has been suggested they may in\\ntime represent a method of organization and life\\nnot unlike that which the colleges at Oxford and\\nCambridge play in the life of their respective uni-\\nversities. That time is certainly far off, but the\\ntendency is very strong for the social life of the\\ncolleges to segregate and to divide itself into fra-\\nternal organizations. Already college tutors are\\nliving in fraternity houses, and libraries for the spe-\\ncial use of the members are formed. What is this\\nbut a significant beginning of the English collegiate-\\nuniversity system?\\nWith all these advantages it is not to be denied\\nthat disadvantages are to be found. These disad-\\nvantages lie in one general fault in promoting a\\nloyalty to only a part of the college interests, and\\nin lessening the loyalty to all those elements that\\ngo to constitute the college. Often the fraternity\\nmust, because it is a segregating agency, become\\nalso a dividing one. Fraternities were abolished\\nio6", "height": "3192", "width": "2109", "jp2-path": "collegeadministr01thwi_0124.jp2"}, "125": {"fulltext": "Methods of Administration\\nat Princeton in the year 1855, and a recent gradu-\\nate of that college says\\nThe result is a freedom from those cliques and jeal-\\nousies which so often mar the peace of fraternity colleges.\\nWhen Princeton men hear of wrangles over athletic\\ncaptains, or read of Senior classes giving up Class Day\\non account of fraternity feuds, they breathe a silent Te\\nDeum for their own immunity. Fraternities were abol-\\nished in 1855, and now the undergraduates would not\\nallow them to return. It is not because fraternities are\\nobjectionable in themselves, only they have no function\\nhere. In Cornell they aid the college materially by pro-\\nviding apartments for the men. In metropolitan colleges\\nlike Columbia they furnish a basis for social life; but\\nhere we have our college rooms, and prefer the broad,\\nfraternal intercourse of dormitory and campus to the\\nmore limited friendship of the chapter-house. It is true\\nwe have our social clubs, with their club-houses. In some\\nrespects they resemble the chapter-house, but only in a\\nfaint degree. The secrecy and the partizanship of the\\nfraternity is wanting, and we may safely trust the genius\\nof our institutions and the courtesy and public spirit of\\nthe club-men to keep them from making any fracture in\\nthe unity of class or college.^\\nThe fraternity, as an agent of social life and\\nof recreation and amusement, helps to make the\\ncontrast between the life of the modern college\\nstudent and the life of the university student of\\nthe middle ages significant. The life of the ideal\\nstudent of the middle ages v^^as a life of few com-\\nforts. It was essentially a monastic life. Amuse-\\n1 G. E. Wallace, Princeton Sketches, p. 196.\\n107", "height": "3161", "width": "1934", "jp2-path": "collegeadministr01thwi_0125.jp2"}, "126": {"fulltext": "special Conditions and\\nments were largely prohibited in the feudal society\\nof the middle ages. The military class predom-\\ninated, and tournaments, hunting, and hawking\\nwere the popular sports. Such amusements were\\nnot adapted to university conditions. The chief\\namusement of the student of the middle ages seems\\nto have been in the frequent interruption of his\\nwork through the holidays of the church or through\\nfestivals of patrons who had some relation to the\\ncollege of which he was a member. The ideal\\nstudent led a monastic life, but it is pretty certain\\nthat the student who was not ideal, but who was\\ninclined to be dissolute, found that the ascetic life\\nprovoked wildest indulgences whenever occasion\\noffered. Lawlessness and ruffianism of the severest\\nsort not infrequently prevailed. The maddest\\npranks of the college student of this century\\nin the United States are very pale and simple\\ncompared with some of the ordinary behaviors\\nwhich are told in the annals of the University\\nof Paris.\\nA word should be said in reference to the oldest\\nand most distinguished of all the fraternities, which\\nstill holds a unique place in the annals and life of\\nthe American college. The Phi Beta Kappa was\\nthe first society bearing the symbolic Greek letters.\\nIt was founded at the College of William and Mary\\nin 1776. Its origin is more or less in doubt, but\\nthrough more than a hundred years it has held a\\ndistinguished and honorable place among college\\norganizations and in college life. It is now coming\\nto stand essentially as an association of scholars.\\nio8", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0126.jp2"}, "127": {"fulltext": "Methods of Administration\\nThe best scholars of each junior and senior class\\nin a college in which a chapter is organized usually\\nconstitute its members. It stands more distinctly\\nas an association of men who as undergraduates\\nhave manifested scholarly ability than any other\\ninstitution in the life of the century.\\n109", "height": "3121", "width": "1939", "jp2-path": "collegeadministr01thwi_0127.jp2"}, "128": {"fulltext": "", "height": "3165", "width": "2039", "jp2-path": "collegeadministr01thwi_0128.jp2"}, "129": {"fulltext": "V\\nTHE GOVERNMENT OF STUDENTS", "height": "3103", "width": "1944", "jp2-path": "collegeadministr01thwi_0129.jp2"}, "130": {"fulltext": "i", "height": "3168", "width": "2039", "jp2-path": "collegeadministr01thwi_0130.jp2"}, "131": {"fulltext": "V\\nTHE GOVERNMENT OF STUDENTS\\nTHE history of the government of the students\\nin American colleges is a history of increas-\\ning liberality and orderliness. The government of\\nthe colonial period was of a kind like the civil\\ngovernment. It was minute in its inspection of\\nstudents, and severe in its punishments. It was\\nin order at Harvard College, at or about 1674, for\\nthe President or the Fellows to punish recreant\\nstudents either by fine or by whipping, as the\\nnature of their offenses should require. Each\\ncase was to be represented, in case of a pecuniary\\namount, by a fine not to exceed ten shillings, or,\\nif corporal punishment were the penalty, by ten\\nstripes. This whipping, too, was to be done openly.\\nJudge Sewall, in his diary, says that in 1674 a\\nstudent was publicly whipped for speaking blas-\\nphemous words. In addition to this castigation he\\nwas suspended from taking his bachelor s degree,\\nand suffered also certain other evil consequences.\\nThe execution of the sentence was quite as char-\\nacteristic as its nature. The sentence was read\\ntwice publicly in the library, in the presence of all\\n8 113", "height": "3157", "width": "1934", "jp2-path": "collegeadministr01thwi_0131.jp2"}, "132": {"fulltext": "The Government of Students\\nthe students and representatives of the govern-\\nment. The offender knelt, the President prayed,\\nand the blows were laid on. The services were\\nclosed with another prayer by the President.\\nGradually corporal punishment passed out of use,\\nbut it was near the beginning of the last century\\nwhen this form of penalty ceased.^\\nThe offenses against college laws and procedure\\nwere of various sorts, and related in a far more\\nintimate degree to personal character and behavior\\nthan would now be suffered. In the first third of\\nthe last century the students were subjected to a\\nclose inspection by their tutors. Tutors are di-\\nrected to see that the students retire early to their\\nchambers on Saturday evening, and they are also\\ncommanded to quicken the diligence of the stu-\\ndents through visiting their rooms in daytime and\\nin study hours and at night after nine o clock.\\nSpecial mention is also made in the laws of the\\ntime of certain habits which are supposed now\\nnot to demand special prohibition. For instance,\\nmention is made of profane swearing, cursing, tak-\\ning the name of God in vain, light behavior, play-\\ning or sleeping at public worship or at prayers.\\nSuch offenses as breaking open chambers, studies,\\nletters, desks, chests, or any place under lock\\nand key, or having picklocks, are specially con-\\ndemned. Examples of the infliction of punish-\\nment for the infraction of these laws abound.\\nOn November 4, 1717, three scholars of Harvard\\nCollege were publicly admonished for chewing to-\\n1 Quincy, History of Harvard University, Vol. I, pp. 189, 513.\\n114", "height": "3229", "width": "2039", "jp2-path": "collegeadministr01thwi_0132.jp2"}, "133": {"fulltext": "The Government of Students\\nbacco, and one was degraded in his class because lie\\nhad been publicly admonished for card-playing.\\nThe o:ffense of some others was the not uncommon\\none, possibly, among college students of that time,\\nof stealing poultry. The oifenders were obliged\\nto stand in the middle of the hall, in the presence\\nof their associates. The crime with which they\\nwere charged was first declared, and then it was\\nexplained to them as against the law of God and\\nof the commonwealth. They were admonished to\\nconsider its nature and tendency, and were warned\\nto desist from the continuance of their practices.\\nThey were then fined and ordered to restore two-\\nfold of that which they had stolen.\\nThroughout this period, not only at the oldest,\\nbut at all the American colleges, down even to the\\nmiddle of the present century, a system of pecu-\\nniary fines represented the most popular method of\\nsecuring good order among college students. The\\nlist of these fines, together with their amounts and\\nthe offenses which they represent, conveys a fairly\\ngood conception of the elements that went to make\\nup the college life of American students for two\\nhundred years. It is worth while to copy the list,\\nlong as it is\\ns. d.\\nAbsence from prayers 002\\n1\\n4\\n2\\n3\\n9\\nTardiness at prayers\\nAbsence from professor s public lectiire\\nTardiness at professor s public lecture\\nProfanation of Lord s Day, not exceeding\\nAbsence from public worship\\n1 Qumey, History of Harvard University, Vol. H, pp. 499, 500\\n115", "height": "3145", "width": "2039", "jp2-path": "collegeadministr01thwi_0133.jp2"}, "134": {"fulltext": "The Government of students\\ns. d.\\nTardiness at public worship 3\\n111 behavior at public worship, not exceeding .016\\nGoing to meeting before bell-ringing 6\\nNeglecting to repeat the sermon 9\\nIrreverent behavior at prayers or public divinity\\nlectures 016\\nAbsence from chambers, etc., not exceeding .,006\\nNot declaiming, not exceeding 16\\nNot giving up a declamation, not exceeding ..016\\nAbsence from recitation, not exceeding 1 6\\nNeglecting analysis, not exceeding 3\\nBachelors neglecting disputations, not exceeding 16\\nRespondents neglecting disputations, from Is. Qd.\\nto 3\\nUndergraduates out of town without leave, not\\nexceeding 026\\nUndergraduates tarrying out of town without\\nleave, not exceeding per diem 13\\nUndergraduates tarrying out of town one week\\nwithout leave, not exceeding 10\\nUndergraduates tarrying out of town one month\\nwithout leave, not exceeding 2 10\\nLodging strangers without leave, not exceeding 16\\nEntertaining persons of ill character, not exceed-\\ning ..016\\nGoing out of college without proper garb, not\\nexceeding 006\\nFrequenting taverns, not exceeding 16\\nProfane cursing, not exceeding 2 6\\nGraduates playing cards, not exceeding 5\\nUndergraduates playing cards, not exceeding .026\\nUndergraduates playing any game for money,\\nnot exceeding 016\\nSelling and exchanging without leave, not ex-\\nceeding 016\\nii6", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0134.jp2"}, "135": {"fulltext": "The Government ofSUtdents\\ns. d.\\nLying, not exceeding 016\\nOpening doors by picklocks, not exceeding ,.050\\nDrunkenness, not exceeding .016\\nLiquors prohibited under penalty, not exceeding 16\\nSecond offense, not exceeding 3\\nKeeping prohibited liquors, not exceeding 1 G\\nSending for prohibited liquors 6\\nFetching prohibited liquors 16\\nGoing upon the top of the college 16\\nCutting off the lead 016\\nConcealing the transgression of the 19th law .016\\nTumultuous noises 016\\nSecond offense 030\\nRefusing to give evidence 3\\nRudeness at meals 010\\nButler and cook to keep utensils clean, not ex-\\nceeding 050\\nNot lodging in their chambers, not exceeding .016\\nSending freshmen in study time 9\\nKeeping guns and going on skating 10\\nFiring guns or pistols in college yard 2 6\\nFighting or hurting any person, not exceeding .016\\nBut Harvard was only one of many colleges that\\nadopted this system for a time. At Amherst, as\\nlate as the administration of President Humphrey,\\nwhich closed in 1844, an elaborate system of fines\\nwas in vogue. Fines were imposed for the offenses\\nof bathing in study hours, for playing on a musi-\\ncal instrument, for firing a gun in or near the col-\\nlege buildings or grounds, or for attending any\\nvillage church without permission. In fact, both,\\nin Amherst and in other colleges, fines seem to\\nhave been regarded as the one means for doing\\n117", "height": "3160", "width": "1920", "jp2-path": "collegeadministr01thwi_0135.jp2"}, "136": {"fulltext": "The Government of students\\naway with all college evils. The students were\\nnot the only sufferers, for at Amherst, at least\\nany member of the Faculty who failed each\\nworking-day to visit the rooms which were as-\\nsigned to him for his/parochial visitations, suffered\\na mulct of fifty cents .1\\nIt does not become us to criticize rashly the\\nmethods or condemn the principles of the colleges\\nof a hundred or two hundred years ago. The\\nprinciples upon which these colleges rested were\\nas sound as the principles upon which these same\\ncolleges now rest. In fact, the principles have re-\\nmained substantially unchanged, and it is possible\\nthat the methods of government of two hundred\\nyears ago or of the last century were good methods\\nfor the conditions that then existed. But down to\\nvery recent years, it must be confessed, the methods\\nwhich have prevailed in the government of stu-\\ndents have proved to be, on the whole, lamentable\\nfailures.\\nIn the history of the government of American\\ncolleges in the last hundred years, what are known\\nas college rebellions have a somewhat conspic-\\nuous place. Although the college rebellion has\\nnow largely passed away, yet for a century it has\\nin most colleges, at certain periods, played a very\\nsignificant part. The college student usually has\\na pretty keen sense of what we may call natural\\nrights. He also has a pretty keen sense of what\\nwe may call prescribed rights. What belongs to\\nhim by reason of his being a human being, and\\n1 Tyler, History of Amherst College, pp. 81, 82.\\n118", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0136.jp2"}, "137": {"fulltext": "The Government of Students\\nwhat belongs to him by reason of his standing in\\na series of college men and a succession of college\\nclasses, he is inclined to appreciate at its full value.\\nWhatever actions of the Faculty lessen his natural\\nrights, or any infringement upon what his pre-\\ndecessors were supposed to have enjoyed in pre-\\nscription, he is inclined to resist. It is also to be\\nsaid that a college Faculty does not appreciate the\\nnatural or the prescribed rights of the students at\\nthe same value that the students appreciate them.\\nThe faculties are not inclined to hold the honor of\\nthe students so high or to feel so sensitive as the\\nstudents themselves. Perhaps, also, faculties can-\\nnot always be so considerate of the limitations or\\ndemands, either wise or unwise, of the great body\\nof the students as they ought to be. It is also to\\nbe recognized that students usually stand together.\\nIf any one of their number is treated unjustly by\\nthe Faculty, the whole body of the students is in-\\nclined to rally about him, and to give him aid and\\ncomfort.\\nOut of such conditions have grown college re-\\nbellions. Among the more conspicuous of the\\ncollege rebellions of the present century and of\\nthe last years of the last century are the Rebel-\\nlions of 1768 and of 1807 at Harvard College the\\nRebellion of 1808 at Williams; the Bread and\\nButter Rebellion of 1828 at Yale, and the Conic\\nSections Rebellion of 1830, also at Yale the Re-\\nbellion of 1836 at the University of Virginia the\\nRebellions of 1837, of 1845, and of 1848, at the Uni-\\nversity of Alabama and the Rebellion of 1868 at\\n119", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0137.jp2"}, "138": {"fulltext": "The Government of Students\\nWilliams College. There are, of course, other re-\\nbellions in other colleges, but these may be re-\\ngarded as representative.\\nIn the year 1768 occurred at Harvard the most\\nserious resistance to the college authorities in the\\nhundred and thirty years of the life of the college.\\nOf course, rebellion was in the air. As the people\\nwere passing acts against the British Parliament,\\ntheir sons were passing acts against the Harvard\\nFaculty. In such a condition a slight offense may\\nbe sufficient for arousing collegiate patriotism. It\\nwas announced to the sons of the colonial patriots\\nthat all excuses for absence from the college exer-\\ncises must be offered before the absence occurred.\\nUnder this provocation the students assembled\\nunder a tree which they called the Tree of Lib-\\nerty, and voted their dissent. Several of those\\nwho were concerned in this resistance were ex-\\npelled. The senior class asked the President to\\ndismiss them to Yale, and the three other classes\\nalso asked to be dismissed. But this rebellion was\\nnot pushed to a further extent. The senior and\\nthe other classes remained at Harvard, and there\\nreceived their degrees.\\nThe Bread and Butter Eebellion at Yale in 1828\\nis representative of the difficulties which a college\\nfinds in setting forth board for its students. Stu-\\ndents, like all persons not living at their own\\nhomes, are inclined to be dissatisfied with the\\nfood spread before them, and, not following the\\nScriptural injunction, are inclined to ask questions\\nand even to make affirmations as well as interroga-\\nI20", "height": "3192", "width": "2117", "jp2-path": "collegeadministr01thwi_0138.jp2"}, "139": {"fulltext": "The Government of Students\\ntions. In the summer of 1828, at Yale College,\\nmuch complaint was made of the food provided\\nby the college steward. Representations of dissat-\\nisfaction were formally offered by representatives\\nof each of the three lower classes but these repre-\\nsentations did not secure any improvement. At\\nlast the condition became so strained that the\\nwhole body of the students agreed that they would\\nnot continue at the Commons until the changes\\nthey requested should be made. A committee was\\nappointed to inform the Faculty of the decision.\\nThe committee called upon President Day, and\\nwere informed that no attention whatsoever would\\nbe paid to their complaints thus submitted, as they\\nwere in a state of rebellion, but, should they lay\\ndown their arms, the matter of the complaint\\nwould be considered. A meeting of the whole\\nbody of the students followed, by which it was\\ndeclared in their behalf that they had repeatedly\\nmade complaint of their grievances to the Faculty,\\nand had been promised relief, but these promises\\nhad not been kept. They could not get relief with\\nsatisfaction to their dignity or self-respect. They\\ntherefore reaffirmed their refusal to return to the\\nCommons. The next day four students who had\\nmade themselves especially obnoxious were sum-\\nmoned before the Faculty and asked if they would\\nsubmit to the rules of the college and go into the\\nCommons. They declined and were expelled. Ex-\\ncitement had now reached its climax. The four\\nmen expelled became martyrs. A meeting was\\nheld in the open air on what is now Hillhouse\\n121", "height": "3169", "width": "1973", "jp2-path": "collegeadministr01thwi_0139.jp2"}, "140": {"fulltext": "The Government of Students\\nAvenue, at \u00e2\u0096\u00a0which a valedictory oration was pro-\\nnounced by one of the four men who had been\\nexpelled, and other exercises of a somewhat touch-\\ning and ridiculous nature were held. A proces-\\nsion was formed, which moved to the college\\ngreen, and in the darkness of night, falling on\\nthe turf with hands joined, the students sang a\\nparting hymn to the tune of Auld Lang Syne.\\nThe next day the college assumed an unusual\\nquietness, for only a handful of the students re-\\nmained. In this rebellion, however, as in most,\\ndivision means conquest. A few days spent at\\nhome with one s parents are usually sufficient to\\ndull the edge of collegiate patriotism. Most of\\nthe men were soon ready to apply for re-admission\\nto the college. The Faculty caused it to be known\\nthat the four men who had been expelled would\\nnot be accepted on any terms, but that others\\nmight return in case they would acknowledge\\ntheir fault and sign pledges that they would hence-\\nforth obey college rules. Under these conditions\\nnearly all who had been concerned in the rebellion\\nreturned.\\nThis, the Bread and Butter Rebellion, was, how-\\never, far less serious than the Conic Sections Re-\\nbellion of two years later. This rebellion, the\\nmost serious that has arisen in Yale College, had\\nits origin in the unwillingness of the Faculty to\\ngrant a petition of the sophomore class in reference\\nto the method of reciting in conic sections. They\\nasked that they be allowed to explain conic sec-\\ntions from the book, and not demonstrate them\\n122", "height": "3192", "width": "2114", "jp2-path": "collegeadministr01thwi_0140.jp2"}, "141": {"fulltext": "The Government of Students\\nfrom the figures. When this petition was refused\\na certain portion of the class refused to recite in the\\nmanner required. It became apparent that there\\nwas a combination upon the part of a portion of\\nthe class to oppose the laws of the Faculty. Pres-\\nently a paper was sent to the Faculty, signed and\\napproved of by no less than forty-nine members\\nof the class, in which they declared that they would\\nnot recite in the way desired by the Faculty. Soon\\nanother paper was submitted to the governing\\nboard, in which it was said that their resolution\\nwas taken, they would not retract, and they would\\nnot obey any summons to appear before the Fac-\\nulty. Upon such an inflammatory and rebellious\\nstatement, the Faculty at once expelled forty-four\\nmembers of the class. Such a summary and whole-\\nsale dealing was a surprise to the men themselves,\\nand was possibly a surprise to other colleges in the\\nUnited States. But the issue was of such impor-\\ntance that other colleges refused to receive any\\none of these forty-four men, with a few exceptions.\\nThis disastrous termination of the Conic Sections\\nRebellion put a stop to all concerted action on the\\npart of students against the governing bodies.\\nIt is seldom that college rebellions have resulted\\nin the loss of life. I recall no such instance in the\\nNorth, but two or three such instances do occur\\nin the colleges of the South for in the earlier years\\nsociety in the South was such that it the more\\neasily lent itself to the severer forms of resistance.\\nStudents are largely influenced by their environ-\\nment. The civilization of States like Alabama and\\n123", "height": "3185", "width": "1954", "jp2-path": "collegeadministr01thwi_0141.jp2"}, "142": {"fulltext": "The Government of students\\nMississippi was of a frontier type. A large part\\nof the white people had not learned to submit to\\nthe restraints of law. The sons of the pioneers\\nwere restless under college government, and were\\ninclined to secure satisfaction, at their own hands,\\nof any college officer who may have offended\\nthem.\\nPossibly as serious as any of these college rebel-\\nlions was that of 1836 in the University of Virginia.\\nA severe infringement of college rules had occurred,\\nleading to the summary dismissal of no less than\\nseventy of the students. The ground of this ac-\\ntion was that the students had possessed them-\\nselves of fire-arms, and had avowed a determination\\nof holding their arms notwithstanding the prohibi-\\ntion of the Faculty. It also appeared that the\\nstudents had combined into an association called\\nthe University Volunteers, in order to bring\\nand to hold arms within the precincts of the uni-\\nversity. After certain conferences the University\\nVolunteers decided to resist the college authorities.\\nOn the second night after the refusal of the com-\\npany to assent to the rules of the university, the\\ndischarge of muskets on the lawn was constant,\\nand also there occurred what possibly might be\\ncalled a riot. The houses of the professors were\\nattacked, the doors of these houses forced open,\\nblinds and windows broken, and there was some\\nreason to believe that a purpose of attempting per-\\nsonal violence was entertained. Professor Davis\\nof the Faculty, four years after this riot, was shot\\ndown and killed in front of the door of his house\\n124", "height": "3177", "width": "2131", "jp2-path": "collegeadministr01thwi_0142.jp2"}, "143": {"fulltext": "The Government of Students\\nby a student who was celebrating the anniversary\\nof its occurrence. The student was disguised and\\nmasked, and was firing a pistol on the lawn. See-\\ning Mr. Davis, he retired a few paces, and then\\ndeliberately shot him. It appeared that the stu-\\ndent had no particular dislike for Professor Davis,\\nbut he had determined, as it became evident, to\\nshoot any professor who tried to discover him\\nwhile engaged in this act of celebration.\\nSuch forced opposition to the rules of a college\\nFaculty has seldom been witnessed. However, in\\nthe University of Alabama, as I have intimated,\\nsuch antagonism was evident in the fourth, fifth,\\nand sixth decades of this century. In one of these\\naffrays which was rather an affair existing among\\nthe students\u00e2\u0080\u0094 one of the students was shot.\\nThe last of the rebellions to which I shall allude\\noccurred in Williams College in 1868. The occa-\\nsion was slight, as is not infrequently the char-\\nacter of the occasions of college rebellions. It\\nwas the passing of the following rule Each ab-\\nsence from any recitation, whether at the begin-\\nning of or during the term, whether excused or\\nunexcused, will count as zero in the record of stand-\\ning. In cases, however, in which attendance shall\\nbe shown by the student to have been impossible,\\neach officer shall have the option of allowing the\\nrecitation to be made up at such time as he shall\\nappoint and no mark shall be given to such reci-\\ntation, unless it shall amount to a substantial per-\\nformance of the work omitted.\\nTo this rule the students took the most serious\\n125", "height": "3192", "width": "1954", "jp2-path": "collegeadministr01thwi_0143.jp2"}, "144": {"fulltext": "The Government of SttLdents\\noif ense, and presently the entire college assembled,\\nadopted the following preamble and resolutions\\nWhereas, The Faculty of Williams College have im-\\nposed upon us, students of said college, a rule that Each\\nabsence from any recitation, whether at the beginning of\\nor during the term, whether excused or unexcused, will\\ncount as zero in the record of standing. In cases, how-\\never, in which attendance shall be shown to have been\\nimpossible, each officer shall have the option of allowing\\nthe recitation to be made up at such time as he shall ap-\\npoint and no mark shall be given to such recitation, un-\\nless it shall amount to a substantial performance of the\\nwork omitted and\\nWhereas, We, students of said Williams College, re-\\ngard the imposition of this rule as a blow aimed at our\\npersonal honor and manhood and\\nWhereas, Our petition presented to the Faculty of said\\nWilliams College, November 6, 1868, for the repeal of the\\nabove-mentioned rule, has been disregarded therefore\\nEesolved, That we, students of said Williams College,\\ndeclare our connection with said college to cease from\\nthis date, until the authorities of said college shall repeal\\nthe above-mentioned rule.\\nThe following resolution was also unanimously\\nadopted\\nResolved, That we, as a body of young men, agree to\\nremain in this neighborhood, and abstain from all ob-\\njectionable conduct, until the final settlement of our\\ndifficulties.\\nPresently the Faculty made a statement through\\nthe newspapers and also a statement to the parents\\nof each of the students.\\n126", "height": "3192", "width": "2132", "jp2-path": "collegeadministr01thwi_0144.jp2"}, "145": {"fulltext": "The Government of Students\\nDr. Hopkins at once set himself to removing the\\nantagonism. In the first place, he made clear to\\nthe students that their resolutions declaring their\\nconnection with the college at an end was not\\ntenable. No student could thus dissolve his asso-\\nciation with the college. The students were there-\\nfore members of Williams College. He also made\\nit clear that the Faculty rules the institution, and\\nthat they must rule it, and that any combination\\nagainst its authority was contradictory to the\\npledge which each man made at his matriculation.\\nPresident Hopkins also, through personal inter-\\nviews with students, made it appear that certain\\nelements of the resolution to which they objected\\ndid not have his approval. This statement pos-\\nsibly had great influence with the students. In\\nthis rebellion, as in all rebellions, time gave oppor-\\ntunity for receiving letters from home. These\\nletters are usually if not invariably in favor of\\nthe students obeying the rules and heeding the\\nrequests of the college of cers. Presently an im-\\npression began to prevail in the college among\\nsome of the men that they had made a mistake in\\nresisting the rule. Soon regular recitations were\\nappointed, and the students found themselves in\\nattendance. The rule was afterward modified\\nslightly, and, be it said, not a student left the col-\\nlege because of the adoption of the rule itself.\\nAfter five days of interruption order was restored.^\\nThe rebellion has now quite wholly disappeared\\nfrom the ordinary life of the American college for\\n1 Carter, Mark Hopkins, pp. 79-98.\\n127", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0145.jp2"}, "146": {"fulltext": "The Government of Students\\nthe conditions out of which the rebellion usually\\ngrows have, on the whole, been eliminated. The\\nbody of the teachers and the body of the students\\ndo not now stand, as they stood sixty years ago,\\nat points of antagonism. The Faculty of a college\\nis usually eager to suffer as few points of collision\\nas possible between themselves and the students.\\nThe college laws have also become far less numer-\\nous and far less personal than of old. The general\\ncollege law is that each man shall be a gentleman.\\nIf he prove himself not to be a gentleman, he is\\nusually asked to retire from the college. The col-\\nlege officers, also, are more inclined to put them-\\nselves in the place of the student. They have\\nbecome sympathetic with the great undergraduate\\nbody. This oneness of heart is illustrated in the\\nreply made by one who is now a college President\\nto the question whether he would accept a college\\npresidency. I will accept, he said, if you let me\\ngo in swimming with the boys every day. College\\nofficers feel that the interests of the students\\na,re their own interests. Therefore, if laws either\\nscholastic or personal are made, explanations re-\\ngarding the reasons for making these laws and\\nalso regarding their nature are easily and naturally\\nsuggested to the students. The rights of the stu-\\ndents, natural or prescribed, are more honored.\\nIt is possible that rebellions will still spring up\\nin American colleges. They arise out of conditions\\nwhich occasionally may obtain, in case college\\nofficers are not wise, or in case students are un-\\nreasonable. But the conditions are exceptional\\n128", "height": "3185", "width": "2105", "jp2-path": "collegeadministr01thwi_0146.jp2"}, "147": {"fulltext": "The Government of Students\\nand rare in which, in a well-constituted and well-\\ngoverned American college, a general rebellion of\\nthe students against the order and discipline of the\\ncollege is possible.\\nFor the government of the students in American\\ncolleges has undergone a revolution in the last half-\\ncentury. Students are no longer made the objects\\nof such inquisitorial investigations as were the\\nearlier students at Princeton or at Harvard. As\\nthese inquisitorial investigations have lessened, the\\nstudents themselves have responded to the greater\\ntrust reposed in themselves. The American col-\\nlege community is now as orderly a part of the\\ncommunity, under common conditions, as it could\\nbe expected to be. The men themselves are\u00e2\u0080\u0094 with\\noccasional lapses, be it said as self-respecting as\\nany part of the whole community.\\nThe cause of these changes is manifest. The\\ncause most evident, although not the most funda-\\nmental, is the change in the methods of the college\\nofficers in treating the students. These changes in\\nmethod are best set forth in the address which\\nPresident Nott of Union College made on the oc-\\ncasion of the celebration of the semi-centennial of\\nhis becoming President. These changes are also\\nillustrated in his own career as an executive in\\nUnion College. In the first years of this century\\nin the government of Union College, the Faculty\\nmet as a court, summoned offenders, examined wit-\\nnesses, and passed judgments with all the formality\\nof a civil tribunal. Such a method President Nott\\nfelt was wrong in principle and unwise in method.\\n9 129", "height": "3192", "width": "1972", "jp2-path": "collegeadministr01thwi_0147.jp2"}, "148": {"fulltext": "The Government of Students\\nOnce one of the professors came to an issue with\\none of the students on so simple a question as the\\nright of the student to illuminate his room on a\\nspecial occasion. The student would not accede to\\nthe wish of the professor, and he was accordingly\\nexpelled. The father of the boy appealed to the\\nBoard of Trustees to set aside the sentence, and\\nafter a discussion of half a year, with many accom-\\npanying disturbances, the student was restored to\\nhis place in the college. It was at this time Presi-\\ndent Nott determined that such methods should\\ncease. He decided to adjust the government of the\\ncollege to the age, temperament, and conditions of\\nthe students. Whenever any student was found\\noffending in conduct or delinquent in his studies,\\nhe was treated as a child would be treated by his\\nfather in similar conditions. His most intimate\\ncompanions were urged to take an interest in his\\nwelfare if he were a member of a society, that so-\\nciety was asked to bring all its influence to bear\\nupon him. Moral and religious interests, sense of\\nhonor, were the motives and conditions that were\\nused to aid students to be gentlemen. It is prob-\\nable that President Nott has had a larger and more\\nrenowned success in managing students for the\\nlarger part of his career than any other college\\nPresident has ever had. But the conditions\\nthat he found valuable throughout his conspicuous\\nand prolonged career represent the method that is\\nnow prevailing among American colleges.\\nTwo theories of the relation of the American col-\\nlege to its students do yet obtain. One theory is\\n130", "height": "3192", "width": "2132", "jp2-path": "collegeadministr01thwi_0148.jp2"}, "149": {"fulltext": "The Government of Students\\nthat the college is a family that the college officers\\nstand in the place of the parent, and the college\\nstudent in the place of the son. As becomes the\\nparent, it is therefore the duty of the college officer\\nto maintain watch and ward over each student.\\nThe college is not, of course, a family, but even\\nif it is not, in the opinion of those who believe\\nin this system, the results that are secured in\\nthe family should be secured in the college. In\\nthe place of any lack is substituted a system of\\nrules and regulations. These rules and regulations\\nare supposed to take the place in the college of\\nwhat the family gives through its various personal\\nministries. A second system of government is the\\nvery opposite of the domestic it is a system that\\nis distinguished by its want of government. The\\ncollege has no relation to the personal character or\\npersonal relations of the student; the college is\\nconcerned only with the giving of instruction,\\nas the student in his function of a student is\\nconcerned only with his capacity for receiving\\ninstruction.\\nThese two systems seldom exist in the naked and\\nbald form in which I outline them, but, as theories,\\nthey obtain to a greater or less extent. Between\\nthese two theories are to be found many practical\\nmodifications of them. The emphasis is sometimes\\nplaced upon the domestic side, and sometimes\\nupon the side of freedom and in the same college\\nat varying periods the emphasis varies.\\nIn the discussion of these correlated theories at\\nleast four questions emerge (1) Are American stu-\\n131", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0149.jp2"}, "150": {"fulltext": "The Government of Students\\ndents old enough to determine and to guide their\\nconduct (2) Should the college attempt to control\\nthe private and personal life of students? (3)\\nShould the college demand of students conduct\\nwhich their homes do not demand? And (4) is\\nthere any method by which even a small minority\\nof college students can be saved from going to the\\nbad?\\nThe age of men entering the ordinary American\\ncollege is now about eighteen and a half years. It\\nvaries, of course, in different colleges, and also in\\nthe same college at different periods. This age has\\nin the course of the present century increased.\\nThe average age of the members of the freshman\\nclass of Adelbert College of Western Eeserve Uni-\\nversity entering in the fall of 1899 was about nine-\\nteen. At the present time, however, through\\nbetter methods of education prevailing in the\\nsecondary schools, the age is in many colleges\\nlessening; but eighteen years and a half is still\\nthe average age of the collegian beginning his\\ncourse. Is a student, therefore, of an age from\\neighteen to twenty-two years sufficiently mature\\nto be left to himself in all matters of conduct? Is\\nhe fitted to work out his character without super-\\nvision or aid of any kind from the officers of the\\ncollege\\nIt is certainly true that some men are fitted to\\nperform this most serious and happy task; some\\nmen of these years are as mature as other men are\\nat thirty. At eighteen some boys have habits as\\nwell formed, both in point of the content of the\\n132", "height": "3241", "width": "2132", "jp2-path": "collegeadministr01thwi_0150.jp2"}, "151": {"fulltext": "The Government of Students\\nhabit and its fixedness, as others at the age of\\ntwenty-five. It is also true that certain boys at\\nthe age of eighteen and twenty are as unformed in\\nrespect to the fixed application of principles to\\nconduct as others may be at fifteen or even twelve.\\nA friend of mine writes to me, saying In general,\\nCollege did not do its duty by me. It took me\\nat sixteen out of a quiet home in a remote town,\\nand gave me no affectionate personal supervision\\nof the older-brotherly sort, and not even effective\\nsurveillance of the schoolmaster kind. I think the\\nactive, personal interest then of a good college\\nprofessor might have expedited my eventual de-\\nvelopment at least five years. My own and my\\nfriend s principles were not established we squan-\\ndered time atrociously, though not in vice, beyond\\nwhist and a little beer had no regular habits in\\nwork and in play and, in general, were negligent\\nand neglected children. The man who now writes\\nthese words is a conspicuous author, and he writes\\nthem after more than twenty years absence from\\nthe college in which he was a student. Another,\\nwho also was a student in the same college and at\\nthe same time, writes The average student in\\nmy day was quite as much controlled by principle\\nas the average man of the world more under such\\ncontrol, I think. I doubt if more stringent regu-\\nlations than existed would have secured better\\nresults.\\nThe degree of maturity which is found in college\\nstudents depends to a large extent upon whether\\nthey were fitted in high schools and lived in their\\n^33", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0151.jp2"}, "152": {"fulltext": "The Government of Students\\nown homes during the time of preparation, or\\nwhether they were fitted in academies away from\\ntheir homes. In certain colleges a large propor-\\ntion of the students come from high schools in\\nother colleges a large percentage come from acade-\\nmies which are in corporate association with the\\ncolleges themselves and in other colleges a large\\nproportion come from independent academies. In\\nthe twenty years between 1866 and 1885 there\\nentered Harvard College from the public schools\\nabout twenty-nine per cent, of the members of\\neach freshman class: from 1866 to 1869 it was\\nthirty per cent.; from 1870 to 1873, thirty-three\\nper cent. from 1874 to 1877, twenty-nine per\\ncent. from 1878 to 1881, thirty-one per cent.\\nand from 1882 to 1885, twenty-six per cent.\\nAbout the same proportion entered from endowed\\nschools, such as the Phillips academies, and the\\nbalance from private tuition and from other col-\\nleges. Students who enter our colleges from en-\\ndowed schools are usually fitted to regulate their\\nown conduct, but those who find their first absence\\nfrom home contemporaneous with their entrance\\nto college who, in other words, while pursuing\\ntheir preparatory course live at home should not\\nat once be given absolute and entire freedom or, if\\nthis is given to them, it should be given to them\\nunder such personal or semi-official conditions as\\nto cause them to feel the restraining inspiration of\\nfriendship. Every man who enters Yale College\\nat once feels the difference in maturity between his\\nclassmates who enter from the Hopkins Grrammar\\n134", "height": "3247", "width": "2140", "jp2-path": "collegeadministr01thwi_0152.jp2"}, "153": {"fulltext": "The Government of Students\\nSchool and those who come from Andover and\\nExeter. The truth, therefore, seems to be that\\nsome boys are old enough on entering college to\\nbe left to themselves, and some boys are not. The\\ngeneral truth is that those who enter college are\\nneither boys, as some say they are, nor are they\\nmen, as others also affirm, but that they are young\\nmen: certain characteristics of boyhood still are\\ntheirs, and certain characteristics of manhood are\\nalso theirs; from the condition of boyhood they\\nrapidly emerge, and as fast enter the condition of\\nmanhood.\\nIt becomes evident, therefore, that in certain\\ncases it is the right, even if not the duty, for the\\ncollege to control the private life of students. It\\nis also evident that in certain cases it is not expe-\\ndient for the college to attempt any such direction.\\nBut it may be safely said that the college as a\\ncollege is deeply interested in the private life of\\neach of its students, for the college desires that\\neach student shall secure the noblest, richest, and\\nbest results from his college course. Therefore\\nnothing can be foreign to the interest of the college\\nwhich concerns the interest of its students. The\\nonly question for the college to consider is the\\ngeneral question, by what ways and means can it\\nbest influence the private life of each man who is\\ncommitted to it for four years It may be said, I\\nthink, that students at once are rebellious against\\nthe control of their private life by the college au-\\nthorities, and are also hospitable to all general\\ninfluences of the college that look to the formation\\nU5", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0153.jp2"}, "154": {"fulltext": "The Government of Students\\nof their best character. Students wish to be helped\\nstudents do not wish to be commanded; they are\\nopen to influence and not to control; personality\\nrather than law represents the wise method.\\nNot a few American colleges are subject to a\\ndifficult condition in respect to the control of their\\nstudents. American education has not as yet fully\\nand exactly articulated itself. In most, but not\\nall, of the universities which attempt to give grad-\\nuate instruction, the department of graduate in-\\nstruction and the undergraduate department are\\nvery closely related. Graduate students are usu-\\nally found in undergraduate classes, and certain\\nundergraduate students are frequently found in\\nclasses designed primarily for graduates them-\\nselves. This condition obtains both in Cambridge\\nand in New Haven. On the other hand, most\\nAmerican colleges have in very close association\\nwith themselves a preparatory department. Even\\nif there be a formal division made between the\\nwork of these two departments, the same general\\ninfluences control the students of both depart-\\nments. Frequently, too, the students in the two\\ndepartments recite in the same classes. Graduate\\nstudents represent a degree of maturity and worthy\\nself -direction which undergraduates do not possess,\\nand undergraduate students represent a degree of\\nself-control which preparatory students can lay no\\nclaim to. When these two classes of students, the\\ngraduate and the undergraduate, are placed under\\nthe same general conditions, it is difficult to subject\\nthem to the same general control, and also, when\\n136", "height": "3229", "width": "2125", "jp2-path": "collegeadministr01thwi_0154.jp2"}, "155": {"fulltext": "The Government of Students\\nundergraduate students and preparatory students\\nare found to be in the same institution, it is dif-\\nficult to ask them to obey the same set of rules.\\nBut the necessity is laid upon the officers of insti-\\ntutions which are thus placed with these duplex\\nrelationships to ask students of varying degrees of\\nmaturity and of immaturity to submit to the same\\ngoverning principles and methods. The fact is\\nthat those principles and methods which are fitted\\nfor the less mature set of students are those which\\nought to prevail. College authorities usually think\\nit is better to subject undergraduate students to\\nthe same conditions which preparatory students\\nought to submit to than to give to preparatory\\nstudents that freedom which undergraduate stu-\\ndents may properly enjoy. With the increasing\\ndifferentiation prevailing in American education,\\nthis difficulty, however, is sure to lessen.\\nAt once I wish to say that the best method of\\nguiding the personal morals of a student is through\\nmaking constant and severe intellectual demands\\nupon him hard work is an enemy to easy morals.\\nProfessional schools attempt only indirectly to in-\\nfluence the personal character of their students, but\\nthe officers of such schools usually believe that the\\nmost effective method of aiding the students to\\nmaintain uprightness in conduct is by maintaining\\nhigh scholastic standards. Such a method should\\ncontrol in the undergraduate college. The man\\nwho works hard in college, who is required to de-\\nvote eight or ten hours a day to the performance\\nof his academic tasks, has usually little time for\\n137", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0155.jp2"}, "156": {"fulltext": "The Government of students\\nevil indulgences, or, if he have time, has little\\nstrength, or, if he have strength, has little incli-\\nnation and the man who lacks time, strength, and\\ninclination for base indulgences is quite sure of\\nbeing free from them. The question of whether\\nattendance upon recitations shall be voluntary, or\\nwhether the set of rules in a college shall be strict\\nor exact, is a minor question in relation to the\\nnecessity of making severe intellectual require-\\nments.\\nIn addition to the aid which the necessity of hard\\nwork gives in the securing of fine personal morality,\\nevery college should recognize that the personal\\nrelation of professors to students and the great\\nstudent body is of primary value. The impor-\\ntance of this relation is becoming more and more\\nconspicuous; the so-called Advisers at Har-\\nvard represent and embody this method. The\\nnickname of nurses, which is given among\\nthe students to advisers, embodies in essence the\\nidea of the personal relationship. One of the of-\\nficers of the college writes to me in reference to this\\nsystem, saying The more I see of personal work\\namong students the greater I believe its power\\nto be. The only drawback is the shortness of life\\nand the necessity that an instructor should have\\nsome time for study. The first duty of the teacher\\nm the American college is to teach; the second\\nduty of the professor in the American college is to\\nteach; failure in teaching is fundamental, but,\\nwhen the professor has taught, he has not finished\\nhis duty he is still to give himself to his students\\n138", "height": "3237", "width": "2135", "jp2-path": "collegeadministr01thwi_0156.jp2"}, "157": {"fulltext": "The Government of Students\\nin such, ways as lie deems fitting as a person in\\norder to help them to become better persons.\\nAs a part of this general relationship of the col-\\nlege the relation of the students to each other\\nis not to be so easily passed over, as it has often\\nbeen, for older students may be of the greatest\\nhelp to the younger. The influence of college stu-\\ndent over college student is frequently of greater\\nvalue than the influence of college professor over\\ncollege student. We recognize the value of influ-\\nence toward evil the value of the influence of the\\nstudent toward good may be equally strong. Stu-\\ndents, like professors, who have the qualities of a\\nstrong personality united with tact, patience, and\\nenthusiasm, may be of the utmost worth in helping\\ntheir associates to the best life.\\nCollege officers themselves, as well as graduates\\nof many years standing, believe that it is com-\\nparatively useless to attempt to control by rules\\nand regulations the conduct of college students;\\nbut it is evident that through personal influence\\nthey may control the conduct and form the char-\\nacter of students. Upon this point I have recently\\nread scores of letters from graduates of long stand-\\ning and from college officers. One of them, the\\nchairman of the Faculty of an old and conspicuous\\nuniversity, says:\\nIn my college days, which were passed at Hampden\\nSidney College, Virginia, and at the University from\\n1868 to 1873, the control exercised by the officers of dis-\\ncipline was mainly through influence rather than through\\nU9", "height": "3185", "width": "1969", "jp2-path": "collegeadministr01thwi_0157.jp2"}, "158": {"fulltext": "The Government of Students\\nauthority. There was never any espionage, but we were\\ntrusted to do what we knew to be right, and the sole effec-\\ntive cheek upon bad habits was found in the test offered\\nby the college work.\\nI believed then, and believe now, that it is not only\\nwise but necessary to leave the college student to govern\\nhimself. Some will fall into error, some into vice, but it\\nis a time in the life of a young man when his character\\nneeds the very discipline that is offered by this reliance\\nupon his own powers of self-control. If at this period\\nstudents are kept under constant surveillance, their char-\\nacters are likely to be permanently distorted. All that\\ncan be done and ought to be done is to bring every salu-\\ntary and uplifting influence to bear upon the student life,\\nto offer legitimate and wholesome amusements as rivals\\nof those that are unhealthy and illicit, to encourage among\\nthe young men a feeling of personal pride and honor and\\nself-respecting uprightness, to establish a public opinion\\namong the students which frowns upon gross vice and all\\nforms of dishonorable action in other words, to make the\\ncollege career in this way a moral gymnastic, and create\\nout of the college student a worthy, honest, upright\\ncitizen.\\nAnother, a graduate of the University of Michi-\\ngan, and a lawyer, writes\\nIt was my fortune to spend two years in a New Eng-\\nland college having about two hundred students, and to\\nenter Michigan University at the beginning of my junior\\nyear. At the former institution students were subjected\\nto a close watch\u00e2\u0080\u0094 tutors and professors rooming in the\\nsame dormitories with the pupils, the attendance upon\\nchapel and church being reported by monitors. Notwith-\\nstanding this oversight, or on account of it, no opportu-\\n140", "height": "3235", "width": "2139", "jp2-path": "collegeadministr01thwi_0158.jp2"}, "159": {"fulltext": "The Government of Students\\nnity was lost on the part of tlie boys of giving vent to\\ntheir animal spirits. Half-dressed attendance at early\\nchapel, and summer nights made hideous by the horn-\\nblowing of ghost-clad boys on the roofs of the dormi-\\ntories, together with the dangerous practice of hazing,\\noften accompanied by a rain of stones like a hail-storm,\\ndemolishing scores of panes of glass, remain as vivid pic-\\ntures in my mental gallery.\\nUpon entering the University of Michigan I found\\nthere were no dormitories the marking system had been\\nabolished; there were no class honors or rivalries for\\nprizes. But what was entirely new to me was an intel-\\nlectual atmosphere and the spirit of earnest work that\\npervaded the university town, and this gives me an op-\\nportunity to write, in a general way, upon the govern-\\nment of college students.\\nOur President and Faculty succeeded in interesting the\\nstudents in their work the numbers were large, and there\\nwas a strong current in the direction of earnest appli-\\ncation which seemed to carry every one with it. A num-\\nber of our professors were making discoveries and original\\ninvestigations, and were publishing books upon their vari-\\nous specialties. The works on spherical trigonometry\\nand calculus that were afterward published by Professor\\nOlney were used in manuscript in our class and in the\\nform of lectures. It is unnecessary to say that there\\nwere no ponies or diminutive books on shirt-cuffs. Pro-\\nfessor Watson was frequently bagging an asteroid.\\nProfessor Cocker s Christianity and Greek Philosophy\\nwas just out, and placed as a text-book in the hands of the\\nsenior class, and Cooley s Constitutional Limitations\\nwas giving him and the University a name on both sides of\\nthe ocean. In other words, the University was not con-\\nducted as a military post, where boys were instructed to do\\nsome definite things and continually warned not to do other\\n141", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0159.jp2"}, "160": {"fulltext": "The Government of Students\\nspecific things, but all alike, Faculty and students, seemed\\nto be under the same law and striving for a common ob-\\nject. The moral as well as the intellectual life of the\\nstudents was on a much higher plane than at the college\\nwhich was governed by stricter rules.\\nAnother, a physician in St. Paul, writes\\nLast summer I was in Cambridge for a week I roomed\\nin the college buildings and took my meals in Memo-\\nrial Hall. It was the week of Class Day, when nearly aU\\nthe college students had finished their college duties j and\\nif the devil finds work for idle hands, here was a first-\\nclass opportunity. During that week I failed to see a\\nsingle act that the most critical observer could censure.\\nA few days later I was for a few hours at another insti-\\ntution, noted for its strictness, and I confess I saw a good\\ndeal of rowdyism. Harvard has practically no laws the\\nother has a statute-book full of them. I think I may be\\nregarded as an impartial observer, for I am not a gradu-\\nate of either of the colleges that I have mentioned.\\nSuch, testimonies I might greatly multiply, but\\nall such testimonies would be evidence to prove\\nthis point that it is useless for the American\\ncollege to attempt to control conduct by rules it\\nis worse than useless and, further, it is of abound-\\ning value in the American college to attempt to\\ncontrol conduct and to form character through\\npersonal relationships and through the necessity\\nof hard work.\\nA further question arising out of the general\\nsubject relates to whether the college has the right\\nto demand personal conduct of students which the\\n142", "height": "3233", "width": "2155", "jp2-path": "collegeadministr01thwi_0160.jp2"}, "161": {"fulltext": "The Government of Students\\nhomes from which students come, and to which\\nthey still belong, though in college, do not demand.\\nIt may be at once said that the college has the\\nright, abstract and absolute, to make any demand\\nwhich it sees fit to make. The college is usually\\na private corporation, although in certain large\\nrelations it is a public trust, and therefore it may\\ndo whatsoever seemeth to itself good. But a col-\\nlege never interprets its rights in such a hard-and-\\nfast way. It holds its powers in trust for the\\npeople, and it wishes to use its powers so that\\nthe good of the people may be promoted. Yet the\\npresident of one college writes to me defining the\\nright of the college to exact from students, in\\nthe matter of drinking, for instance, conduct not\\nrequired in their homes, on the grounds (1) that a\\ncollege ought to have a higher standard of life\\nthan many homes; (2) that college life is beset\\nby special temptations; and (3) that in their\\nhomes young men are surrounded by older friends\\nand little children. They are to be compared to\\ngrains of powder scattered through a barrel of\\nsawdust, and in college the inflammable material\\nis sifted out from the community and put by it-\\nself, so that special vigilance is required to prevent\\nexcess. A graduate of Amherst, himself a distin-\\nguished clergyman of the Congregational Church,\\nwrites No college can afford to lower its moral\\nrequirements to please anybody, and it cannot\\nafford to imperil its students by allowing any who\\nfollowed evil practices at home to indulge in them\\nduring their college life. Another graduate also\\n143", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0161.jp2"}, "162": {"fulltext": "The Government of Students\\nwrites in a bold spirit that the college has the\\nright to demand of students, in the matter of\\ndrinking, for instance, conduct not required in the\\nhome, if the college has, or proposes to have, any\\ncharacter itself. If the student smokes, drinks, or\\nswears at home, a fortiori, he ought to be taught\\nbetter in college. A professor in a New England\\ncollege says\\nI think the deterioration in college life is due to the\\nchange in the commnnity. Cards and spreads were not\\ncountenanced in old times, and the same was true of danc-\\ning, smoking, and social evils. I believe cards hurt our\\nstudents worse than aU else put together, but even the\\nministers of to-day are experts at whist, certainly the pro-\\nfessors. The country is wealthy, and it is the rich people\\nthat bring these evils upon us. It is not that I consider\\ncards, dancing, and smoking wrong, but they take away\\ninterest in study. You cannot prohibit them you must\\nrely upon moral suasion. Do not appoint professors who\\nthink more of these things than of their studies. En-\\ncourage Y. M. C. A. and healthful exercise.\\nAnother graduate, who is at the head of one of\\nthe missionary boards of one of the great churches,\\nsays:\\nIf the conduct of a student is such as to affect unhap-\\npily the character of the college, I should say that the\\ncoUege had the right by all means to exact from that\\nstudent different conduct, whatever his home life may be.\\nI feel that our colleges should show a life and character\\nwith more sinew than can be found in a great many of\\nour homes.\\n144", "height": "3192", "width": "2125", "jp2-path": "collegeadministr01thwi_0162.jp2"}, "163": {"fulltext": "The Government of students\\nFurther testimoiiy is derived also frora another\\ngraduate of Amherst College, who is also at the\\nhead of one of the great home missionary organi-\\nzations\\nI should hold the opinion that the college has the right\\nto require of students conduct which may not be de-\\nmanded in their homes in so far as the welfare of the\\ncollege seems to demand it. There are habits which\\nmay be allowed in the home, with the home influences\\naround the boy, which may not be allowed with safety in\\ncollege when the boy is out from under the watch and\\ncare of parents.\\nBut, on the other side, it is said that colleges have\\nno right to exact from their students conduct which\\ntheir homes do not demand. The judge of the\\nProbate Court and Court of Insolvency of one of\\nthe large counties of Massachusetts writes\\nColleges should not exact total abstinence from drink-\\ning, smoking, card-playing, dancing, and other things not\\nwrong per se. The professor of hygiene may lecture on\\nthe evils of excess in any of these habits, but the coUege\\nshould not interfere unless such habits prevent the stu-\\ndent s attaining the minimum standard of scholarship\\nand deportment.\\nA professor in a divinity school says\\nI think that the college has the right to have its own\\nstandard of personal conduct, irrespective of the home\\nhabits of students but I should hesitate to make that a\\npunishable offense which in the best (morally best) society\\nwas looked upon as a thoroughly innocent indulgence.\\n10\\nH5", "height": "3177", "width": "1982", "jp2-path": "collegeadministr01thwi_0163.jp2"}, "164": {"fulltext": "The Government ofSUidents\\nThe expressed wish of a parent in such matters would\\nseem to be entitled to some consideration. When I was\\na member of the Faculty of Antioch College, under the\\npresidency of Horace Mann, the habit of profane swear-\\ning was made a bar to graduation, and card-playing by\\nthe students was prohibited but Mr. Mann attempted in\\ngeneral the maintenance of a higher ethical standard\\namong his students than has been thought feasible in\\nmost other colleges. It must be confessed that in these\\nefforts he was in no small degree successful.\\nA gentleman, himself able and distinguished, and\\nthe son and grandson of able and distinguished\\nstatesmen, writes upon this point, saying\\nAH the college has the right to exact from students\\nin the matter of drinking, for example, is a fair degree\\nof temperance and respect for the public. Exceptional\\ncases of disorder should be ruthlessly weeded out. Ex-\\ncept where these cases appear, the students should be\\nallowed to conduct themselves in such way as thej^ see fit.\\nA professor in an eminent law school says\\nCertain rules as to conduct, e.g., against the keeping\\nof wines or liquors in college rooms, may be permissible,\\nthough I think such prohibitions should be established\\nwith caution but I should think any attempt to denounce\\nas immoral practices which students have been in the\\nhabit of seeing indulged in by the persons whom they\\nmost respect in the community in which they have lived,\\nsuch as smoking, drinking, card-playing, however well\\nintended such denunciations be, would be pretty certain\\nto have an evil result.\\n146", "height": "3192", "width": "2120", "jp2-path": "collegeadministr01thwi_0164.jp2"}, "165": {"fulltext": "The Government of Students\\nAnd also a distinguished citizen of Boston, a short\\ntime before his death, wrote as follows\\nSeveral rules tending to good conduct, as, for example,\\nthe forbidding of the use of liquor in college rooms,\\nwould seem proper, as showing the opinion and influence\\nof the college on the subject, but in a general way one of\\nthe most important objects is to teach the students self-\\nrestraint and self-government rather than to make them\\ncorrect by compulsion. It has been discovered that stu-\\ndents entering from the most precise and closely regu-\\nlated schools are, in the largest proportion, wild when\\nthey get to college.\\nI have thus at length set forth opposite opinions\\nrespecting the right of the college to exact of stu-\\ndents methods of conduct which the home does not\\ndemand. The general question, the two sides of which\\nare thus represented through these testimonies, has\\nits quickest application to the question of the use\\nof liquors. Shall the college endeavor to promote\\ntotal abstinence among its students, or shall it en-\\ndeavor to promote temperance In other words,\\nshall it, through the practice of its officers, indi-\\ncate that it is well, if they so desire, for men to\\npartake temperately of liquor, or shall it, through\\nthe example and practice of its professors, indicate\\nthat total abstinence is the only rule for the high-\\nest type of self-respecting gentlemen to follow?\\nUpon this point I can have no question but that\\nthe best rule for the American college, through\\nthe person of its officers, to set is the example of\\ntotal abstinence. The primary reason for this\\n147", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0165.jp2"}, "166": {"fulltext": "The Government of Students\\njudgment lies in the fact that the reputation of a\\ncollege of the most temperate indulgence in liquor\\nby its officers hurts that college in the judgment\\nof a large body of the American people. That\\nthis reputation does hurt the college there can be\\nno doubt. Whether with reason or without rea-\\nson, many homes would decline to send their sons\\nto colleges which did possess this reputation. It is\\nthe duty of the officers of a college to see to it that\\nin every possible way the reputation of that col-\\nlege shall be of the worthiest.\\nI was riding, a little while ago, in the smoking-\\nroom of a car, when a distinguished gentleman, a\\nprofessor in a very conspicuous American college,\\ncoming into the smoking-room, began his cigar.\\nHe at once said to me, I suppose you do not object\\nto my smoking. Of course I replied in the nega-\\ntive. But he added, I suppose you do not smoke.\\nI also said I did not, and I inquired, I am inter-\\nested to know why you say, I suppose you do not\\nsmoke. His answer was, I think a college Pres-\\nident should not smoke. The reasons which would\\nlead my distinguished friend to the opinion that\\nthe college President should not smoke would also\\nlead him to think that the college President should\\nnot drink. Upon this simple ground of reputation\\ntotal abstinence should be the rule among the\\nofficers of a college.\\nBut upon this point a college may prefer to\\nmake its own choices. It may prefer to minis-\\nter only to those who do wish their children to\\nbe brought up in the temperate use of liquors.\\n148", "height": "3225", "width": "2133", "jp2-path": "collegeadministr01thwi_0166.jp2"}, "167": {"fulltext": "The Government of Students\\nA father is under no compulsion to send a son\\nto any one college. If he wish his boy to be\\nbrought up in the temperate use of liquor, it is\\nfitting for him to send his son to a college in\\nwhich the temperate use of liquor is advised.\\nLet him adjust his boy to the desired college condi-\\ntion, and let the college adjust itself to the desires\\nof parents. In one of our cities before the war\\nwas a church in which the minister was accustomed\\nto defend slave-holding. He at once made for\\nhimself a constituency, and the constituency sup-\\nported that minister. In the same way it may be\\nfitting, and much might be said in favor of the\\nproposition, for parents who wish their sons to be\\nbrought up in the temperate use of liquor to send\\nthem to a college in which this method is re-\\ngarded as the best method for the development of\\ncharacter.\\nI suppose it must be said that there is no method\\nby which every boy going to college can be saved\\nfrom evil. The Author of our being endeavors\\napparently in every possible way to save men from\\nsin. What the Author of our being has failed to\\ndo it is pretty certain the college cannot succeed in\\ndoing. In any system of moral government it is\\napparently true that some will make evil choices,\\nand must suffer the results of such choices. In\\nany system of college government it is probably\\ntrue that some will go to the bad but these results\\noccurring in the colleges do not at all militate\\nagainst a free and large treatment of individual\\nstudents. The divine Author of our being has\\n149", "height": "3185", "width": "2039", "jp2-path": "collegeadministr01thwi_0167.jp2"}, "168": {"fulltext": "The Government of Students\\nseen fit to give to us freedom of will and, to a\\ndegree, of action, although knowing in advance\\nthat some would abuse this freedom and would\\nsuffer evil consequences but, on the whole, it is\\napparently the rule to give to men freedom, though\\nknowing that freedom would be to some a very-\\nexpensive luxury, rather than to make all pup-\\npets under His control, even if no harm were to\\nresult through such direction. Let the American\\ncollege believe that its students come to its halls\\nwith high purposes, with characters directed to-\\nward righteousness, eager to learn the truth, sus-\\nceptible to personal influences, and willing to lend\\nthemselves to the best relationships of the college.\\nThe life that the students live in such an atmos-\\nphere is the best life itself, and is also the prepara-\\ntion for the best life.\\nWith each passing generation the freedom\\nbelonging to the American college student in-\\ncreases, and it ought to increase. This freedom\\nrepresents what is by common testimony an ap-\\nparent confession that the college students of to-\\nday are better men than the college students of\\nthirty and forty years ago. A professor in Johns\\nHopkins University, writing of his own college,\\nAmherst, says\\nCollege life nowadays seems to me more healthy than\\nit was in my student days. I ascribe the fact to the\\ngradual blending of student life with a larger social life,\\nwhich is always saner and sounder than that of monastic\\ncommunities and college halls, where young men are\\nthought to he secluded from the world. Old-time college\\n150", "height": "3192", "width": "2133", "jp2-path": "collegeadministr01thwi_0168.jp2"}, "169": {"fulltext": "The Government of Students\\nlife was barbaric and uncivilized compared witli that of\\nthe outside world. The sooner students are taught to be\\ncitizens and members of society the better it will be for\\ncolleges and for the country. I think the highest type\\nof education is to be found only in a city university,\\nwhere the student is in the world, but not of it. The\\ncountry college is perhaps better for boys and for ath-\\nletics, but country seclusion is by no means an ideal con-\\ndition for student morals.\\nA friend, writing to me of his college, says that\\nafter a careful observation of his own class he had\\ncome to the conclusion that eighty-five per cent,\\nof his classmates were morally clean. Twenty\\nyears ago I know that hardly fifty per cent, of the\\nmen in the senior class were morally clean. The\\nchange has been great and in every respect sal-\\nutary.\\nThe newspapers teem from time to time with\\nreports of the frolics and escapades or the deviltries\\nand sins and crimes of college boys. Such reports\\nare usually exaggerations, but it is to be at once\\nsaid that the personal morals of college men are\\nfar superior to the personal morals of any body of\\nyoung men of equal size outside of the college. A\\ndistinguished graduate of Harvard writes me,\\nsaying\\nThe moral tone of college life among the students in\\nmy day was, to the best of my judgment, distinctly better\\nthan the moral tone of young men of the same age out-\\nside of college walls. There were dissipated young men\\nthere then, as there are dissipated young men there now\\nbut the dissipation of young men outside the college walls\\n151", "height": "3145", "width": "1963", "jp2-path": "collegeadministr01thwi_0169.jp2"}, "170": {"fulltext": "The Government of Students\\nwaSj in. my judgment, distinctly lower, more vulgar, and\\nmore degrading than that of those inside them.\\nA professor in Iowa College says\\nAs a teacher during forty-five years, I must say that\\nthe average student is noticeably superior to the non-stu-\\ndent in life and in character. Were this not so I should\\nbe tempted to the most profound pessimism as it is,\\nhowever, I am able to indulge only in the most cheerful\\noptimism.\\nThe college man now represents the finest type of\\nyonng manhood. He will grow yet better with\\neach passing generation. Worthy freedom under\\nworthy conditions represents the best method and\\nagency.\\n152", "height": "3153", "width": "2125", "jp2-path": "collegeadministr01thwi_0170.jp2"}, "171": {"fulltext": "VI\\nFINANCIAL RELATIONS", "height": "3073", "width": "1953", "jp2-path": "collegeadministr01thwi_0171.jp2"}, "172": {"fulltext": "", "height": "3113", "width": "2124", "jp2-path": "collegeadministr01thwi_0172.jp2"}, "173": {"fulltext": "VI\\nFINANCIAL RELATIONS\\nI\\nAMOUNT OF ENDOWMENT\\nIN the United States are no less than twenty\\ncolleges, each having an income-producing\\nproperty of at least $1,000,000. Among these are\\nour two oldest colleges. Harvard, which has more\\nthan $10,000,000, and Yale, which has about\\n$5,000,000. Columbia has an amount of property,\\nlargely real, that brings an annual revenue of at\\nleast $425,000; Cornell has about $6,000,000; the\\nUniversity of Chicago has $8,000,000 or more and\\nJohns Hopkins has $3,000,000. The Northwestern\\nUniversity also has $3,000,000, and the University\\nof Pennsylvania somewhat more than $2,500,000;\\nWesleyan University of Middletown, Connecti-\\ncut, has more than $1,000,000, as also has Am-\\nherst, as well as Boston University; Rochester\\nUniversity has about $1,200,000 Tulane Univer-\\nsity of Louisiana is to be placed above the million\\nmark, as are also Western Reserve University of\\nOhio, and Brown University of Rhode Island.\\n155", "height": "3129", "width": "2039", "jp2-path": "collegeadministr01thwi_0173.jp2"}, "174": {"fulltext": "Financial Relations\\nBesides these, as the list is not complete, but repre-\\nsentative, several State universities are possessed\\nof either funds or an income assured by the State\\nrepresenting property of at least $1,000,000.\\nAmong the wealthier of these universities are\\nthose of California, of Michigan, of Wisconsin,\\nand of Minnesota. Of course the income-bearing\\nproperty of these and other colleges increases:\\nwhat is true of their property to-day will not be\\ntrue to-morrow.\\nThe wealth, which is either actually or poten-\\ntially possessed by several of these universities,\\nthat crown the educational system of their com-\\nmonwealths, is simply magnificent. It had its\\nfoundation in lands set aside for the support of\\neducation. Although certain parts of these public\\nlands were, in the early settlement of these States,\\nsold at a ridiculously low figure, yet, in the newer\\nStates, they are still held or have been sold at\\ngood prices.\\nIn the United States are about four hundred\\ncolleges reporting more or less fully to the National\\nBureau of Education. If, therefore, the number of\\ncolleges possessed of more than $1,000,000 each is\\nso small, it is evident that the vast majority of our\\ncolleges are poor. The number of colleges which\\nhave each less than $200,000 in interest-bearing\\nfunds is considerably larger than the number of\\nthose which have more than $200,000. The latest\\nreports show that all these colleges have at least\\n$150,000,000, whence they derive the income for\\ntheir support. It is made clear from the same\\n156", "height": "3192", "width": "2131", "jp2-path": "collegeadministr01thwi_0174.jp2"}, "175": {"fulltext": "Financial Relations\\nreports that, at the present time, the value of the\\ngrounds, buildings, and apparatus of these colleges\\nis another $150,000,000.\\nIt is of special interest to know in what forms\\nthis sum of $150,000,000 is invested. In presenting\\nthe facts I make use of reports sent to me from be-\\ntween one and two hundred of the representative\\ncolleges, and also of reports of presidents and\\ntreasurers of these colleges. From these reports I\\ninfer that at least four-fifths of all the productive\\nfunds of the colleges are invested in bonds and\\nmortgages. Few colleges, and a few only, have a\\npart of their endowment in stocks of any sort. A\\nfew of them, notably Columbia and Harvard, have\\ninvested largely in real estate. The facts as to\\ncertain representative colleges are illustrative.\\nCornell University has about $4,000,000 in bonds\\nand about $2,000,000 in mortgages; Wabash has\\nproperty of $362,000, of which $18,000 are in build-\\nings, $21,000 in bonds, $323,000 in mortgages the\\nUniversity of California has somewhat more than\\n$2,000,000, equally divided between bonds and\\nmortgages; Wesleyan University has $1,125,000,\\nof which $81,000 are in real estate, $260,000 in\\nbonds, $77,000 in stocks, $686,000 in mortgages;\\nof the $3,000,000 possessed by Northwestern Uni-\\nversity, $150,000 are represented in buildings,\\nbonds, and mortgages, and the balance is embodied\\nin lands and leases the property of the University\\nof Pennsylvania, more than $2,500,000, is divided\\ninto $357,000 in buildings, $514,000 in bonds,\\n$127,000 in stocks, $429,000 in mortgages, and the\\n157", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0175.jp2"}, "176": {"fulltext": "Financial Relations\\nremaining $1,000,000 is, as the treasurer describes,\\nin other values. Harvard s immense property\\nis changed in the forms of its investments more\\nfrequently than the property of many colleges;\\nbut of its ten or more millions, railroad bonds and\\nreal estate represent the larger share, the amount\\nof bonds exceeding the value of real estate. These\\nfigures are representative of general conditions,\\nfor changes are made every year and every month\\nin college as in other investments.\\nThe college has no right to run financial risks;\\nits funds are trust funds. Unlike certain other\\nlarge investors, too, the college regards regularity\\nin the receipt of its income as of extreme impor-\\ntance. Its expenses consist largely of the cost of\\ninstruction. The gentlemen who give instruction\\nare usually without other source of income than\\ntheir salaries. The man worth a million may in-\\nvest his million in bonds which may defer pay-\\nment of coupons five years without special\\ninconvenience to himself. The college worth a\\nmillion could not defer the interest of its bonds\\nfive years without disaster. Colleges cannot afford\\nto have their income depend upon commercial\\nfluctuations.\\nPresident Eliot was asked, some years ago, why\\nHarvard was putting so much money into real\\nestate in Boston. His reply was that though the\\nrate of income was low, about four per cent.,\\nand though the buildings were subjected to all\\nsorts of charges, yet the increase in value served\\nto make good, and more than good, the low rate\\n158", "height": "3192", "width": "2121", "jp2-path": "collegeadministr01thwi_0176.jp2"}, "177": {"fulltext": "Financial Relations\\nof income. Most colleges, however, have not seen\\nfit to secure real estate for the purpose of produc-\\ning an income. Real estate represents, for most\\ninstitutions, rather an annoying kind of invest-\\nment. Moreover, it cannot be denied that the in-\\ncome of most real estate is more or less contingent.\\nWe must grant, too, that the possibility of increase\\nin the value of real property carries along with\\nitself the possibility of decrease.\\nOn the whole, the securities which the colleges\\nown are the best of the second order of investments.\\nColleges have few United States and few State and\\nfew municipal bonds; but they do own large\\namounts of the best railroad bonds and of the\\nbonds of waterworks companies, somewhat also of\\nthe bonds of street-railways, and also small\\namounts of the bonds of the counties of Western\\nStates. As my eye runs down the list of securities\\nof Cornell University, for instance, I find a record\\nof county bonds in several Western States, as well\\nas railroad bonds, but county bonds seem to pre-\\ndominate. Turning to a college of quite a different\\nposition and history, Washington and Lee, in Vir-\\nginia, I find that, out of $628,000, $234,000 are\\ninvested in securities of the State of Virginia;\\nthat town and county bonds are represented by a\\nfew thousand dollars; and that railroads in the\\nSouth represent the larger part of the balance. A\\ncollege of a different environment and condition is\\nEochester University, New York. Of its $1,200,-\\n000, $335,000 are in railroad bonds.\\nThe real-estate mortgages which colleges own\\n159", "height": "3153", "width": "1959", "jp2-path": "collegeadministr01thwi_0177.jp2"}, "178": {"fulltext": "Financial Relations\\nrepresent, in my judgment, a better class of in-\\nvestments. These mortgages are, with certain\\nexceptions, placed usually on property in the\\nneighborhood of the college itself. The officers of\\nthe college, therefore, know the value of the secur-\\nity, and also the general responsibility of the\\nowner who gives the mortgage. If a college is sit-\\nuated in a city, its money is lent frequently on\\nreal property within the city itself. Adelbert Col-\\nlege, of Western Reserve University, lends money\\non notes secured by mortgages on property in the\\ncity of Cleveland, and it lends little or none on\\nproperty outside. If a college is located in a small\\ntown in a newer State of the West, it usually lends\\non the security offered by farms within a radius of\\nfifty miles. Carleton College, in Minnesota, lends\\non mortgages placed on farms near Northfield;\\nIowa on farms near Grinnell; Wabash on mort-\\ngages covering farms near Crawf ordsville and\\nOhio Wesleyan on mortgages on farms situated\\nnear Delaware.\\nThe New England colleges do not usually pos-\\nsess the advantage of lending money in large\\namounts at good rates on mortgages on property\\nlocated near by. Several of them have sent large\\namounts of money into the West, into Western\\ncities, and on to Western farms. Several of these\\ncolleges have made these ventures in the face of\\ngreat doubt on the part of their more conservative\\nTrustees. But the security offered in a State like\\nMinnesota may be as good as that offered in a\\nState as old as Massachusetts; and the security\\n160", "height": "3192", "width": "2100", "jp2-path": "collegeadministr01thwi_0178.jp2"}, "179": {"fulltext": "Financial Relations\\noffered througli business property in Minneapolis\\nmay be better than that offered through a farm in\\nMaine. The hinge of the whole matter is that the\\nagent who invests funds for a college should be a\\ngood judge of values, both material and personal.\\nA few colleges are known to me as having invested\\nheavily a few years ago in mortgages on Western\\nfarms. The principal of not a few of these loans\\nwas too large. These colleges, therefore, have\\nfound themselves in difficulties through a failure\\nof interest, and also through being obliged to pay\\nthe taxes on farms to save the farms from becom-\\ning absolutely lost and, alas it has proved to be\\nbetter in certain cases to lose the farms.\\nAmong the questions which I have asked four\\nhundred colleges is: Do you know of college\\nfunds impaired through bad investments or\\nthrough expenditure for current expenses With\\nonly a few exceptions, the answer has been an ab-\\nsolute negative. One college treasurer says: Of\\nrecent years our endowment funds have remained\\nintact. Another treasurer writes: We do not\\nuse college funds for current expenses, but have\\nmade some poor investments in Western lands.\\nAnother says Not to any extent. Another says\\nIn twenty-three years we have not impaired our\\nfunds through bad investments. We have used\\nvery little of the permanent fund for current ex-\\npenses. Although few colleges may be able to\\nreturn so good a report as comes from the Board\\nof Regents of the University of California, Ex-\\npenditures have never reached income we never\\n11 i6i", "height": "3161", "width": "1934", "jp2-path": "collegeadministr01thwi_0179.jp2"}, "180": {"fulltext": "Financial Relations\\nexpend money or create financial obligations unless\\nwe have the money on hand or assured, yet it is\\napparent that the funds of the American college\\nhave, on the whole, been well preserved.\\nIt is, therefore, just to infer that the great sum\\nof $150,000,000 intrusted to the American colleges\\nis invested well\u00e2\u0080\u0094 well in point of security, well,\\nalso, in point of income. This result is secured\\nthrough the ability of the colleges to call into their\\nservice the ablest financiers. The Trustees repre-\\nsent the best brain and the purest character.\\nHarvard College, the colleges in New York city,\\nthe colleges in Cleveland, the colleges in Chicago,\\nto go no farther West, have been able to retain\\nthe services of the best men in their communities.\\nThe financial management of the colleges in the\\nUnited States has, on the whole, been abler than\\nthe management of the banks of the United States.\\nThe University of California, for instance, never\\nmade a bad investment but once, and that of only\\n$22,000. We then, says a member of the Board\\nof Regents, bought bonds of that amount which\\nhad been pronounced good by the Supreme Court\\nof this State. The same bonds were subsequently\\npronounced unconstitutional by another Supreme\\nCourt. In a word, there is no investment so safe,\\nthere is no investment so certain of rendering the\\nservice which it is ordained to render, as money\\nintrusted to a well-established college.\\nThe American college is rich because of its en-\\nrichment made through its friends. It is only a\\nmoney-receiving institution, not a money-making\\n162", "height": "3225", "width": "2101", "jp2-path": "collegeadministr01thwi_0180.jp2"}, "181": {"fulltext": "Financial Relations\\nagency. Occasionally a college lias tried to make\\nmoney. In some instances the trial has resulted\\nfavorably, in other cases in loss. I now recall the\\ncase of a college, which, through the endeavor of\\na former President to make money by real-estate\\nspeculation, was driven to the brink of bank-\\nruptcy a condition from which it has gallantly\\nrecovered. The lottery was a very common form\\nof college beneficence in the early part of the cen-\\ntury. Nearly all colleges then existing received\\nmoney in this way. Stoughton Hall and Hol-\\nworthy, at Cambridge, were erected from the pro-\\nceeds of lotteries. In fact, a lottery for the benefit\\nof Harvard was established as early as 1745, and\\nanother in 1794 in the latter lottery the college\\nheld the lucky ticket and drew a prize of $10,000.\\nOn April 13, 1814, the legislature of the State of\\nNew York passed an act granting the following\\nsums to three colleges and a church: to Union\\nCollege $200,000, to Hamilton College $40,000, to\\nthe College of Physicians and Surgeons $30,000,\\nand to Asbury African Church, New York, $4000.\\nThe State made these grants on the basis of secur-\\ning these sums from the proceeds of lotteries.\\nThe colleges are usually obliged to spend all their\\nincome year by year. Cornell has a unique way of\\nreserving five per cent, of its estimated income of\\nthe coming year. If the year, when it is passed,\\nshow a surplus, the surplus goes into the fund\\navailable for the year yet to follow as excellent a\\nway as it is uncommon, and one quite certain of\\nresulting in the abolition of the too common deficit,\\n163", "height": "3153", "width": "1965", "jp2-path": "collegeadministr01thwi_0181.jp2"}, "182": {"fulltext": "Financial Relations\\nFor a deficit is common in the college budget. It\\nis usually not large it is usually, too, made up at\\nonce by Trustees and friends but it is common\\nalike in the college and the church. I find only\\noccasional instances in which the deficit is allowed\\nto stand. It is, one treasurer remarks, carried\\nover. But such carrying over is simply eating\\nup one s seed-corn, and such devouring cannot\\ncontinue long without disaster.\\nIncome is spent in two great forms that of in-\\nstruction and that of administration. The divi-\\nsion of expense between these two departments\\ndiffers largely in different colleges. In the Uni-\\nversity of California four-fifths of the income is\\ndevoted to instruction, one-fifth to administration\\nin Northwestern University seventy per cent, to\\ninstruction and thirty to administration. In the\\nUniversity of Michigan two-thirds goes to instruc-\\ntion, one-third to administration. These figures,\\ntaken from reports of college treasurers, may, how-\\never, represent different bases. It is a question,\\nfor instance, whether the salary of the President\\nwho gives a small amount of instruction, but whose\\nduties are also administrative, should be charged\\nto the account of instruction or of administration.\\nTreasurers also differ as to whether repairs and in-\\nsurance are included in administration. It would\\nbe hard to include them in the cost of instruction.\\nBut these figures are sufficient to show that the\\nlarge part of the income of each college is devoted\\nto securing instruction.\\nThe salaries paid in the college are usually low.\\n164", "height": "3192", "width": "2117", "jp2-path": "collegeadministr01thwi_0182.jp2"}, "183": {"fulltext": "Financial Relations\\nThere are iron-mills in this country whose entire\\nlaboring force is paid at an average rate quite as\\nhigh as that of the salaries paid by some of our\\ncolleges. The salary of the most highly paid\\nprofessors in American colleges considered in the\\naggregate is about two thousand dollars, and the\\nsalary of other professors about fifteen hundred\\ndollars. The average number of members in the\\nFaculty of American colleges, taking one hundred\\nand twenty-four colleges as a basis, is sixteen and\\none-half persons. These figures represent the\\npoint of the application of the largest part of the\\nincome of college funds. Two or three colleges are\\npaying to a few teachers salaries of seven thousand\\ndollars, and perhaps ten colleges are paying four\\nthousand dollars at least. The present tendency is\\ntoward an increase of the highest salaries and toward\\na decrease of the stipend of new instructors.\\nThe increase in the funds of American colleges\\nhas been exceedingly rapid within the lifetime of\\nthe older men now living. In the year 1830 the first\\nprinted statement of the finances of Yale College\\nwas made. At that time the total productive fund,\\nnot including land, amounted to only $30,856.26.\\nThere were liabilities standing against the college\\namounting to $13,000. The net total productive\\nfund of the college was, therefore, only $17,856.26.\\nThe total income from funds that year was\\n$2673.66. In 1831 the receipts from all sources,\\nincluding tuition, were $19,674.87; the expenses\\n1 The Pay of American College Professors, by President W. R.\\nHarper, in The Forum, Vol. XVI, p.l03.\\n165", "height": "3137", "width": "1959", "jp2-path": "collegeadministr01thwi_0183.jp2"}, "184": {"fulltext": "Financial Relations\\nwere $20,208.38. In 1832 the receipts increased to\\neight cents more than $20,000, and the expenses\\nincreased to $23,028.87. The income from funds\\nof 1832 was $2555.86. In 1879 the funds of the\\nacademical department had increased to $700,000,\\nthe funds of the theological department to\\nabout $300,000, of the Sheffield Scientific School\\nto $165,000, of the Medical to a little over $21,000,\\nand the University fund to a little over $230,000.\\nThe income from all sources for the year ending\\nJune 30, 1876, was over $300,000. In 1890 the\\nentire productive funds of Yale College had in-\\ncreased to an amount double that possessed in\\n1876, and since that time there have been great\\nadditions made, also, to its interest-bearing prop-\\nerty. These additions still continue, and will con-\\ntinue in enlarging sums. Harvard began to come\\ninto its wealth when it was far less old than Yale,\\nbut its riches in its first two centuries were rather\\npoverty than wealth. The amount of money given\\nto Harvard during the seventeenth century was\\n\u00c2\u00a36134 16s. 10c?. The amount of money given to\\nHarvard in the eighteenth century aggregated about\\n\u00c2\u00a327,000. In the year 1840 the whole amount of\\nthe productive funds of the college was $646,235.17,\\nand the entire income from all sources was $45,-\\n535.71. At the present time the annual income\\nfrom all sources of Harvard exceeds a million, and\\nthe addition annually made to its permanent funds\\nin recent years has also exceeded a million dollars.\\nBy the side of these statements it is fitting to\\nlay down statements as to the two great English", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0184.jp2"}, "185": {"fulltext": "Financial Relations\\nuniversities. The reports show that for the year\\nending with December, 1893, the income of the\\nUniversity of Oxford, apart from the colleges, was\\nalmost \u00c2\u00a366,000, and the income of her twenty col-\\nleges was \u00c2\u00a3439,606, ranging from \u00c2\u00a37192 at Hert-\\nford College, to nearly \u00c2\u00a360,000 at Magdalen College\\nand Christ Church an average of \u00c2\u00a321,980 to each\\ncollege. The income of the University of Cam-\\nbridge is not stated in the reports made to the\\nVice-Chancellor, but the income of her seventeen\\ncolleges was \u00c2\u00a3295,247, ranging from \u00c2\u00a34119 at Mag-\\ndalen College to \u00c2\u00a376,523 at Trinity an average\\nof \u00c2\u00a317,367 to each college. The income of the\\nwealthier colleges of these universities, drawn from\\nfunds, is far in excess of the income of the wealth-\\nier American colleges derived from the same\\nsource. The income of the less wealthy is about\\nthe same as that of the ordinary New England\\ncollege.^\\nThe Grerman university is more of a state insti-\\ntution than the English university. The govern-\\nment is directly pledged to its support. At least\\nthree Grerman universities, Leipzig, Heidelberg, and\\nGrreifswald, have property of their own, but the\\nlarger part draw their annual revenue from the\\ngovernmental chest. Professors are paid both from\\nthis fund and from the fees of students.\\nIt has long been the judgment of the writer that\\n1 These statements are based on Abstracts of the Accounts,\\npublished in the ease of Cambridge in the University Reporter,\\nand in the case of Oxford by the Clarendon Press and on compen-\\ndiums made by Professor B. A. Hinsdale of the University of\\nMichigan, and published in the University Record.\\n167", "height": "3161", "width": "1965", "jp2-path": "collegeadministr01thwi_0185.jp2"}, "186": {"fulltext": "Financial Relations\\nI colleges should publish each year, for distribution\\namong their constituents, a complete and detailed\\nstatement of their financial condition and rela-\\ntions. Colleges are public institutions. If the ma-\\njority of them are legally and technically private\\ncorporations, they essentially belong to the people.\\nThey appeal to the people for endowment and also\\nfor the privilege of offering instruction. They\\nhave no proper right to make an appeal for funds\\nto the people unless they exhibit to the people the\\nuse that they have made of funds already received.\\nIt cannot be doubted that such a public statement\\nwould tend to awaken public confidence in the\\nfinancial integrity and ability of the college. The\\nevil influence of occasional lapses is overcome by\\nthe generally excellent record of investment. Let\\nthe American college take the American people\\ninto its confidence, and it will find it much easier\\nto get hold of the American purse.\\nI venture to make a further suggestion as to the\\nmethod of investment. Among the questions\\nwhich I have asked the colleges is this: Are\\nfunds, given for certain specific purposes, in-\\nvested by themselves, or are all funds pooled in\\nI general investments, the bookkeeping showing\\n1 where specific funds belong Colleges range them-\\nselves on each side of the answer to this question.\\n3 Many colleges invest amounts given for specific\\npurposes by and of themselves but certain ones\\nI do pool all moneys, although the bookkeeping\\nshows where specific funds are. It certainly would\\nbe better, for certain reasons, to invest funds\\ni68", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0186.jp2"}, "187": {"fulltext": "Finaficial Relations\\ngiven for specific purposes by themselves for, in\\nthe course of centuries, funds that are thus put\\ninto one common box might fail of the specific\\npurpose for which they were intended. Such limi-\\ntations might occasionally result in less income,\\nbut they would result also, I think, in a larger de-\\ngree of confidence in the power of the American\\ncollege to keep its specific obligations. Yet funds\\ninvested separately run a greater risk of being\\ncompletely lost, for it is hard to conceive of the\\ngeneral endowment becoming seriously impaired,\\nbut it is easy to conceive that a single fund might\\nbe entirely lost.\\nII\\nOKIGIN AND CONDITIONS OF ENDOWMENT\\nOf the large amount of money which each year\\nis given by men in the cause of beneficence, only\\na very small share is the result of inheritance.\\nEvery dollar has usually been earned and saved by\\nthe giver of that dollar. If one should set down\\nthe names of fifty men who are distinguished for\\nworks of charity, not more than ten would be\\nfound to have inherited the larger part of the\\nwealth which they bestow. The reason is not far\\nto seek and is manifold. Inherited wealth usually\\nbrings along with itseK burdens. It inherits houses\\nin city and country which must be kept open, and\\nyachts which must be kept sailing, or at least in\\nrepair. It inherits dependents and dependencies\\n169", "height": "3121", "width": "1971", "jp2-path": "collegeadministr01thwi_0187.jp2"}, "188": {"fulltext": "Financial Relations\\nof various sorts which must be supported. It in-\\nherits a scale of expenditure which cannot easily\\nbe changed. Inherited wealth, too, is frequently\\ninvested in forms of property which make but a\\nsmall percentage of returns. Inherited wealth sel-\\ndom increases in that ratio in which it was origi-\\nnally made. The heir, too, of inherited wealth\\nmay not feel that freedom in the bestowal of it\\nwhich he would feel in the use of riches which he\\nhimself had created.\\nThe wealth which has founded and endowed col-\\nleges, which has built libraries and art museums,\\nwhich has established institutions for practical\\neducation, and hospitals for the sick, and parks for\\nthe strong, has been, and usually is, wealth which\\nits possessor and giver had himself made. An ex-\\nception is at once to be made in the case of women.\\nI have said that the large amount of the money\\nthat men give in beneficence is money which they\\nthemselves have saved, but the larger part of\\nwealth which women bestow in beneficence is\\nwealth which they themselves have inherited. As\\nsociety is now constituted women are not makers\\nof money, and as society is now constituted, and\\nis becoming more and more constituted, women\\nare the receivers and the givers of money. The\\nlarger part of the money which women are using\\nin beneficence is money which they have inherited\\nfrom their husbands or fathers. And, be it said,\\nfully one-third of the money that is given to-day\\nin charity or education is given by women.\\nWomen are becoming the possessors of great\\n170", "height": "3192", "width": "2109", "jp2-path": "collegeadministr01thwi_0188.jp2"}, "189": {"fulltext": "Financial Relations\\nproperty, and they are also becoming the great\\nbenefactors of humanity.\\nSome of the characteristics of the wealth that\\nhas been bestowed for public uses and for educa-\\ntional uses are significant.\\nIt is, of course, to be said that wealth given in\\nlarge amounts is given from wealth possessed in\\nlarge amounts. Great beneficences are drawn from\\ngreat fortunes. It is also to be said that these\\ngreat fortunes have been created in almost every\\none of the great commercial undertakings of the\\nmodern world. As one s eye runs over the list\\nit is found that the building and administration\\nof railways, the manufacture of lumber, of iron,\\nof cloths (cotton and woolen), of thread, of beer, of\\nsugar, of leather, of glue, of flour, the refining of\\noil, the packing of meat, and the sailing of ships\\nand the carrying of packages by express, repre-\\nsent the larger part of the processes by which these\\nfortunes have been made. Of all these and of the\\nother various forms of endeavor, railroads, lumber,\\niron, and oil represent the accumulations which\\nhave most largely contributed to human better-\\nment. They embody enterprises of many and\\ncomplex relationships. They require in their ad-\\nministration the highest qualities of human char-\\nacter. Soundness of judgment, foresight, boldness,\\nindependence of will, appreciation of public needs\\nand desires, and the power to make many and fre-\\nquently divergent interests converge to one su-\\npreme end, are elements of the mind required for\\nthe carrying forward of such great undertakings\\n171", "height": "3153", "width": "1955", "jp2-path": "collegeadministr01thwi_0189.jp2"}, "190": {"fulltext": "Financial Relations\\nas continental railroads, as immense iron-mines\\nand -foundries, and as the diverse and tremendous\\noperations in the lumber and oil industries. Trade\\nhas not proved to be so large a source of benefi-\\ncence as manufacturing, and, outside of two or\\nthree donations or bequests, the professions have\\nnot made large contributions of monej^- to human\\nbetterment. Possibly the business of banking\\nought to rank next to the kinds of business that\\nI have noted as being the largest sources of\\nbeneficence for banking has been, indirectly and\\ndirectly, a source of large income. Not a few of\\nthe benefactors who have made their homes in\\nBaltimore, and who laid the foundations of their\\nfortunes in shipping or mercantile pursuits, have\\nincreased their holdings through engaging in the\\nbusiness of banking. The banking business has\\ncontributed large amounts to Columbia University\\nand Drexel Institute, to Union Theological Sem-\\ninary, to Yale College and to Harvard. It is not\\nto be forgotten that Mr. Greorge Peabody, the\\nearliest of the general and great benefactors, made\\nhis large fortune largely in banking. The indus-\\ntries that have furnished large endowments are\\nthose of oil (to the University of Chicago and to\\nPratt Institute in Brooklyn), of lumber (to Cor-\\nnell), and that of iron (in the foundation of music-\\nhalls, art museums, and libraries which bear the\\nname of Carnegie). The sugar industry is the\\nsource of large beneficence to Columbia University\\nand the University of Pennsylvania. Mr. Payer-\\nweather made the millions which he gave to\\n172", "height": "3192", "width": "2112", "jp2-path": "collegeadministr01thwi_0190.jp2"}, "191": {"fulltext": "Financial Relations\\ntwenty and more institutions of learning in the\\nbusiness of tanning. Tlie making of reapers and\\nharvesters represents the financial foundation of\\nthe theological seminary in Chicago which bears\\nthe name of McCormick, and the gift of half a mil-\\nlion dollars to Northwestern University. Harvard\\nhas, in the middle part of the present century, and\\nagain more recently through the benefactions of\\nEdward Austin, received great gifts from the\\nChina and East India trade. In fact, in the earlier\\ndecades of the century, the China and East India\\ntrade was almost the only means for making great\\namounts of money, and the colleges, in common\\nwith ah charities, were beneficiaries of it. In the\\nlast half of the century the railroad has supplanted\\nthe ship as a means of making money both for its\\nowner and for the cause of charity. The railroad\\nhas been, on the whole, the source of the largest\\namount of beneficence.\\nThe great gifts to colleges have usually been\\nmade by those who are not themselves graduates\\nof colleges. In the former time most college gradu-\\nates entered the professions, and, therefore, were\\nnot in the way of securing fortunes sufficiently\\nample to warrant the bestowal of large sums in\\ncharity. In fact, the absence of college names is\\nrather significant. Although in the earlier time\\ncollege men were not money-makers, in the last\\nten or fifteen years they have been entering\\nkinds of business which are remunerative. From\\na third to a fifth of the graduates of our colleges\\nare now becoming members of the money-making\\n173", "height": "3153", "width": "1959", "jp2-path": "collegeadministr01thwi_0191.jp2"}, "192": {"fulltext": "Financial Relations\\ncallings. But it may be said that most of these\\ngraduates have not been long enough in business\\nto become benefactors. It will be interesting to\\nsee whether those who have been beneficiaries of\\nour colleges, coming to possess ample means of their\\nown, will themselves become benefactors. About\\none-half of the great benefactions which Har-\\nvard College has received in the last thirty years\\nhas been made by those who are its sons. But\\nthe simple fact is that at the present time the\\nnames which represent the largest benefactors of\\nthe colleges are the names of those who have arisen\\nfrom penury to the possession of large wealth.\\nNot long ago the founder of the University of\\nChicago was working in Cleveland for a salary of\\nfive hundred dollars. The builder of the library\\nfor one of the universities of Ohio said to me\\nthat he came to Cleveland with just a dollar in his\\npurse. Dr. D. K. Pearsons, who has given several\\nmillion dollars to a score of institutions from the\\nColumbia to the Connecticut, went into the West\\nwith hardly more than a bare competency. Has\\nnot Andrew Carnegie, too, told us of his working\\nfor a few dollars a week? Did not Mr. and Mrs.\\nWilliston of Easthampton begin by covering but-\\ntons by hand? With a spare suit of clothes and\\na few dollars in his pocket, Ezra Cornell entered\\nIthaca on foot, having walked from his father s\\nhouse, a distance of about forty miles.^ And\\nthe great associates of Cornell in the establish-\\nment of the university bearing his name were\\n1 Biography of Ezra Cornell, p. 45.\\n174", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0192.jp2"}, "193": {"fulltext": "Financial Relations\\nwith a single exception originally as poor in purse\\nas was he. It is to the men of the self-made type\\nthat the American college and all American char-\\nities are most deeply indebted. These benefactors\\nhave often expressed the thought that they had\\ngiven money to colleges in order that life might be\\neasier for boys and girls than it had been for them-\\nselves, and that the boys and girls of the future\\nmight have more worthy care than they them-\\nselves had enjoyed. The man who has had a col-\\nlege education appreciates it much. I sometimes\\nthink that a man who has not had a college educa-\\ntion appreciates it even more, and is therefore\\nwilling to do more in order that others may have\\nan education than the man who has himself en-\\njoyed it is willing to do.\\nThe mental and moral conditions out of which\\nhave been created great fortunes are the conditions\\nalso out of which have come the great gifts or be-\\nquests from these fortunes. If foresight and judg-\\nment and energy are required to make great\\namounts of money, foresight and judgment are no\\nless required in the worthy bestowal of large gifts.\\nJudge F. M. Finch, in making a memorial address\\non Henry Williams Sage, said: He learned his\\nlessons thoroughly: every man in his place and\\nevery duty at its time perfect method and rigor-\\nous system everywhere; the rule of a master,\\nkindly but resolute and unflinching; nothing too\\nsmall to be overlooked never an atom of waste in\\nany direction tireless industry utter devotion to\\nthe task in hand no pardon for laziness no en-\\n175", "height": "3145", "width": "2039", "jp2-path": "collegeadministr01thwi_0193.jp2"}, "194": {"fulltext": "Financial Relations\\ndurance of careless neglect every moment utilized,\\nand every hour brimmed with its work. That was\\nthe training which he had and the lesson of man-\\nhood that he learned. It left indelible marks upon\\nhis life, sure to show themselves in his after\\ncareer. Such qualities of vigor, alertness, can-\\ndor, foresight, and economy are the qualities ever\\nnecessary for the bestowing of wealth. The wise\\nman seldom gives in a hurry. If he does, he usu-\\nally lives to repent his haste. The wise man gives\\nwith large vision and exact knowledge of all con-\\nditions. I know of a gentleman who had deter-\\nmined to give away more than half a million\\ndollars in educational beneficence. His lawyer has\\nrecited to me the care that was taken in determin-\\ning the purposes for which the wealth should be\\ngiven, and, when the purposes had been deter-\\nmined, in selecting what agency should be chosen\\nto carry out the purposes. The charters of the\\ninstitutions, the laws of the States in which they\\nwere situated, the personality of the boards of\\ntrust, the methods followed by the boards of\\ntrust in the investment of funds these and simi-\\nlar matters were examined for a long time and\\nwith much care. It is known that for years previ-\\nous to the foundation of the University of Chi-\\ncago, the leaders of the Baptist Church in the\\nUnited States were questioning as to the best place\\nto establish a national university under the charge\\nof the Baptist Church. The choosing of Chicago\\n1 In Memory of Henry Williams Sage (published by Cornell\\nUniversity, 1898), p. 32.\\n176", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0194.jp2"}, "195": {"fulltext": "Financial Relations\\nwas the result of long and serious deliberation.\\nThe announcement of the great benefactions of\\nMr. D. B. Fay er weather was a surprise to the\\nwhole country, and even to his nearest neighbors\\nbut years previous to his death Mr. Fayerweather\\nhad consulted Dr. Roswell D. Hitchcock with ref-\\nerence to many of the colleges which he made his\\nbeneficiaries. America is distinguished for the\\npublic beneficence of its rich men but it is always\\nand clearly to be said that the rich men of America\\nwho give money to public uses usually give it with\\nthe same foresight and judgment in and through\\nwhich they have acquired the same wealth.\\nIt is also to be said that the beneficence to the\\nAmerican college or to any institution of public\\nwelfare is usually local. The largest part of the\\nmoney is given by men who live in the neighbor-\\nhood of the institution which is benefited. Most\\nof the money, except that bestowed by its great\\nbenefactor, given to the University of Chicago has\\ncome from Chicago. The largest part of the\\nmoney that has been received by Columbia in\\nrecent years has come from New York. The\\nlargest part of the money given to Harvard has\\ncome from Boston. The largest part of the money\\ngiven to Western Reserve and Adelbert has had\\nits source in Cleveland. It is significant that of\\nthe million and a third raised for the Sesquicenten-\\nnial Fund of Princeton not a single dollar is re-\\nported as having been given by anybody resident\\nin New England. The gifts to Leland Stanford\\nUniversity came, of course, from the gift of one\\n12 1^7", "height": "3153", "width": "1959", "jp2-path": "collegeadministr01thwi_0195.jp2"}, "196": {"fulltext": "Financial Relations\\nwho converted his home into a site for the uni-\\nversity and the beneficences of the University of\\nCalifornia have come quite largely from those liv-\\ning in or near San Francisco. Of course there are\\nexceptions to this rule as to the local character of\\nbeneficences. These exceptions are usually found\\nin the cases of the new mission colleges. Colleges\\nfounded in the new States or in new cities must\\nsecure their endowment from the old States and\\nthe older cities. The newer parts of the country\\ndraw upon the older for capital quite as much for\\nbeneficence as for the equipping of farms, the\\nbuilding of blocks, and the establishing of factories.\\nThe motives which lead to educational or other\\nbeneficence are, of course, manifold. There are\\ngeneral motives, and there are special and specific\\nmotives.\\nThe general motives are summed up in the one\\nphrase\u00e2\u0080\u0094 the desire to do good and possibly this mo-\\ntive is the one which moves the largest number of\\ngivers. The individual desires to give away some\\nmoney in order to do good, and to him the chief\\nquestion is to whom or to what shall he trust his\\nfunds. For we are never to forget that money is,\\nin a sense, one s outer self. It represents the brain\\nand the heart and the life of the possessor and of the\\nbestower. Money takes on intellectual and moral\\ncharacter. It is the microcosm of the modern\\nworld. If it came out of brain, it buys brain if it is\\nthe result of character, it trains character if it rep-\\nresents enthusiasm, pluck, economy, temperance,\\nit trains these qualities. It is a sign and symbol\\n178", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0196.jp2"}, "197": {"fulltext": "Financial Relations\\nof civilization. He who has it has the power of\\ncreating civihzation and of enhancing the value of\\ncivilization through its bestowal. If what one of\\nthe Biblical writers says, that the love of money\\nis the root of all evil, is true, it is also true that\\nthe use of money is a root of good.\\nIn addition to the general motive, special ones\\nare of constant force. The memorial motive is\\nfrequent and significant. In not a few cases the\\nmemorial purpose has been chief in the mind of\\nthe giver. In other instances it has been to him\\nquite unconscious, but those whom he has made\\ntrustees of his beneficence have recognized the\\nmemorial purposes. Three colleges of Maine\\nbear the names of early benefactors or founders,\\nand the name of one of these colleges was changed\\nfrom the name of the place of its location to the\\nname of its great benefactor Colby. Dartmouth,\\nWilliams, Brown, Smith, as well as Harvard and\\nYale, bear into the future the names either of their\\nfounders or of those who were intimately asso-\\nciated with the building of the colleges. Most col-\\nleges are named either after the places of their\\nlocation or after their chief benefactors. Either\\ndesignation is fitting.\\nA college in asking that the name of its great\\nbenefactor be given to itself is asking only what is\\nintrinsically fitting. The giver, too, of a great gift\\nis not unduly influenced when he gives with the\\nthought or with the expressed condition that the\\nfoundation which he makes be regarded either as\\na memorial to his family or to some member of\\n179", "height": "3169", "width": "1970", "jp2-path": "collegeadministr01thwi_0197.jp2"}, "198": {"fulltext": "Financial Relations\\nthat family. Of course, when a college itself be-\\ncomes a memorial, it is obliged to face the inevi-\\ntable consequences of the cessation of gifts from\\nother sources for a long time. It requires a high\\ndegree of gracionsness, in a world which offers\\nmanifold opportunities for doing good through\\nlarge giving, to bestow gifts which result in the\\nenhancement of the value of family memorials.\\nBut in a generation the special character of a\\nmemorial foundation becomes less and less distinct.\\nIt was almost a generation after Matthew Vassar\\nmade his foundation before other large gifts were\\nmade, and some of these were from those who bore\\nhis own name. If Johns Hopkins University had\\nnot borne the name of its founder, the citizens of\\nBaltimore might have been more generally liberal\\nto it. If Chicago University were bearing the\\nname of its founder, a great many people of\\nChicago who have given of their wealth would\\nhave been reluctant to support it. But the years\\nbring obscurity to the memorial character of a gift.\\nWho would think that in giving to the University\\nat Cambridge he was laying a stone in the monu-\\nment of John Harvard, or that in giving to the\\ncollege at Hanover he was making the name and\\nfame of Lord Dartmouth more conspicuous, or\\nthat in giving to Brown he was prolonging the sig-\\nnificance of that family in Rhode Island and na-\\ntional affairs\\nSeen from the point of view of the one making\\nthe memorial, a gift to a college is most fitting. A\\nmemorial should be lasting, and should be beauti-\\ni8o", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0198.jp2"}, "199": {"fulltext": "Fmanctal Relations\\nful in its conception and circumstances. The col-\\nlege is among the most lasting, if not the most\\nlasting, of human institutions; and the college\\nstands for that which is holy and noble and great.\\nA memorial should have, too, in addition to these\\nqualities of endurance and of beauty, the purpose\\nof the largest and highest influence. Among\\nall the institutions of mankind, what can be more\\nuseful or what is more useful than a college?\\nThese principles and purpose receive an illustration\\nin the raising of a hundred thousand dollars as a\\nmemorial to Colonel George E. Waring. The in-\\ncome of this sum is to be given to the family of\\nColonel Waring, and when their need of it has\\nceased, it goes to Columbia University to be held\\nin a fund bearing the name of the great citizen,\\nthe income of which is to be used in giving in-\\nstruction in the science and art of governing cities.\\nThe endeavor to raise a large sum of money to\\nfound a college in the Sudan in memory of Greneral\\nGordon represents the best memorial to that in-\\ntrepid spirit.\\nA motive or a condition which is often recog-\\nnized in the making of gifts is the desire for the\\ncontinuance or for the enlargement of the work\\nwith which one has been associated. The Trustees\\nof a college are in not a few instances its most gen-\\nerous benefactors; for, above all other men, they\\nknow its needs, the care that is taken in the invest-\\nment of funds and in the expenditure of their in-\\ncome, and they also know of the value which\\nmoney given to a college possesses. The gifts of\\n181", "height": "3183", "width": "1960", "jp2-path": "collegeadministr01thwi_0199.jp2"}, "200": {"fulltext": "Financial Relations\\nMr. Henry Williams Sage to Cornell, of Mr. D.\\nWillis James to Amherst, and of the two or three\\nfamilies that have long been associated with Prince-\\nton to that university, have arisen, at least in part,\\nfrom the wish to aid at the present and in the\\nfuture in the work of a college which they have\\nalready promoted. In fact, the tendency to what\\nI may call the accumulation of gifts is a character-\\nistic prevailing among givers and among their\\nbeneficiaries. The object to which one has given\\none usually continues to aid. Grifts, like invest-\\nments and like rivers, flow in the channels which\\nthrough the centuries they have cut for themselves.\\nThe religious and educational motive is also a\\npower in college beneficence. The religious and\\ndenominational foundation of most colleges has\\ncalled out Christian love and enthusiasm. In\\nbeing a denominational college a college places\\ncertain limitations upon the field whence it can\\nnaturally and easily draw funds; but if it limit\\nthe extent of the field, it may thus tend to strengthen\\nand deepen the claims which it may make upon its\\nsupporters. The Congregational colleges which\\nhave been founded in the last fifty years in the\\nimmediate wake of the westward civilization, have\\ndrawn the larger part of their support, in their first\\ndecades, from Boston and New England. The rea-\\nson is that Boston and New England are, in their\\ndenominational relations, largely Congregational.\\nThe money for the Presbyterian colleges that\\nhave been founded in the last fifty years in the\\nnewer States has been derived largely from the\\n182", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0200.jp2"}, "201": {"fulltext": "Financial Relations\\nPresbyterian centers of New York and Phila-\\ndelphia. The names of conspicuous members of\\nthese churches are affixed to colleges in Minnesota,\\nNebraska, Kansas, Illinois, and other great States.\\nThe religious motive is of highest importance. A\\nprofound religious enthusiasm, united with a wise\\nforesight, has promoted the foundation of colleges\\nnot only for the preservation and progress of the\\ncommunity, but also for the enlargement and the\\nenrichment of the great bodies of the Christian\\nchurch. Both as a cause and as a result, every\\nchurch of strength founds and endows colleges, and,\\ntoo, both as a result and as a cause, every college\\nof strength strengthens the churches of its name.\\nAs society develops, and as the means for its\\nimprovement enlarge and become more diverse,\\nthe place which the denominational motive plays\\nin beneficence naturally lessens. The human and\\nthe humanitarian motive comes to be more signifi-\\ncant. For it is recognized that the great needs of\\nthe community can be filled, and filled most com-\\npletely, through the college. The supreme need\\nof the world to-day is the need of educated leader-\\nship. America, in particular, demands men of\\njudgment. If the conscience of the American\\nneeds correcting somewhat, the mind of the Amer-\\nican needs enlightenment more. The judgment\\nwhich the world needs to exercise in all of its\\ngreat affairs is a judgment which the college is set\\nto train, and which the college man should embody\\nabove every other member of the community.\\nThis judgment possesses certain significant ele-\\n183", "height": "3185", "width": "1975", "jp2-path": "collegeadministr01thwi_0201.jp2"}, "202": {"fulltext": "Financial Relations\\nments. This judgment embodies largeness and\\na proper estimate of values, the power to see units,\\nand out of units to construct unities. It embraces\\nevery scientific application of observation and\\nevery philosophical application of inference. It\\nis a judgment deliberate and deliberative, sane^\\nlarge, as remote from being influenced by the idols\\nof the market-place, of the forum, and of the vot-\\ning-booth as it is remote from the smallness of\\ndilettantism. It works with the accuracy of instru-\\nments of precision. It moves in inductions that\\nare no less than transcendental. It is a judg-\\nment which helps one to see the principal as prin-\\ncipal and the subordinate as subordinate. It is a\\njudgment which gives contentment and inspira-\\ntion, humility and the sense of strength. It is\\nis a judgment which results in adjustment, making\\none a citizen of the world without making one less\\na patriot. It is a judgment, too, which means self-\\nunderstanding and the understanding of all. It is\\na judgment primarily intellectual, and yet it is not\\nsimply intellectual. It is a judgment in which the\\nemotions have a proper play and place, and yet it\\nis not simply emotional. It is a judgment result-\\ning in action, yet it is something more by far than\\nmere volition. It is a judgment in which con-\\nscience has a supreme part, but it represents more\\nthan a dictate of conscience narrowly interpreted.\\nSuch judgment a college graduate, above other\\nmembers of the community, is fitted to offer and to\\nuse. Each study of the college makes an offering\\ntoward its enrichment. Language gives it discrim-\\n184", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0202.jp2"}, "203": {"fulltext": "Financial Relations\\nination, freedom, and aptitude; science gives to\\nit the sense of order and a respect for law philos-\\nophy gives to it self-confidence, breadth of vision,\\ntoleration. It this power of judgment is more\\nuseful than the appreciation of beauty. It is the\\nbasis of social life and of good manners. It is the\\nsoul of conduct. It is the crown of intellectual\\nmanhood and womanhood. It is an essential ele-\\nment in individual character. It is the queen in\\ncivilized society. A man who goes through college\\nand trains in himself a judgment of this power, is\\ndoing much to fill the direst and deepest need of\\nhumanity, and the man who endows the college\\nthat it may train such judgment in the largest and\\nfullest ways, is also doing much for humanity.\\nAbout one-half of the wealth that is bestowed\\nin beneficence is the result of bequests, and about\\none-half also is the result of gifts. The proportion\\ndiffers, of course, in different years, but it is to be\\nsaid that the amount given during the lifetime of\\nthe giver is increasing. It cannot be at all ques-\\ntioned which method is the better. For the sake\\nof the security of the gift, of its use in the precise\\nways which the donor intends, for the sake of the\\npleasure which the giver may himself receive from\\nhis giving, it cannot be questioned for one moment\\nbut that the giver should give in his own lifetime.\\nThe uncertainty of the validity of wills is a most\\nserious matter in modern society. When a lawyer\\nso astute as Samuel J. Tilden, or a judge so wise as\\nChancellor Kent, draw wills which are set aside in\\na greater or less extent, it is apparent that much\\n185", "height": "3153", "width": "1980", "jp2-path": "collegeadministr01thwi_0203.jp2"}, "204": {"fulltext": "Financial Relations\\nuncertainty must attend tlie making of any testa-\\nment. But it is also to be said, on the other side,\\nthat the desire to retain property is strong, and also\\nthe need of the income or the principal of property\\nmay be absolute. In this case, if one wish to be\\nabsolutely assured of the proper use of his prop-\\nerty, he can usually bestow it upon a college and\\nreceive a specific income from it during his life-\\ntime.\\nWhat has been called the conditional method of\\ngiving has become so common that it should re-\\nceive special mention. This method consists simply\\nin that the making of one gift is conditioned upon\\nthe making of certain other gifts. For instance,\\nMr. John D. Rockefeller promises to give the\\nUniversity of Chicago two millions of dollars in\\nthe course of four years, provided that an equal\\nsum is given by others in the same time. It\\nis well known that this conditional method is one\\nfrequently followed by Mr. Rockefeller, and is also\\none which has become conspicuous through its use\\nby Dr. D. K. Pearsons of Chicago.\\nThe first thought that one has in respect to this\\nmethod is that it is an exceedingly shrewd device.\\nIt is recognized as an efficient method for promot-\\ning the beneficence of people who need a motive.\\nIt seems to carry along with itself not only evi-\\ndence of the generosity of the man himself, but\\nalso evidence that he wishes every man whom he\\ncan influence to be generous also. It is the em-\\nbodiment of the method of the New England the-\\nology of helping every one to do his whole duty.\\n1 86", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0204.jp2"}, "205": {"fulltext": "Financial Relations\\nBut when one has taken satisfaction in this\\nthought and feeling another sentiment emerges.\\nThe second sentiment is rather one of revulsion;\\nfor to certain minds the process does seem to savor\\nof dragooning an individual into benevolence\\nagainst his will. It contains an intimation that\\nthe generous man and rich proposes to make every-\\nbody else generous so far as he can. I can easily\\nsee that an emotional and intellectual process\\nsomewhat of this character may possess a man\\nwho is approached for a gift under the conditions\\nof this method. The agent who is securing funds\\nasks Mr. A. B. to give a thousand dollars. Mr. A. B.\\nreplies that he will consider the need and will do as\\nseems to him right. But, says the agent, you\\nwill not forget, my dear Mr. A. B., that if you give\\na thousand dollars, Mr. X. Y. will also give a thou-\\nsand dollars. Therefore your gift of a thousand\\nmeans an addition to our fund of two thousand.\\nA. B. replies: Yes, I know; but that is no con-\\ncern of mine. If your cause is worthy I will give\\nyou a thousand dollars, whether any one else gives\\nor not. If it is not worthy I will not subscribe a\\ncent if it is worthy I will subscribe all I can. I do\\nnot let any man either cajole or force me into giv-\\ning away my money against my will and judgment.\\nIf he ought to give away his million or ten thou-\\nsand, of course he ought to give it away but his\\nduty has no relation to my duty, or mine to his.\\nSuch, I can easily believe, is the mood of many a\\nman who is approached to make gifts under the\\nconditions of this new method.\\n187", "height": "3153", "width": "2039", "jp2-path": "collegeadministr01thwi_0205.jp2"}, "206": {"fulltext": "Financial Relations\\nAnd yet the new method does seem to me to be,\\nas I have intimated, worthy of commendation. The\\narguments in its behalf are far stronger than the\\narguments against it; for the amount that one\\nought to give is not determined by a narrow inter-\\npretation. The amount which one gives, or ought to\\ngive, is determined somewhat by what others give\\nor ought to give. Mr. Wiseheart, for instance, has\\nhalf a million dollars to give toward the founding\\nof a college in his native town. He knows very\\nwell that half a million is too small a foundation\\nfor a college to rest upon. Yet this sum he is\\nwilling thus to invest. Is it not just and gracious\\nin him to say, I will give half a million dollars\\nto found a college, provided that you, the com-\\npanions of my boyhood, will give an equal sum\\nHe lays no burden upon them which they should\\nfeel the weight of, if they have the means of\\nlifting it. Mr. Groodheart may also wish to build\\na church in his native town. He knows that five\\nthousand dollars is a small sum, too small to erect\\nan adequate structure. Is it, therefore, not just\\nand gracious in him to say to the congregation, I\\nhave five thousand dollars in the bank awaiting\\nyour call when you put five thousand dollars more\\nalong with it for building a church Mr. Do well\\nwishes to build a parsonage in his native town.\\nHe has five hundred dollars for this purpose, but\\nfive hundred dollars is not adequate. Is it not\\njust and generous and gracious in him to say to\\nthe congregation that he will give five hundred\\ndollars provided it will raise a thousand? His", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0206.jp2"}, "207": {"fulltext": "Financial Relations\\nproposition lays no burden on tlie church if it have\\nthe power of raising the additional sum. In the\\nfirst instance, five hundred thousand dollars should\\nnot be given to found the college unless an equal\\nsum is also raised. In the second instance, five\\nthousand dollars should not be given to build the\\nchurch unless an equal sum is also raised. In the\\nthird instance, five hundred dollars should not be\\ngiven to build the parsonage unless the thousand\\ndollars are also raised. For each sum in itself is\\ninadequate for the ordained purpose. Therefore\\nthe amount which one may properly give to the\\nsupport of a certain cause is conditioned upon\\nwhat others are inclined to give.\\nThe new method deserves commendation also\\non the ground that most people do require every\\npossible motive to maintain themselves in a just\\ngenerosity. By nature most men embody very\\nwell the law of self-preservation and of self-pro-\\ntection. Men ought always to be selfward; but\\nmost find selfwardness degenerating into selfish-\\nness. They require the urging and pressure of\\nevery motive for holding themselves to their duty\\nin beneficence. Therefore motives that may not\\nseem to be gracious may be wise, and motives which\\nat times hardly seem wise may, on the whole, be\\nnecessary to secure the largest and most lasting\\nresults.\\nYet not infrequently the result emerges in a way\\nfar less ungracious than the premises intimate.\\nFor it is a fact often found that men of large power\\nand large generosity in giving, who have condi-\\n189", "height": "3137", "width": "1942", "jp2-path": "collegeadministr01thwi_0207.jp2"}, "208": {"fulltext": "Financial Relations\\ntioned their gifts upon the making of other gifts,\\ndo bestow the gifts which they had conditionally\\npromised, even if the conditions themselves are not\\nfulfilled. I recall one instance of this nature. A\\nfriend of mine had promised five thousand dollars\\nto a certain school for young women on condition\\nthat thirty thousand dollars were raised in addi-\\ntion. The hard times came on soon after he had\\nmade his promise. It was quite impossible for the\\nagent to raise even a tithe of the thirty thousand\\nbut my friend said, as if it were to him a matter\\nof no consequence whether the thirty thousand\\ndollars were secured or not Of course I gave\\nthe five.\\nIt seems, therefore, that this new method of\\nbeneficence, on the whole, is wise and just. But it\\ndoes seem, too, that those who make large prom-\\nises of this nature conditioned upon the raising\\nof other sums should not in all instances withhold\\ntheir benefactions through the failure to fulfil the\\nconditions laid down. This might well be the case,\\nprovided that those who are seeking to fulfil the\\nconditions have labored in wisdom, energy, and\\nself-sacrifice. The conditions, too, should not be\\nmade onerous.\\nIf the gift of money is important and useful, it\\nis not to be forgotten that with his money the\\ngiver is to give himself. To give money without\\ngiving one s self may be ungracious in the giver,\\nand may not awaken proper gra,titude in the\\nrecipient. To give one s self with the gift is at\\nonce gracious and generous. It was said of one of\\n190", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0208.jp2"}, "209": {"fulltext": "Financial Relations\\nthe great givers of this country, in speaking of\\nthe money which he gave, that with it went the\\nheart to conceive and the brain to execute; a\\nwatchful oversight that doubled the value of the\\ngift; a guardian care that would suffer no dollar\\nto be wasted, but drive every one to its allotted\\nplace and its fullest result.\\nThe special objects in a college to which one\\nshould give are many. It is usually recognized by\\nTrustees that the gifts which are made absolutely\\nand without restrictions of any kind are the most\\nvaluable. Such giving the donor may well be\\nexpected to approve of; for he should not choose\\na college in the judgment of whose Trustees or their\\nsuccessors he cannot have absolute trust. But\\nthere are certain needs which are quite as sure of\\nremaining as any need of all humanity. The most\\ncomprehensive of these needs is the college library.\\nThe university represents a unique combination\\nof the library and of the scholar. A library with-\\nout a scholar is a pile of bricks without an archi-\\ntect, useless, meaningless; a scholar without a\\nlibrary is an architect without bricks, helpless,\\nworthless. A scholar in a library, a library for a\\nscholar, and both constituent parts of the univer-\\nsity represent the affluence, the power, and the\\nprogress of learning.\\nThe library also represents the highest relation\\nof the work of the college to the work of the world.\\nIt embodies the purest thought, it receives the\\nfinest gold of human aspiration and achievement.\\n1 In Memory of Henry Williams Sage, p. 45.\\n191", "height": "3153", "width": "2039", "jp2-path": "collegeadministr01thwi_0209.jp2"}, "210": {"fulltext": "Financial Relations\\nAbove all other collections of books, it should keep\\nout all dross. Most books, as they fall from the\\npress, fall into the ocean of f orgetf ulness, and sink\\nby their own weight. The college receives the\\nbooks which have life, the books which, as Lowell\\nsays of Gray, may have little fuel but real fire.\\nIt wishes to possess all the books which are an un-\\nquenchable flame. President Low has defined the\\nuniversity as the highest organized exponent of\\nthe intellectual needs of man. The library may\\nbe called the highest organized exponent of the\\nsupply of the organized needs of man. He also\\nsays that the university is an organized exponent\\nof the questioning spirit in man. We may still\\nfurther define the library as an organized exponent\\nof the answering of the questioning spirit in man.\\nIt is through the library that the college comes\\ninto relations with life universal, vital, human.\\nThe library appeals to humanity of every range.\\nThe chemical laboratory to many is a condition\\nwhich appeals to only a part of the human sense\\nand senses. Laboratories of other departments\\nare likewise as meaningless. But a great collec-\\ntion of books awakens in even the most stupid\\nwonder, and in all other persons emotions higher\\nthan wonder, according as the intellectual receptivi-\\nties are nobler. Most vital, too, are these relations.\\nHow many have interpreted in their own lives Mil-\\nton s definition of a book as the precious life-\\nblood of a master spirit Cold and remote often\\nseems the college. It is apart from humanity, as\\n1 From manuscript.\\n192", "height": "3225", "width": "2039", "jp2-path": "collegeadministr01thwi_0210.jp2"}, "211": {"fulltext": "Financial Relations\\nwas Ida s college in The Princess. But into the\\nlibrary has flowed the blood of humanity. The\\ncollege man drinks deep of this inflowing life and\\ngives himself in deeper devotion to humanity. Is\\nit too much to say that whatever of the universal\\nmay belong to the university belongs more to the\\nlibrary than to any other part\\nThe American college, therefore, has in its library\\nan instrument of mighty usefulness for serving\\nmankind. No wisdom is too practical, no conse-\\ncration too hearty, no endowment too rich, to be\\ndevoted to its development. No house is too fair\\nor too fine for holding its books, only provided the\\nhouse facilitates their use. No administrative ex-\\npense is too costly for making its resources more\\naccessible. The library is worthy of the best, for\\nit helps to make the best in the student and the\\nteacher.\\nThe significance given to a library is sympto-\\nmatic of the richness of the intellectual culture\\nwhich it helps the students to secure. As the\\npublic library is to a degree the cause and the\\nresult of the intelligence of the community, so\\nthe college library bears relations no less broad\\nand intimate to the work of the college itself. For\\nevery element and condition of the library have a\\npeculiar value at once to the student, to the teacher,\\nand to the college executive. The breadth of the\\nwork of a college library is indicated by the fact\\nthat the library of Harvard College received in the\\nyear 1874-75 four funds from sources quite diverse.\\nOne of these consisted of the proceeds of one-half\\n13 193", "height": "3145", "width": "2039", "jp2-path": "collegeadministr01thwi_0211.jp2"}, "212": {"fulltext": "Financial Relations\\nof the residue of the estate of Charles Sumner^\\n$29,005. Another fund was the bequest of $15,000\\nfrom James Walker, a former President of the\\ncollege. Upon these gifts and others, the President\\nof the college, in his annual report for 1874-75,\\nsays The philanthropist and orator whose life\\nwas spent in a fierce struggle with a monstrous\\npublic wrong, the strong preacher, and the philan-\\nthropic student whose lengthened days were spent\\nin academic retirement, the venerable women full\\nof years and of the graces, all, with a touching con-\\nsent, come bringing the same gift good books for\\nthe use of successive generations of students.\\nSo long as colleges exist and so long as educa-\\ntion is fostered, and so long as \\\\hQ pursuit of\\nknowledge, either as a discipline or for the pur-\\npose of its enrichment, is observed, so long the\\nbook must play a large part in the organization\\nand administration of the college. Therefore\\nthe gift of money to a college for the purchase of\\nbooks is ever, and in every respect, to receive\\nhearty commendation. It is also to be said that\\na gift made for the purpose of meeting the ordi-\\nnary cost of instruction is fitting. But be it said\\nthat further than these two particular purposes\\ngifts made to a college accompanied with condi-\\ntions may prove to be of restricted usefulness.\\nGrifts made for the equipping of laboratories, or for\\nthe giving of instruction in certain departments, or\\nfor the founding of professorships, may not possess\\nthe value which the amount of these gifts repre-\\nsents; for in the changing conditions of our so-\\nIQ4", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0212.jp2"}, "213": {"fulltext": "Financial Relations\\nciety in the next thousand years one can be certain\\nthat foundations such as these will suffer serious\\nchange. The distinguished President of an his-\\ntoric college lately said that it was easy enough\\nto get people to give money for specific purposes\\nof their own choosing, but that it was not easy\\nto get people to give money for general purposes.\\nThe work of the college President of to-day is so\\nto inspire people with trust in the college that\\nthey will intrust money to it with absolute\\nfreedom.\\nIt is to be remembered that colleges, notwith-\\nstanding their urgent need of money, have seldom\\nor never been willing to adopt unworthy methods\\nof securing money. The contrast between the\\ncollege and the church in this respect is one alto-\\ngether favorable to the college. One can easily\\nrecall the manoeuvers used by various churches\\neither for the purpose of benevolence or for secur-\\ning the support of the organization, which break all\\nthe laws of good taste. The colleges have usually\\nbeen content with the simple statement of their\\nneeds to those whose hearts were large and whose\\nminds were receptive to truth. They have been\\nwilling to let their claims for aid rest upon the\\nsimple statement of their needs and of their use-\\nfulness to the community.\\nBeneficence to colleges has been larger in the\\ncase of the older colleges than in the case of the\\nnewer. The reason is not far to seek. The older\\ncommunity has more wealth to give. In the newer\\ncommunities the returns for the use of money are\\n195", "height": "3156", "width": "2039", "jp2-path": "collegeadministr01thwi_0213.jp2"}, "214": {"fulltext": "Financial Relations\\ngreater than in the older. Therefore in New York\\nand Massachusetts one expects to find larger gifts\\nthan in Illinois or Missouri. In fact, in Massa-\\nchusetts beneficences of a public nature are\\nmore common than in any other State. Great\\nproperties are passing into the hands of the public\\nin a far greater degree than is usually thought.\\nFrom one-fifth to two-thirds of not a few large\\nestates are frequently transformed from private to\\npublic uses. The bequests, however, for what may\\nstrictly be called charities in Massachusetts are\\nmuch larger than they ought to be in relation to\\nthe demands of the higher education.\\nIt is also not to be forgotten that a small sum\\nof money properly invested for even a single life-\\ntime results in a large sum. If the time be length-\\nened beyond the seventy or eighty years of a single\\nlife, the results become very significant. The most\\nstriking of all such gifts made to the American\\ncollege is found in the fund given by Mr. Charles\\nF. McCay to the University of Greorgia. Mr.\\nMcCay was professor of mathematics for twenty\\nyears, from 1833 to 1853, and after his retirement\\nbecame a leading actuary for insurance companies.\\nIn 1879 Mr. McCay gave the sum of $7000 to the\\nuniversity. This sum was to be invested in first-\\nrate bonds, and the interest to be compounded an-\\nnually or semiannually and to be added to the\\nprincipal until twenty-one years after the death of\\na certain number of persons. These persons repre-\\nsented the grandchildren of the testator and also\\nthe grandchildren of his brothers and sisters and\\n196", "height": "3192", "width": "2116", "jp2-path": "collegeadministr01thwi_0214.jp2"}, "215": {"fulltext": "Financial Relations\\nof a friend. Some years after the making of this\\ndeed of gift the $7000 which had been given were\\nexchanged for bonds of the State of Georgia of the\\nface-value of $15,000. It is estimated that a hun-\\ndred years will have expired before the interest of\\nthis sum will become available. At that time the\\nhistorian of the University of Greorgia estimates\\nthat the fund will amount to $10,000,000 from\\nwhich it is hoped the university will be able to se-\\ncure, at a rate of five per cent., a net income of\\n$500,000 a year.\\nTrusts like the Charles F. McCay Donation have\\nseldom been committed to the American college.\\nBut if such a method should prevail among a few\\ncolleges for even a few generations the result would\\nrepresent a mighty force for the betterment of\\nhumanity.\\nAmerica has entered into an era of great benefi-\\ncence. Fifty years ago Abbott Lawrence gave\\n$50,000 to Harvard College to found the scientific\\nschool which bears his name. It was the sum of\\n$50,000 only. In the diary of his brother Amos it\\nis called a munificent donation, and this brother\\nwrote to the donor, under date of June 9, 1847,\\nas follows\\nDear Brother Abbott I hardly dare trust myself to\\nspeak what I feel, and therefore write a word to say that\\nI thank God I am spared to this day to see accomphshed\\nhy one so near and dear to me this last best work ever\\ndone by one of our name, which will prove a better title\\nto true nobility than any from the potentates of the\\nworld. It is more honorable, and more to be coveted,\\n197", "height": "3153", "width": "1910", "jp2-path": "collegeadministr01thwi_0215.jp2"}, "216": {"fulltext": "Financial Relations\\nthan the highest political station in our country, pur-\\nchased as these stations often are by time-serving. It is\\nto impress on unborn millions the great truth that our\\ntalents are trusts committed to us for use, and to be\\naccounted for when the Master calls. This magnificent\\nplan is the great thing that you will see carried out, if\\nyour life is spared and you may well cherish it as the\\nthing nearest your heart.^\\nBut to-day a gift of $50,000 is not at all called\\nmunificent, and indeed it awakens small remark.\\nShefiield s first gift to the scientific school of Yale\\nUniversity was only $100,000. A gift of $1,000,000\\nto education is now more common than was the\\ngift of $50,000 fifty years ago. In this period we\\nhave entered into the era of great fortunes, and\\nwe have also entered into the era of great benefi-\\ncence. The next five hundred years are to be an\\nera of magnificent enrichment and enlargement.\\nGifts of $5,000,000 are soon to become as common\\nas gifts of $50,000 were fifty years ago, and the\\ntime may not be remote when the gift of $50,000,-\\n000 toward the establishment of institutions of\\nlearning or of charity may be frequent.\\nOne can look upon these foundations with great\\nsatisfaction, not only because of the benefits to the\\ncollege, but also and more, far more because\\nof the benefits to be derived for humanity from\\nthese benefactions made to colleges. For ordinary\\nfortunes are dissipated after being held for two or\\nthree generations. The families in this country\\n1 Diary and Correspondence of Amos Lawrence (Boston, 1856),\\np. 244.\\n198", "height": "3231", "width": "2039", "jp2-path": "collegeadministr01thwi_0216.jp2"}, "217": {"fulltext": "Financial Relations\\nwhich have held large fortunes for a hundred years\\ncan be numbered upon the fingers of both hands.\\nTherefore money given to a college is money saved\\nsaved not only for the next generation, but also\\n-saved for the endless time. Therefore the man\\nwho gives to a college can, with a reasonable degree\\nof assurance, feel that he is founding a trust which\\nshall be perpetual in its beneficence to humanity,\\nand the college that receives such endowment can\\nassure itself that it has the promise and the potency\\nof the highest and most lasting usefulness.\\nIll\\nENDOWMENT MADE FOE POOR STUDENTS\\nThe remark is sometimes made that too many\\nboys and girls are going to college. At the present\\ntime in the United States about one boy or girl of\\neach thousand of the population is a student in an\\nAmerican college. This proportion is larger than\\nhas ever obtained before, and it is also larger than\\nis found in any other nation. Not infrequently it\\nis said that the proportion is too large for the best\\ninterest of mankind. When one who makes the\\nremark that there are too many college graduates\\nis questioned as to his reasons, the proposition\\nusually becomes so reduced as to mean that we\\nhave too many lawyers and doctors.\\nThat we have too many lawyers and doctors in the\\nUnited States may be granted without affirming\\n199", "height": "3105", "width": "2039", "jp2-path": "collegeadministr01thwi_0217.jp2"}, "218": {"fulltext": "Financial Relations\\nalso that we are sending too many boys and girls\\nto college. For going to college simply means that\\none is being educated; it does not mean that one\\nis on the way to become a practitioner either in\\nthe law or in medicine. One-third of the gradu-\\nates of not a few of our colleges are now entering\\nbusiness 5 not more than one-third are entering the\\nlegal profession; and a smaller proportion are\\nbecoming physicians. It certainly is not true\\nthat any country can have too many well-edu-\\ncated men. Men can hardly think or feel or rea-\\nson too soundly, or possess an undue purity of the\\nmoral nature, or be endowed with a will which\\nfollows too closely the guidance of an enlightened\\nintellect. The greater the number of such gentle-\\nmen in the community, the greater is the likeness\\nof that community to the state of communal per-\\nfection.\\nIt would not, therefore, be an extreme proposi-\\ntion to affirm that every member of the community\\nshould be educated, and educated by the wisest\\nmethods, under the best conditions, unto the secur-\\ning of the highest purposes. What if your scav-\\nenger be a bachelor of arts, or your grocer, or can-\\ndlestick-maker be a doctor of philosophy? Will\\nnot each attend to his duties the better because\\nof his prolonged training? If his education fail\\nto make him a better scavenger, that education\\nhas not been so thorough as it ought to have\\nbeen. A lady s maid will dress her mistress s\\nhair the more gracefully, and her nursery-maid\\nwill attend to the children the more worthily be-\\n200", "height": "3192", "width": "2129", "jp2-path": "collegeadministr01thwi_0218.jp2"}, "219": {"fulltext": "Financial Relations\\ncause of four years spent in studying Greek and\\nphilosophy.\\nThough one may fittingly emphasize the advan-\\ntage which would accrue to American society\\nthrough the education of each of its members, yet\\none should not neglect to consider what may be the\\neffects of this education upon the members them-\\nselves who are educated and who are unable to\\nsecure what they may regard as fitting employ-\\nment. Each one of these men has trained himseK\\nto think, and his employment as a scavenger gives\\nhim no opportunity, or slight, for applying the\\nresults of his thought. He has trained himself to\\nreason, to judge, to weigh evidence, and his voca-\\ntion as a teamster offers no fitting chance either\\nto reason or to weigh evidence. The effect of such\\na condition upon the educated man may be bitter-\\nness and disgust and hardness. He has spent\\nmoney, time, and strength, and this is the result\\nOnly a large man can save himself from such an\\nevil consequence. Better, far better, for one not\\nto have received a degree, and to have been con-\\ntent with a place as a scavenger or as a teamster,\\nthan to have a dozen degrees, and to spend his life\\nin bitterness of spirit and disgust of soul. This\\nsad condition is not one often met with in the\\nUnited States, but is found far more frequently\\nthan we could wish in Grermany and Russia.\\nThe endeavor which is made in Germany and\\nRussia to lessen the number of men entering the\\nuniversities is based upon the supposition that all\\nrecipients of degrees will enter what we still call\\n20 1", "height": "3137", "width": "1980", "jp2-path": "collegeadministr01thwi_0219.jp2"}, "220": {"fulltext": "Financial Relations\\nthe learned professions. On this supposition it is\\nwise to lessen the number of the candidates for uni-\\nversity degrees for in Germany some professions\\nare suffering from too many candidates. But the\\nsupposition itself is not wise, even for Germany;\\nfor Germany, like America, needs more men of a\\nliberal training in almost every vocation.\\nIt is well known that the higher education never\\npays for itself and it is also well known that the\\nhigher the education becomes, the wider becomes\\nthe gap between the income and the expenditure\\nfor that education. The $75,000 which the fresh-\\nman class pays annually into the treasury of Har-\\nvard University more than meets the direct cost\\nof the instruction of that class; but the $50,000\\nwhich the senior class pays is very remote from\\nmeeting the direct cost of its instruction. The\\nfurther education is pursued, the greater is the\\ndivision of labor; the sections into which the\\nmembers of the class are divided become smaller,\\nand the relative expense for each student grows\\nlarger. The amount paid by the students of any\\ncollege falls considerably short of the expenses of\\nthat institution. I know a college the annual cost\\nof whose administration is about $60,000, without\\ncounting the interest on the plant, and of this sum\\nthe students pay about $1 2,000 that is to say, the\\nstudents pay one-fifth of the cost of their educa-\\ntion, and the college pays four-fifths.\\nIt is also well known that many homes in the\\nUnited States are able to put from $2000 to $4000,\\nor more, into the college education of a son or\\n202", "height": "3192", "width": "2132", "jp2-path": "collegeadministr01thwi_0220.jp2"}, "221": {"fulltext": "Financial Relations\\ndaughter. Forty or fifty thousand homes in the\\ncountry are now making this investment of money\\nand of love. It is also well known that other tens\\nof thousands of homes would be very glad to make\\nthis investment of money in the education of a\\nchild, if only the parents had the money to invest.\\nThe sons and daughters of homes of poverty or of\\nmoderate income are none the less loved, of course\\nnot, are none the less able and they possess none\\nthe less of promise of becoming useful members of\\nsociety. The desire, therefore, of boys and girls\\nwho are not able to pay their own college bills to\\ngo to college, and the promise which these boys\\nand girls give of rendering good service to the com-\\nmunity, lay upon the community, and upon the\\ncollege as a part of a function of the community,\\na very large and serious problem. Shall the col-\\nlege say to the applicant for admission, Yes, we\\nwant to educate you; but you cannot expect the\\ncollege to give you an education gratis. Bring to\\nus the little fee which we charge, and we will do\\nthe best we can for you but if you cannot bring\\nthis fee, we are obliged to say with regret that we\\ncannot serve you Or shall the college say,\\nWe are a public institution designed to serve the\\npeople. Our fees are small. The income that we\\nreceive from them represents only a small share of\\nthe total cost of giving an education. If you are\\nnot able to pay the full amount of the fee, small\\nas it is, we will loan you the money sufficient to\\nwarrant you in beginning your course and if you\\nprove yourself a worthy student, you will not be\\n203", "height": "3160", "width": "1955", "jp2-path": "collegeadministr01thwi_0221.jp2"}, "222": {"fulltext": "Financial Relations\\nobliged to leave college because of poverty\\nWhich attitude shall the college take with ref-\\nerence to certain members of the community?\\nThe fundamental reason for the college helping\\nthe poor student at all is a reason which is funda-\\nmental in the constitution of the college itself\\nnamely, the bettering of humanity, the aiding\\nof the community. For the college is to serve\\nthe community. It must serve the community\\nby such methods and measures as its wisdom dic-\\ntates. But the constitutional purpose is evident.\\nOf course it can serve the community through the\\neducation of its worthy and promising members,\\nas the community aids the college. The commu-\\nnity blesses itself through constituting the college\\nboth its benefactor and its beneficiary.\\nThese are the conditions under which the college\\nhas for generations been giving an education, more\\nor less free, to American youth. The amount of\\nmoney which the college has given, and is still\\ngiving, is very large.\\nThe money given directly or indirectly by differ-\\nent colleges to aid worthy and poor students, and\\nthe opportunities afforded to them for working\\ntheir way through college, are well illustrated in\\nthe following statements respecting representative\\ncolleges.\\nAmherst has a hundred scholarships which\\ncover the tuition fee. It also gives the amount of\\nthe tuition fee to those who propose to become\\nministers. It has certain rooms for which no rent\\nis charged, and also makes loans to students at\\n204", "height": "3192", "width": "2106", "jp2-path": "collegeadministr01thwi_0222.jp2"}, "223": {"fulltext": "Financial Relations\\nlow rates. Brown University also has a hundred\\nscholarships which cover the amount of the tuition\\nfee, and also a loan fund. Bowdoin College has\\neighty scholarships of an annual value of from\\nfifty to seventy- five dollars. Dartmouth, it is\\nsaid, has nearly three hundred scholarships. It\\nalso places rooms at the disposal of certain men\\nat merely nominal rent. Harvard has somewhat\\nmore than two hundred scholarships running in\\nvalue from sixty to four hundred dollars each, and\\nalso large beneficiary or loan funds, which are\\ngiven or loaned in sums varying from forty to\\ntwo hundred and fifty dollars. Princeton remits\\nthe tuition fee to those who propose to become\\nministers and to other men of promise. Columbia\\nhas somewhat over a hundred scholarships as well\\nas a loan fund, and these scholarships cover the\\nfee for tuition. Cornell has six hundred and twelve\\nState scholarships, which cover the charge for in-\\nstruction, as well as others which are awarded as a\\nresult of competitive examinations. Yale remits\\nall but forty dollars from the term bills of those\\nstudents who are worthy and need help, and also\\nhas various scholarships and prizes. The Univer-\\nsity of Pennsylvania annually distributes between\\nforty and fifty thousand dollars in free scholarships\\nand fellowships among from three to four hundred\\nmen.\\nThese statements represent what a few of the\\ncolleges are doing to help worthy men and, be it\\nsaid, these statements are simply representative\\nof what other colleges are inclined,\u00e2\u0080\u0094 although in\\n205", "height": "3145", "width": "2039", "jp2-path": "collegeadministr01thwi_0223.jp2"}, "224": {"fulltext": "Financial Relations\\nsmaller sums,\u00e2\u0080\u0094 if not eager, to do to help students\\nof slender means but high promise to fit themselves\\nfor living the largest life and for doing the best\\nwork.\\nFrom the beginning the American college has\\nhad a warm heart for the poor and able boy. Dr.\\nJulian M. Sturtevant, who was for many years\\nPresident of Illinois College, and to whom several\\nStates of the Mississippi valley are deeply indebted\\nfor noble contributions to their highest civiliza-\\ntion, tells, in his autobiography, of the help that\\nwas given to him in the early part of this century\\nat Yale College. Dr. Sturtevant entered Yale in\\nthe year 1822. He was so poor that he was obliged\\nto depend entirely upon himself, or upon such aid\\nas he might receive, for getting through college.\\nHe says\\nOur venerable mother, Yale, had some peculiar ways in\\ndealing with her numerous family of boys. She took\\ninto consideration the peculiar conditions and needs of\\neach student, and did not treat all exactly alike. She\\nkindly permitted me to enjoy the good things of her din-\\ning-rooms and her halls of instruction with the full\\nunderstanding that I would pay my way as fast as I\\ncould. None of her bills were due till the end of the\\nterm. I was then expected to pay what I could and give\\nmy note for the rest. From those students who had\\nabundant resources a bond with responsible indorsement\\nwas required, covering the full amount of the indebted-\\nness which each would be likely to incur for the whole\\nfour years course, while from those who, like myself,\\nhad no money and in a business way no credit, no secur-\\n206", "height": "3192", "width": "2116", "jp2-path": "collegeadministr01thwi_0224.jp2"}, "225": {"fulltext": "Financial Relations\\nity was required but a personal note with evidence of a\\ndisposition to pay as fast as possible. In further evi-\\ndence of Yale s liberaUty, I will mention that I several\\ntimes found credit on my term bills which represented\\nno payment by myself into the treasury. This very un-\\nusual and liberal system seems to have worked well in\\nmy case. It enabled me to continue in college, which\\nwould otherwise have been impossible. And in the end\\nI paid all charges against me on the college books, both\\nprincipal and interest. The generous treatment received\\nfrom the Yale authorities I shall hold in lifelong grateful\\nremembrance.^\\nThe belief is common, although not universal,\\namong college presidents that donations to needy\\nand promising students represent a worthy form\\nof educational beneficence. It is believed that the\\ncollege, as a trustee for the holiest interests of\\nhumanity, should do its utmost in promoting the\\nvalue and effectiveness of the forces that may\\nmake for the betterment of men. Such gifts are\\nsupported by the strongest human motives. They\\nrepresent the essence of the Christian system. The\\ncollege, like the church, the family, and the state,\\nas an organized form of society, should do its\\nutmost in promoting the highest and largest v^el-\\nfare. So far as justice to all interests allows, the\\nboy or girl who desires an education, and who\\nwould be made a better member of society by rea-\\nson of having that education, should receive it.\\nThe evils which may result from such a philan-\\n1 Autobiography of Julian M. Sturtevant, edited by his son,\\np. 80.\\n207", "height": "3147", "width": "1964", "jp2-path": "collegeadministr01thwi_0225.jp2"}, "226": {"fulltext": "Fmancial Relations\\nthropic method may be thought to be great or\\nslight but they should be made so slight that the\\nadvantages accruing to society should become\\nlarge and lasting.\\nI cannot but believe that the evils resulting from\\nurging worthy youth, rich in brain but poor in\\npurse, to enter college, are indeed slight, while the\\nadvantages may prove to be exceedingly great.\\nUpon this point President Grilman, in an address\\nbefore the Phi Beta Kappa Society of Harvard in\\n1886, said:\\nJust now, in our own country, there is special reason\\nfor affirming that talents should be encouraged without\\nrespect to poverty. Indeed, it is quite probable that the\\nrich need the stimulus of academic honors more than the\\npoor; certainly the good of society requires that intel-\\nlectual power, wherever detected, should be encouraged\\nto exercise its highest functions.\\nAmong all college presidents I know of a few,\\nonly a few, who oppose the giving of a college\\neducation without cost to those who are eager to\\nreceive it. The President of one of the more con-\\nspicuous of the newer universities writes to me as\\nfollows\\nIn my experience, the general effect of the granting of\\npecuniary aid is bad on the receiver and bad also on the\\nbody of students who do not receive. All forms of help\\ngranted here are in the shape of employment; and I\\nwould not have it otherwise. I prefer low tuition\\nor free tuition to all to any system of aid.\\nLoans are to be preferred to gifts but their influence\\n208", "height": "3192", "width": "2122", "jp2-path": "collegeadministr01thwi_0226.jp2"}, "227": {"fulltext": "Financial Relations\\nis sometimes bad, especially on those who feel tempted\\nnever to repay. In case funds of this sort were in my\\nhands, I would use them to pay men who give promise\\nof special usefulness by making them assistants in some\\ndepartments where their help was actually needed.\\nThe statement is sometimes made that a boy\\ndesiring to go to college should not go until he\\nlias supplied himself with money sufficient to meet\\nthe cost of his education. Let him first earn his\\nmoney, it is said, and afterward go to college.\\nThe simple truth is first, that the boy would sel-\\ndom earn enough to go second, that while earning\\nit he would usually lose his purpose to go to col-\\nlege and, third, that when he had earned enough\\nto go through college he would find himself too\\nold to take up with the highest advantage to him-\\nself many of the studies of the first two years of a\\ncollege course. The tendency of staying out of col-\\nlege to take away the purpose to go to college at\\nall is strikingly illustrated in the case of a medi-\\ncal student. I had given him the counsel to\\nstay out of college a year and earn money, inas-\\nmuch as he was especially in need of earning\\nmoney, and his ability to earn money was excep-\\ntionally good. He saw fit not to follow the advice.\\nIn response to my inquiry as to his reason for\\ngoing on with his studies, he remarked, and the\\nremark was made with a pathos which conveyed a\\nmeaning that the words themselves do not convey,\\nI was afraid that if I stayed out any longer I\\nshould give it all up\\nOf course, in the giving of aid to students, the\\n1* 209", "height": "3153", "width": "2039", "jp2-path": "collegeadministr01thwi_0227.jp2"}, "228": {"fulltext": "Financial Relations\\ngrounds of the grant are of absolute importance.\\nThe grounds upon which aid is usually given\\nby a college are threefold first, the need of aid\\nsecond, the character of the applicant and, third,\\nthe ability of the applicant. These grounds are\\noften more or less difficult to determine. In not a\\nfew instances it is difficult to discover with thor-\\nough satisfaction whether the student be so in\\nwant that he should receive aid. The college\\nusually takes pains to investigate the question.\\nIt frequently sends out printed circulars which\\nare to be signed, not only by the applicant or his\\nparents, but also by those outside of the family who\\nknow of the conditions. For instance, the follow-\\ning is the form that is used in a New England\\ncollege\\nI hereby apply for a scholarship in\u00e2\u0080\u0094 College, on\\nthe ground that I am so far dependent upon my own\\nexertions in securing a college education as to make it\\nnecessary for me to receive special pecuniary aid from\\nthe college.\\nr Name\\nSignature of Applicant Residence\\nCollege Course\\nWe indorse the above application from our personal\\nknowledge of the pecuniary needs of the applicant, and\\nin the belief that he is worthy, both in character and\\ntalents, of the desired aid.\\nSignature of two responsible parties, with date and\\nplace\\n2IO", "height": "3192", "width": "2141", "jp2-path": "collegeadministr01thwi_0228.jp2"}, "229": {"fulltext": "Financial Relations\\nThis application is made with my knowledge and ap-\\nproval, and because of my own inability to furnish the\\nmeans necessary for the education of my son (or ward).\\nSignature of parent or guardian, with date and place\\nBut even with the making of this and similar\\ninquiries every college officer knows that he is not\\ninfrequently imposed upon. For need is not an\\nabsolute term, but a relative one. One home, hav-\\ning an annual income of $1000, will send a son or\\ndaughter to college and pay all the bills. Another\\nhome, having an income of $1500, will become an\\napplicant for a scholarship, and will not see any-\\nthing inconsistent in accepting a largess of $200\\nfrom the college. The opinion is altogether too\\ncommon that every college is rich, and that whatso-\\never a student can get from the college is so much\\ngained. It is well known that great difficulty is\\nexperienced in the administration of what is known\\nas the Price Greenleaf Aid Fund of Harvard Uni-\\nversity. I have known of boys who applied for\\naid from this fund and who have received the aid,\\nbut who, judged from the standard of expenditure\\nin their homes, had no more right to it than the\\nman in the moon. But the element of need, when\\nonce determined, is a fundamental ground for the\\nawarding of aid. It becomes the college to inves-\\ntigate, with whatever of pains and courtesy the\\ncondition allows, in order to discover the exact\\ncharacter of the need, and to determine the amount\\nnecessary for the proper filling of the need. Of\\ncourse the question of the character of the appli-\\n211", "height": "3153", "width": "1983", "jp2-path": "collegeadministr01thwi_0229.jp2"}, "230": {"fulltext": "Financial Relations\\ncant also is fundamental. The college ought not,\\nunder any condition, to educate a boy whose char-\\nacter is bad and who gives no promise of becoming\\na useful member of the community. To educate a\\nbad boy or a boy of no promise is to introduce a\\nserpent into a dove s nest, or to train him for the\\nserpent s career. For, as is said in the constitu-\\ntion of Phillips Academy at Andover, knowledge\\nwithout goodness is dangerous.\\nThe college should also demand a high degree of\\nintellectual ability and of promise in order to grant\\naid. The degree of ability and the degree of prom-\\nise required vary in different colleges. In not a\\nfew the amount of aid is measured by the degree\\nof ability or of promise. At this point the college\\nmeets with a constant difficulty. What is the\\nminimum of ability which should justify a college\\nFaculty in giving aid to a student who is in need I\\nThe President of a college in Indiana writes\\nIt is not our policy to give aid to men poor in purse\\nbut unpromising scholars unless we discover that there\\nis a good deal of potency in them. The college should\\ntrain character, it is true hut it is also to train intellect.\\nSome men ought not to have a college education, and\\ncan he more useful members of society by doing some-\\nthing else rather than attending college.\\nThe President of a college in Michigan writes\\nNo discrimination should be made against moderately\\ndull students. Beneficiary aid is not for the exceptionally\\ngifted alone.\\n212", "height": "3192", "width": "2149", "jp2-path": "collegeadministr01thwi_0230.jp2"}, "231": {"fulltext": "Financial Relations\\nThe President of a university in the State of New\\nYork writes\\nIt seems to us that there ought to he, for every such\\ngrant, the demonstrated ability either of achievement or\\npromise, and that there ought to be, besides, the fact of\\nneed. Sometimes the need is the one thing which pre-\\nvents a student from being properly equipped for begin-\\nning the course which he wishes to pursue. At entrance,\\ntherefore, we should doubtless be more lenient in accept-\\ning promise in lieu of achievement than we should be\\nlater in the course.\\nThe President of a denominational college in\\nOhio says\\nWe are coming more and more to question the wisdom\\nof granting aid to goody-goody fellows who have little\\nbrain-power. On a scale of a possible 100, we now require\\na passing grade of 80 for all beneficiary students,\\nwhereas others pass on 60.\\nIt is evident that the degree of promised useful-\\nness which should be expected from an applicant\\nfor aid represents one of the most difficult ques-\\ntions for a Faculty to consider. In general, it is\\nto be said that the Faculty is inclined to give the\\napplicant the advantage of the doubt; for the\\nvery fact that he is eager for an education is some\\nevidence of his worthiness to receive it, and it is\\nalso promise that he will make his life of the\\ngreater worth by reason of receiving it.\\nThe aid which the college gives a student is\\nusually of one of three forms. The most common\\n213", "height": "3145", "width": "1947", "jp2-path": "collegeadministr01thwi_0231.jp2"}, "232": {"fulltext": "Financial Relations\\nform is that known as a scholarship. A scholar-\\nship usually represents a gift of a certain sum of\\nmoney made to the college, the income of which\\nis to be used in aiding an individual to get an\\neducation. The annual value of a scholarship\\ndiffers in different instances. In Harvard the\\nannual value runs from $50 to $400, and the aver-\\nage is perhaps about $225. In most colleges the\\nannual value is equivalent to the annual charge\\nfor instruction. In others it is less.\\nA second form of aid consists in payments from\\nthe general funds of the institution. These pay-\\nments are frequently made over and above any\\nremission of fees or grants of scholarships. The\\nmost conspicuous of these funds is the Price Green-\\nleaf Fund of Harvard University, already alluded\\nto. Among the more notable of recent gifts to\\neducational institutions is the bequest of Edward\\nAustin of about a million dollars to Harvard and\\nto the Massachusetts Institute of Technology, to\\nestablish beneficiary funds for students. The\\nnature of all these funds in the different colleges is\\nwell indicated by the circular which is sent out by\\none of the Presbyterian colleges of Pennsylvania.\\nIt reads as follows\\nAid is given to students who would otherwise be unable\\nto enjoy the advantages of a liberal education under the\\nfollowing conditions\\n1. The sons of ministers of the Presbyterian Church\\nand candidates for its ministry are admitted to the clas-\\nsical and Latin-scientific courses without any charge for\\ntuition while in the technical courses one-half of then*\\n214", "height": "3192", "width": "2141", "jp2-path": "collegeadministr01thwi_0232.jp2"}, "233": {"fulltext": "Financial Relations\\ntuition fees is remitted. This rule may be extended in\\nspecial cases to include other denominations.\\n2. Young men who have no parents, who are entirely\\ndependent upon their own efforts to get their education,\\nupon presentation of proper certificates of character, in-\\ndustry, and their inability to attend college without aid,\\nreceive such assistance as may be available at the time\\nof their application, not exceeding the tuition fee in the\\nclassical and Latin-scientific courses, or one-half the tui-\\ntion fee in the technical courses.\\n3. In special cases, also, aid is given to those not in-\\ncluded in the foregoing classes by the loan of an amount\\nsimilar to the aid given to those above mentioned, to be\\nrepaid in a given period without interest. The period\\nwill be sufficiently long after leaving college to give op-\\nportunity for the borrower to become established in his\\nprofession or business.\\nA third form of aid consists in the granting of\\nloans to students. This represents a method some-\\nwhat new for it has been only within the past few\\nyears that colleges have been willing to loan money\\nto students in large aggregate amounts with the\\nhope of repayment. Absolute grants or gifts had\\npreviously been made. The testimony of nearly\\nall but not all college presidents is in favor of\\nloans as the best means of aid. This method, of\\ncourse, labors under the disadvantage of laying a\\nburden upon the graduate for most men who are\\npoor in college have not the strength or the means\\nto remove the debt until several years after grad-\\nuation. The conditions which have kept them in\\npoverty up to the age of twenty-two usually tend\\nto continue them in poverty until the age of\\n215", "height": "3153", "width": "1964", "jp2-path": "collegeadministr01thwi_0233.jp2"}, "234": {"fulltext": "Financial Relaiions\\ntwenty-six. Such a debt easily proves to be a\\nfinancial burden. Certainly it is not well for a\\nman to face life with heavy pecuniary responsi-\\nbilities resting upon him.\\nBut the advantages of the system of loans are\\ngreat. The method delivers from the fear of pau-\\nperizing the student. It develops self-respect in\\nthe student. It proves to be a less serious burden\\nfor the college than the method of absolute gifts\\nfor the loans that are repaid represent an incre-\\nment of power for aiding the students of the\\nfuture.\\nThe testimony of many college presidents upon\\nthe loan as the best method is ample. The Presi-\\ndent of a State university in the Middle West\\nsays:\\nI am emphatic in the belief that all pecuniary aid\\nshould be granted in the form of a definite loan. Every\\ndollar of this should be repaid with reasonable interest.\\nWherever possible, there should be some responsible per-\\nson as indorser. The time within which the loan is to\\nbe paid may be so extended as to make it more than\\nreasonably sure that repayment can be made without\\ndistressing the borrower but the interest should be paid\\nregularly and the principal should at least be provided\\nfor by a new note when it becomes due. The indorser\\nshould understand that he is held responsible just as he\\nwould be upon any other bank paper. It seems to me\\nthat, considering the long time of the loan and the com-\\nparatively small amount, no man of real promise can be\\nso situated that he has no friend who will back him in a\\nloan of this kind. The borrower should be made clearly\\nto understand that the only generosity in this whole\\n216", "height": "3192", "width": "2148", "jp2-path": "collegeadministr01thwi_0234.jp2"}, "235": {"fulltext": "Financial Relations\\nmatter is that which makes it possible for him to borrow^\\nand that he must make a definite return in order that\\nsome one else may have a like benefit.\\nThe loans that are thus made are, however, usually\\ndebts of honor, and they are usually made on the\\npledge that they will be repaid when the student\\nis financially able. Of the condition of his finan-\\ncial ability it is usually allowed that the student\\nhimself shall be the judge. It is at this point that\\ncolleges are passing through diverse experiences.\\nWhen I am able, is a phrase which students who\\nhave become graduates and have entered into\\nmoney-making professions interpret in the most\\ndiverse ways. For instance, one student who is earn-\\ning $600 as a teacher judges that he ought to pay up\\nhis college debts, and does pay them up. Another\\nstudent earns this same amount of money for one\\nyear, straightway feels that he is justified in be-\\ncoming a husband, and soon finds that, as the head\\nof a family, he is not able to do more than support\\nhis wife and children. One student who has bor-\\nrowed $500 from the college becomes a lawyer,\\nreceives an income of $1200, leases a house at $20\\na month, and judges that he is not able to pay his\\ndebt to the college. Another graduate, who be-\\ncomes a minister, is in debt to the college $600, is\\nunmarried, and earns a salary of $800 a year.\\nShould he be regarded as able to pay his col-\\nlege debt! Should, for instance, a student who\\nborrowed from the college the sum of $700, who is\\nearning $650 as a teacher, be justified in saving his\\nmoney in order to go to Grermany to win his doc-\\n217", "height": "3177", "width": "1956", "jp2-path": "collegeadministr01thwi_0235.jp2"}, "236": {"fulltext": "Financial Relations\\ntor s degree and thus fit himself the better for\\nteaching? These and similar problems present\\nthemselves in the experience of every college\\nadministrator. In general, the colleges are hav-\\ning the most varied experience in the repayment\\nof loans. The President of a small although first-\\nrate and historic college in central New York says\\nthat loans which he makes privately out of funds\\nunder his personal control are always paid, but\\nthat loans or remissions made in the tuition are\\ndefaulted to the extent of about one-half. The\\nPresident of a New England college writes\\nOur experience coincides with the general one, that\\nloans are held as very light obhgations by the students.\\nThe working of our loan fund has been a great disap-\\npointment. I fear that the almost universal practice\\nof indiscriminate largess has debauched and demoralized\\nthe financial conscience of students.\\nBut the President of an Ohio college makes\\nthe following statement respecting its scholarship\\nfunds\\nThe fund was founded in September, 1882, and the\\noriginal amount was fifteen thousand dollars. Half of\\nthe amount repaid is to be added to the principal.\\nPresent endowment\\n$17,544.05\\nTotal assistance loaned\\n15,710.00\\nTotal loan notes matured\\n8,275.00\\nTotal notes taken up\\nr 5,088.10\\nTotal matured and unpaid\\n3,186.90\\nTotal extended by treasurer\\n1,260.00\\nTotal due and uncollected\\n1,926.90\\n218", "height": "3192", "width": "2129", "jp2-path": "collegeadministr01thwi_0236.jp2"}, "237": {"fulltext": "Financial Relations\\nExperience would show tliat about eight per cent, of the\\nnotes (in recent years) are taken up before maturity, and\\nfifty per cent, at maturity. I do not think that more than\\none per cent., if so much, is wholly uncoUectable.\\nThe President of a Colorado college says\\nWhen we have made loans we have had very good\\nexperience in having the money paid back with fair\\npromptness.\\nAnother college President in one of the Middle\\nStates says that he should estimate the returned\\nloans at about thirty per cent, of the entire amounts\\nloaned. An officer of another conspicuous college\\nalso in the Middle States says\\nStudents whose tuition is remitted, and who do not\\nenter the ministry, are expected to refund the entire\\namount after graduation as soon as they can do so with-\\nout serious financial embarrassment. We do not require\\na written obligation; and few ever refund! We\\nhave a small loan fund, and require those receiving aid\\nfrom it to give a note payable one year after graduation.\\nThese notes are usually paid.\\nThe general inference to be derived from the\\nexperience of our colleges in respect to the repay-\\nment of loans is that, if care be taken in the mak-\\ning of the loans, and if a wise endeavor be made to\\nsecure their repayment, the larger part of the\\namount loaned will be repaid. But it is also evi-\\ndent that, if care and pains be not taken in the\\nmaking of loans, or if care and pains be lacking in\\n219", "height": "3145", "width": "1949", "jp2-path": "collegeadministr01thwi_0237.jp2"}, "238": {"fulltext": "Financial Relations\\nsecuring repayment, only a small percentage will be\\nrepaid. College graduates, like all other members\\nof humanity, need to be reminded of their obliga-\\ntions.\\nOne should not neglect to say that in this whole\\nbusiness is a single element which is evil, and only\\nevil. This element relates to the influence of the\\ndebt over the man who owes it, who in ethical\\nindifference or in financial irresponsibility allows\\nthe obligation to run on year after year without\\nmaking any attempt to remove it. The condition\\nin which he allows himself to be arises from his\\nlack of honor, and this instance of his faithlessness\\ntends to augment the evil out of which it itself\\nsprings. If he be at all sensitive, too, the debt\\noften returns to his mind in a way to lessen the\\npleasure which the thought of his college ought to\\ngive him, and also it may tend to lessen the thor-\\noughness of his enjoyment in many of the plea-\\nsures of life to which general principles give him\\na full right. It is to be said that there are stu-\\ndents, and poor and worthy ones, too, to whom the\\ncollege should not, even for their own sake, loan a\\ndollar. They must be saved from themselves.\\nAs to the amount that should thus be loaned to\\nstudents, two or three rules are evident First, the\\namount should be sufficient to make an education\\npossible. Second, the amount should not be so\\nlarge as to lessen the self-respect or the self-activ-\\nity of the recipient. And, third, the amount should\\nbe sufficient to restrain the student from doing too\\nmuch work for self-support for the college finds\\n220", "height": "3192", "width": "2108", "jp2-path": "collegeadministr01thwi_0238.jp2"}, "239": {"fulltext": "Financial Relations\\nthat certain men of activity, who are unwilling\\nto borrow money, sacrifice the value of their col-\\nlege course for the sake of earning money.\\nOne remark should be added to this general dis-\\ncussion. It is the lack of wisdom shown in aiding\\nspecial classes of students. For generations the\\nAmerican college has been inclined to aid those\\nwho propose to become ministers, and also those\\nwho are the sons of ministers or of missionaries.\\nThe bestowal of this kind of aid has arisen in no\\nsmall degree from the colleges being, in their\\norigin, institutions for the education of ministers.\\nThe larger part of our colleges, too, have been\\nfounded by churches, or by the ministers of these\\nchurches. Therefore favor has been shown to the\\nsons of clergymen and to those who propose to\\nbecome clergymen. It cannot now be doubted\\nthat this method is thoroughly bad. It tends to\\ngive advantages to one class\u00e2\u0080\u0094 or it may be said\\nthat it tends to put disadvantages upon one class\\n\u00e2\u0080\u0094of students, who should not be thus subjected to\\na disadvantage, and who, if the condition be re-\\ngarded as an advantage, should not receive this\\nbenefit. Students in colleges do not, as a rule,\\npossess sufficient maturity, or have not adequately\\nconsidered the purpose of their collegiate career,\\nto make a just claim for pecuniary aid upon this\\nground. Let students be aided as individuals, but\\nnever let them be helped because they are, or pro-\\npose to be, members of a certain professional or\\nother class.\\nI do not now say a word with reference to those\\n221", "height": "3169", "width": "1980", "jp2-path": "collegeadministr01thwi_0239.jp2"}, "240": {"fulltext": "Financial Relations\\nwho propose to become ministers who have akeady\\nentered upon their professional studies. This is a\\nquestion entirely apart from granting aid to them\\nwhile they are undergraduates.\\nThe following principles emerge from these con-\\nsiderations, which should be maintained in giving\\naid to students in college:\\n1. Every grant of aid should be made upon the\\nground of the claims of the individual concerned.\\nThe good health and promise of life of the appli-\\ncant should be considered.\\n2. In granting aid, evidence should be based so\\nfar as possible upon the man himself rather than\\nupon testimony about the man.\\n3. The amount of aid granted should vary\\naccording to the need, character, and promise of\\nusefulness of the applicant.\\n4. In case testimony is required, the testimony\\nshould be secured from witnesses outside the appli-\\ncant s family as well as within.\\n5. All aid should promote the self-respect and\\nmanliness of the student receiving it.\\n6. No aid should be given to classes of students\\nas classes.\\n7. All grants of aid should be confined to one\\nyear and no assurance should be given of aid for\\nmore than one year, unless the grounds of the\\naward still obtain.\\n8. Every wise and proper means should be used\\nto impress upon the student the debt of gratitude\\nthat he owes the college but there should be no\\nbadgering.\\n222", "height": "3192", "width": "2111", "jp2-path": "collegeadministr01thwi_0240.jp2"}, "241": {"fulltext": "Financial Relations\\n9. The college should follow up each loan with\\ncourteous care, in order to secure repayment.\\nIV\\nUSELESS THOUGH WELL-MEANT ENDOWMENT\\nNot for one instant can it be doubted that the\\ncause of the higher education represents the best\\nobject for the bestowal of general benevolence. Mr.\\nCourtney Stanhope Kenny, in his remarkable book,\\nEndowed Charities (pp. 238-240), suggests six\\nrules for benevolence\\n1. Of two ways of palliating an evil, we must choose\\nthe more powerful.\\n2. Relief which removes the causes of the evil is better\\nthan that which palliates or increases it.\\n3. If we must choose among forms of relief that only\\nassuage the evil without removing its cause, those\u00e2\u0080\u0094 if of\\nequal potency are to he preferred which produce least\\nnew evil.\\n4. The graver the evil, the more desirable is the charity\\nthat relieves it.\\n5. An inevitable evil is more deserving of relief than\\nan avoidable one.\\n6. An unexpected evil is more deserving of relief than\\none that could be foreseen.\\nThese rules are wise, but it is to be said at\\nonce that they are largely of a negative charac-\\nter; they are rules, too, rather than principles.\\nA principle of benevolence, as that principle\\n22}", "height": "3161", "width": "1942", "jp2-path": "collegeadministr01thwi_0241.jp2"}, "242": {"fulltext": "Financial Relations\\nmay be applied to endowment, is that endowments\\nshould be given to those philanthropic works the\\ndemand for which we wish to increase. Although\\nthis principle has certain evident limitations or\\nexceptions, yet its application is broad and gen-\\nerally sound. It applies to the ordinary stable\\nconditions of life. One does not wish the de-\\nmand for poorhouses to increase, and poorhouses\\nshould not be endowed; one does not wish the\\ndemand for institutions and agencies for relieving\\nthe poor to increase, and no one of these institu-\\ntions and agencies is a worthy object for endow-\\nment. But one does wish the demand for education,\\nhigher and lower, and the demand for scientific re-\\nsearch, to increase, and these causes are worthy\\nobjects of endowment. By endowing poorhouses\\none makes paupers by endowing colleges one\\nmakes scholars. Each endowment creates what\\nit is ordained to create.\\nIt is to be said that the famous arguments of\\nTurgot and of Adam Smith against foundations\\nhave rather gained than diminished in force as\\nthe arguments are applied to causes other than the\\nhigher education. Turgot s argument in the article\\non Foundations in the Encyclopedic is still a\\nmasterpiece. He states that the intellectual diffi-\\nculties are so great, and the social problems so\\ncomplex, which one who wishes to be a founder\\nmust meet, that he must be the boldest man who\\nwould be willing to run such risks. It is difficult,\\ntoo, for the philanthropist to diagnose the disease\\nand to distinguish its essential nature beneath\\n224", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0242.jp2"}, "243": {"fulltext": "Financial Relations\\nsuperficial appearances. He is in peril of mistak-\\ning effect for cause, and cause for effect. Even if lie\\nhas, at great pains, reached the root of the disease,\\nthe difficulty of discovering a remedy is no less\\ngreat. Many remedies which have been applied\\nhave increased the evil, as, for instance, the erec-\\ntion of foundling hospitals, which has tended to\\naugment the evil out of which the need for such\\nhospitals has grown. Furthermore, if a proper\\nremedy be discovered for an evil for a short time,\\nit is very much more difficult to apply this remedy\\nthrough the long time in which a foundation is\\nsupposed to last. The difficulties, therefore, of\\nmaking a worthy foundation are so great that\\nTurgot believes that it is better not to attempt to\\nlay foundations.\\nThis argument is reinforced by Adam Smith.\\nThe great economist asks\\nHave these public endowments contributed in general\\nto promote the end of their institutions? Have they\\ncontributed to encourage the diligence and to improve\\nthe abilities of the teachers? Have they directed the\\ncourse of education toward objects more useful, both to\\nthe individual and to the public, than those to which it\\nwould naturally have gone of its own accord In\\nevery profession the exertion of the greater part of those\\nwho exercise it is always in proportion to the necessity\\nthey are under of making that exertion. The endow-\\nments of schools and colleges have necessarily diminished\\nmore or less the necessity of application in the teachers.^\\n1 The Wealth of Nations, Book V, Part III. Chap. I. Art. II,\\nOf the Expense of the Institutions for the Education of Youth.\\n16 225", "height": "3153", "width": "1979", "jp2-path": "collegeadministr01thwi_0243.jp2"}, "244": {"fulltext": "Financial Relations\\nBut it is to be said that the argument of Turgot is\\ndirected toward the limitation of certain evils it is\\nnot directed toward the augmentation of the good.\\nIt is evident that his argument does not apply to\\neducational endowments with anything like the\\nforce with which it applies to charitable endow-\\nments. The pursuit of knowledge, the promotion\\nof research, the offering of opportunities for cul-\\nture, the establishment of facilities for learning,\\nwill represent the worthiest objects so long as\\nhumanity has a being at all like its present being.\\nThe evils which the great Frenchman alludes to,\\nhowever alarming in the case of many charities of\\nEngland, do not appear in the administrations of\\nthe two oldest and most illustrious universities\\nof England. These evils, too, have never appeared\\nin any appreciable degree in the life and work of\\nAmerican colleges.\\nIn reference to the argument of Adam Smith, it\\nis to be said, and briefly, that endowment is abso-\\nlutely necessary to the carrying on of the higher\\neducation. The revenue derived from fees is far\\nfrom being sufficient to support the college or the\\nuniversity. The general evil to which he alludes\\nmay attend the establishment of certain founda-\\ntions, but without the foundations no university\\ncould maintain its existence for a year. The uni-\\nversities of England, of the United States, and of\\nGermany are alike in not being able to support\\nthemselves on the fees received from their stu-\\ndents.\\nThe proper province of endowment is repre-\\n226", "height": "3192", "width": "2116", "jp2-path": "collegeadministr01thwi_0244.jp2"}, "245": {"fulltext": "Financial Relations\\nseuted in the spiritual and intellectual interests of\\nman rather than in his physical and material in-\\nterests. Voluntary benevolence need not concern\\nitself with evils which the state can and will\\nremedy. Those evils which are the most obvious\\nare physical and material evils. Private and vol-\\nuntary benevolence should therefore concern itself\\nfirst with the intellectual and spiritual welfare of\\nman. The individual need not attempt to do that\\nwhich the community as a legal corporate body will\\ndo. It is also to be said, and with gratitude, that\\norganized society is constantly enlarging its field\\nof beneficence; it is constantly taking up work\\nand works which were formerly done through in-\\ndividuals. As the man who is by nature a pioneer\\nretires into the forest at each advance of orderly\\nand civilized society, so the pioneer in good works\\nsurrenders fields which he has formerly worked\\nto the organized beneficence of the community.\\nThe kindergarten schools of certain cities were\\nestablished and maintained for years by private\\nbeneficence. Their usefulness in time became so\\nevident that they have been incorporated into the\\npublic-school system. The relief of the poor was\\nformerly a matter for private beneficence. It has\\nnow largely come to be a matter of public and legal\\naction. The physical and material evils of human-\\nity are more evident to the ordinary observer than\\nthe spiritual and intellectual needs, and these more\\nevident needs are first taken up by the community,\\nand afterward the less apparent ones the spiritual\\nand intellectual. And therefore, until the organ-\\n227", "height": "3174", "width": "1970", "jp2-path": "collegeadministr01thwi_0245.jp2"}, "246": {"fulltext": "Financial Relations\\nized community is able to perceive these spiritual\\nand intellectual needs, and to supply them, they\\npresent the most promising field for voluntary\\nand personal beneficence.\\nOne cannot deny that the history of endowments\\nother than educational is, on the whole, a rather\\nsad one. Such history hardly belongs to the\\nUnited States. This nation is altogether too\\nyoung, and has been too poor, to have made\\nmuch history of this character. Yet when one\\nturns to the mother-country he finds that the\\ntime has been long enough and wealth has been\\nsufficient to allow the making of a history of en-\\ndowed charities. This history furnishes sufficient\\nopportunity for keen and profound analysis and\\ndiagnosis. For the evils of the community have\\nnot been understood. Remedies have not been\\nadjusted to the evils. Sums too large have been\\ndonated to remove small evils, and the result has\\nbeen an increase of evils sums too small have been\\ndonated to remove lai*ge evils, and the result has\\nbeen unremunerative expenditure. Help has too\\noften been given in such a way as to take away\\nthe power of self-help. Endowments have bee-n\\nrendered superfluous through change of conditions.\\nThe law of proportions has not been observed.\\nSome instances of these proportions are fur-\\nnished by Mr. Kenny in his book, Endowed\\nCharities\\nAdmiral B. M. Kelly left ninety thousand pounds\\nto found a school for sons of officers in the navy.\\nThe lads were to have a first-class education up to the\\n228", "height": "3192", "width": "2106", "jp2-path": "collegeadministr01thwi_0246.jp2"}, "247": {"fulltext": "Financial Relations\\nage of eighteen. But the head-master s salary was only\\nto amount to the value of one hundred bushels of\\nwheat/ which, as the charity commissioners said, was\\nludicrously inadequate. Many further difBculties\\narose from the minuteness with which the testator, who\\nwas a sailor, and evidently knew little about schools,\\nhad given directions.\\nWe have pointed out many important endowments\\nwhere very large funds are producing at present little or\\neven no result. Thus, Thame Grammar School had two\\nmasters and one bo}^ 5 and those at Sutton Coldfield (en-\\ndowed with \u00c2\u00a3467 a year), Mancetter (\u00c2\u00a3288 a year), and\\nLittle Walsingham (\u00c2\u00a3110 a year) were sometimes with-\\nout any boys at all, while the evidence of the assistant\\ncommissioners included such testimony as the following\\nAt Bath an income of \u00c2\u00a3461 appears to hinder rather\\nthan promote the education of the citizens, and does\\nnothing for the neighborhood. The fine foundation\\nat Market Bosworth, now \u00c2\u00a3792 a year, is reported to be\\nat present useless. Gloucestershire and Herefordshire\\nrequire special notice for the generally unsatisfactory\\ncondition of their endowed schools. Gloucestershire\\nhas seventeen foundations for secondary education, and\\nnone of these is reported to be at all efficient. It is\\ndifficult to understand that Masham School serves any\\nuseful purpose. A school of this kind [Easingwold]\\ndoes great harm to the community. This school\\n[Bridlington] in its present state hinders rather than\\npromotes the civilization of the place. Much of the\\nvitality of Doncaster School is owing to the fact that it\\npossesses none of the wealth which in so many instances\\nproves to be an encouragement to indolence.\\nMr. Cumin tells the story of an old lady who gave away\\ntwenty pounds worth of flannel every Christmas. The\\nChristmas after she died the poor people came to the\\n229", "height": "3169", "width": "1922", "jp2-path": "collegeadministr01thwi_0247.jp2"}, "248": {"fulltext": "Financial Relations\\nrector and complained, If we had known she was going\\nto die, we would have saved our harvest money and bought\\nflannel.\\nAn instance of a very comprehensive and yet very\\nfutile foundation is afforded by that of Mr, Henry Smith,\\nwho in 1626 left large sums for four objects. Part was\\nto go in redeeming captives from pirates but since 1723\\nno captive has been found on whom it could be spent.\\nPart, now producing \u00c2\u00a38235 a year, was to go in doles,\\nand is distributed, with the usual results, among 209 dis-\\ntricts, in one of which it is given to one household out of\\nevery two, in another to two households out of every\\nthree, and in another, according to the vicar, a charity\\nwas never worse applied; its effects are demoralizing.\\nPart, again, was reserved for Mr. Smith s poor relations,\\nand is still distributed among them to the extent of\\n\u00c2\u00a36797 a year, with the result of making it the interest\\nof some hundreds of persons not to work and get on in\\nlife. The final part was to be devoted to buying impro-\\npriations for preachers, and its income is distributed\\namong the poor clergy, though the resulting benefit is\\nfound to be more than counterbalanced by the disap-\\npointment caused to the unsuccessful applicants, the\\ntrouble of the canvassing, and the perilous habit which\\nit too often inspires of begging with colorable tales of\\npoverty.\\nThese instances, whicli, though nnmerous, might\\nbe greatly increased, are more than sufficient to\\nprove the dov^nright, sheer, absolute foolishness\\nof many benevolent men. On the whole, men s\\nhearts are better than their heads, their v^ills than\\ntheir intellects. Men often choose the highest\\nobjects known to them, and with the heartiest\\n\u00e2\u0080\u00a2230", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0248.jp2"}, "249": {"fulltext": "Financial Relations\\nenthusiasm adopt schemes of benevolence which\\nseem to them the wisest. But their knowledge is\\nnarrow, and their schemes for executing their\\nbenevolent intentions are not wise. The number\\nof men and women who every day are devoting\\ntheir fortunes, time, and labor to benevolence is\\nconstantly increasing. One cannot witness these\\nabounding examples of sacrifice without feelings\\nof the deepest gratitude. But one is too often\\nsaddened and chagrined on learning that these\\nbenevolences, so generously conceived, are not the\\nproduct of a comprehensive and reflective wisdom.\\nToo often they represent wasted labor and fruitless\\nself-sacrifice.\\nSuch a condition, however, does not usually\\nbelong to endowments given to the higher educa-\\ntion; for the cause of the higher education is so\\ncomprehensive, and its interests so diverse, that it\\nis only with extreme and most complete foolishness\\nthat one can make a mistake in giving to the col-\\nlege or university. For the university is designed\\nto make the best man and it commands the ser-\\nvices of the best men as teachers of youth, as\\ntrustees of funds, and as administrators of large\\nundertakings. No corporations in the United\\nStates are able to command so great talent as the\\ncr liege corporations. One reason of this present\\ncondition is found in the exalted purposes which\\nthe college is ordained to secure. A further reason\\nlies in the fact that the financial trusts placed in\\nthese administrators are large. The great number\\nof small endowments made in the cause of charity\\n231", "height": "3169", "width": "1949", "jp2-path": "collegeadministr01thwi_0249.jp2"}, "250": {"fulltext": "Financial Relations\\nin England has in many cases resulted in waste,\\nbecause the smallness of these sums could not\\ncommand men of ability in their management.\\nBut the American college holding large sums of\\nmoney has been able to secure the wisest legal\\ntalent and the most worthy moral ability. It is\\nalso not to be forgotten that the college stands for\\ncertain lasting needs of humanity. One can hardly\\nconceive of changes occurring in the race so great\\nas to render the need of a trained judgment and\\nthe usefulness of stores of knowledge superfluous.\\nThe changes in the condition of humanity have\\nrendered many trusts absolutely worthless. Such\\nchanges cannot, with any degree of probability,\\noccur in those conditions which education repre-\\nsents to such an extent that funds given to that\\ncause will become worthless.\\nFurthermore, the higher education represents\\nconditions which are the least obtrusive. The\\nphysical sufferings of man appeal, as I have inti-\\nmated, to every one; his intellectual wants do\\nnot. Those persons, therefore, to whom these\\nwants do appeal as worthy should be especially\\nsolicitous to fill them. The college and the uni-\\nversity also appeal to the benevolence of the\\nindividual through the fact that it is a question\\nhow far the community should tax itself for the\\npromotion of the higher intellectual welfare. But\\nthere is no question that the higher intellectual\\ninterests of men are vitally related to all the in-\\nterests of humanity. It is therefore of supreme\\nimportance that these interests be conserved, and\\n2}2", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0250.jp2"}, "251": {"fulltext": "Financial Relations\\nthey therefore present themselves to one who\\nhas the welfare of the race at heart with peculiar\\npersuasiveness. It is, moreover, never to be for-\\ngotten that the college represents the most com-\\nprehensive interest of humanity. This considera-\\ntion is well exemplified in the fact that, in the\\nrevision of English charities by the charity com-\\nmissioners, the cause of education was judged to\\nbe the best cause to receive endowments which\\nhad been created for purposes and objects now\\nno longer possible of fulfilment. It was agreed\\nthat endowments which had been established for\\nthe following purposes doles in money or kind\\nmarriage portions; redemption of prisoners and\\ncaptives relief of poor prisoners for debt loans\\napprenticeship fees; advancement in life; or any\\npurposes which have failed altogether or have be-\\ncome insignificant in comparison with the magni-\\ntude of the endowment, if originally given to\\ncharitable uses in or before the year of our Lord\\none thousand and eight hundred should be\\napplied to the advancement of education.\\nTruths of this character, recognized throughout\\nthe history of this country, and especially in the\\nlast seventy-five years, have resulted in the dona-\\ntion of large sums of money to American colleges\\nand universities. In England the money that is\\ngiven to public uses usually goes to the establish-\\nment of a charity. There poverty has become a\\ndisease charity deals with it as a disease. In Eng-\\nland, too, the interest of wealthy men is largely\\n1 Kenny, Endowed Charities, p. 198.", "height": "3137", "width": "2039", "jp2-path": "collegeadministr01thwi_0251.jp2"}, "252": {"fulltext": "Financial Relations\\ngiven to the establishment of a family. One can-\\nnot read the wills of Englishmen without seeing\\nthat money is usually retained in the family. Such\\na purpose or principle of founding a family has\\nsmall value in a new country. One reason of this\\ncondition is found in the fact that in the newer\\ncountry families are not permanent. They are\\nlike a wheel in constant revolution the highest\\npart soon becomes the lowest, and the lowest high-\\nest. There does not seem to be any strong desire\\nto make them permanent. In England the domes-\\ntic and the charitable demands for money are so\\ngreat that Oxford and Cambridge are failing to\\nreceive their just proportion. In the United States\\ninstitutions are more permanent than families;\\nand of all our institutions those of the higher\\neducation the college, the university are the\\nmost permanent. The colleges and the univer-\\nsities are therefore the objects of special benevo-\\nlence.\\nIn making an educational or other foundation a\\nfounder should bear in mind that his foundation\\nis designed to last forever. He should therefore\\nconstantly have in sight the fact that the future\\nis sure to bring fundamental changes, and he\\nshould not make the conditions attending his gift\\nso exact that it may at some time become worthless\\nthrough the impossibility of their fulfilment. It\\nis said that there are more than two thousand en-\\ndowments for primary education in England which\\nare now rendered absolutely unnecessary through\\nthe establishment of schools aided by the govern-\\n234", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0252.jp2"}, "253": {"fulltext": "Financial Relations\\nment. A founder, therefore, should in general be\\ncontent with a statement of his comprehensive\\npurpose. He will find it far better to trust the\\nmen of the future than to try to perpetuate pres-\\nent methods.\\nThis endeavor to make the standards and\\nmethods of the time of a founder the standards\\nand methods of all time receives illustration in our\\nown recent history. The endeavor to give an exact\\ninterpretation to certain terms in the fundamental\\ninstruments of the Theological Seminary at An-\\ndover resulted in serious loss to the seminary;\\nand the endeavor of certain members and friends\\nof the official Board of the seminary to interpret\\nthe ancient documents in the light of general prin-\\nciples has seemed to some to result in a failure\\nrightly to appreciate the importance of the specific\\ntrust that was committed to the Board. Harvard\\nCollege, too, in the early part of the eighteenth\\ncentury, received, a gift to found a certain lecture-\\nship under certain conditions. By his last will\\nPaul Dudley gave to Harvard College one hun-\\ndred pounds sterling, to be applied as he should\\ndirect and by an instrument under his hand and\\nseal he afterward ordered the yearly interest to\\nbe applied to supporting an anniversary sermon\\nor lecture, to be preached at the college, on the\\nfollowing topics. The first lecture was to be *for\\nthe proving, explaining, and proper use and\\nimprovement of the principles of natural reli-\\ngion the second, for the confirmation, illustra-\\ntion, and improvement of the great articles of the\\n235", "height": "3145", "width": "1971", "jp2-path": "collegeadministr01thwi_0253.jp2"}, "254": {"fulltext": "Financial Relations\\nCiiristian religion the third, for the detecting,\\nconvicting, and exposing the idolatry, errors, and\\nsuperstitions of the Romish Church the fourth,\\nfor maintaining, explaining, and proving the\\nvalidity of the ordination of ministers or pastors\\nof the churches, and of their administration of the\\nsacraments or ordinances of religion, as the same\\nhath been practised in New England from the first\\nbeginning of it, and so continued to this day.\\nIn the college year of 1890-91 the Dudleyan lecturer\\nwas the Right Rev. Bishop John J. Keane, at that\\ntime rector of the Catholic University of America.\\nHis subject, it should be added, was For the con-\\nfirmation, illustration, and improvement of the great\\narticles of the Christian religion, properly so called,\\nor the revelation which Jesus Christ, the Son of\\nGod, was pleased to make, first by himself, and\\nafterward by his holy apostles, to his church and\\nthe world for their salvation.\\nGifts made to a college or any other philanthropic\\ninstitutions are very liable to reflect the conditions\\nof the times. The gifts made to Yale College in\\nthe administration of President Clap, 1740-66, are\\nlargely qualified by the religious and ecclesiastical\\nbeliefs and controversies of the middle decades\\nof the eighteenth century. Certain scholarships in\\nthe Yale Divinity School can be enjoyed only by\\nthose who are of decided and hearty anti-slavery\\ncharacter, sentiments, and sympathies. It is suffi-\\ncient to say that these scholarships were established\\nin the year 1864.\\n1 Josiah Quincy, History of Harvard University, Vol. H, p. 139.\\n2}6", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0254.jp2"}, "255": {"fulltext": "Financial Relations\\nIt is not wise for a founder to say exactly what\\nmen shall believe, or in what terms they shall ex-\\npress their belief, a hundred years, or two hundred\\nyears, or five thousand years after he is dead. It\\nis wiser for him to intrust his general purpose, with-\\nout specific conditions, to the men of the future. Yet\\nit is to be presumed that certain founders will be\\nshort-sighted, and that the most generous may lack\\nwisdom. It is therefore fitting that the state\\nshould take upon itself the duty of supervising, so\\nfar as it is able, all foundations and trusts, and\\nalso of ultimately reversing all those which fail to\\nsecure their purposes. The need is not so great in\\nAmerica as in England; but even in America it\\nwould be well for the state to maintain a board of\\nsupervisors of philanthropic foundations. As Mr.\\nKenny says\\nThe periodical investigation of charity affairs by a cen-\\ntral authority is requisite to stimulate the activity of the\\nadministrators and the economy of their administration.\\nFor the former purpose, the state must periodically in-\\nquire if the number of administrators is being kept up by\\nnew elections to its normal standard, and with what\\nregularity each of them attends the meetings of the body.\\nFor the latter, it must periodically inquire into the\\nreceipts and expenditures of the charity. The returns of\\nactual revenue must, of course, be checked by comparison\\nwith the amount of the revenue-producing capital. Of\\nthat amount the state must furnish itself with exact in-\\nformation by requiring the immediate registration of\\nevery charitable gift. In old countries, where philan-\\nthropy has run a long course before the national life has\\n237", "height": "3153", "width": "1957", "jp2-path": "collegeadministr01thwi_0255.jp2"}, "256": {"fulltext": "Financial Relations\\nreached tlie stage of centralization at which such a reg-\\nister becomes possible, its contents (like the English en-\\nrolments under the Act of 1736) will cover only the later\\nfoundations. In such a case it must be supplemented by\\na general inquiry into the present wealth of the earlier\\nones.i\\nThis need of the revision of foundations is\\nclearly expressed by John Stuart Mill in one of his\\nessays. He says\\nAt the head of the foundations which existed in the\\ntime of Turgot was the Catholic hierarchy, then almost\\neffete, which had become irreconcilably hostile to the\\nprogress of the human mind, because that progress was\\nno longer compatible with belief in its tenets, and which,\\nto stand its ground against the advance of incredulity,\\nhad been driven to knit itself closely with the temporal\\ndespotism, to which it had once been a substantial, and\\nthe only existing, impediment and control. After this\\ncame monastic bodies, constituted ostensibly for the pur-\\npose, which derived their value chiefly from superstition,\\nand now not even fulfilling what they professed, bodies\\nof most of which the very existence had become one vast\\nand continued imposture. Next came universities and\\nacademical institutions, which had once taught all that\\nwas then known, but, having ever since indulged their\\nease by remaining stationary, found it for their interest\\nthat knowledge should do so, too\u00e2\u0080\u0094 institutions for edu-\\ncation which kept a century behind the community they\\naffected to educate, who, when Descartes appeared, pub-\\nlicly censured him for differing from Aristotle, and,\\nwhen Newton appeared, anathematized him for differing\\nfrom Descartes. There were hospitals which killed more\\n1 Kenny, Endowed Charities, p. 134.\\n238", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0256.jp2"}, "257": {"fulltext": "Financial Relations\\nof their unhappy patients than they cured and charities\\nof which the superintendents, like the licentiate in Gil\\nBias/ got rich by taking care of the affairs of the poor,\\nor which at best made twenty beggars by giving or\\npretending to give a miserable and dependent pittance\\nto one.\\nThe foundations, therefore, were among the grossest\\nand most conspicuous of the familiar abuses of the time\\nand beneath their shade flourished and multiplied large\\nclasses of men by interest and habit the protectors of all\\nabuses whatsoever. What wonder that a life spent in\\npractical struggle against abuses should have strongly\\nprepossessed Turgot against foundations in general. Yet\\nthe evils existed, not because there were foundations, but\\nbecause those foundations were perpetuities, and because\\nprovision was not made for their continual modification\\nto meet the wants of each successive age.^\\nEvery college, like every bank, in the United\\nStates, should frequently submit to a board con-\\nstituted by legal authority a statement of its finan-\\ncial condition, of the various trusts under which\\nit holds its funds, and of the use which it makes\\nof the income thence derived. Every institution\\nof charity should be constantly ready to give an\\naccount of its stewardship. The State should\\nsupervise trusts which are made under its au-\\nthority. The need of this supervision is not at\\npresent urgent; for college funds are small, they\\nare at present well managed, and the period of our\\nnational existence has not been long enough to\\nintroduce many fundamental changes into society.\\n1 Mill, Dissertations and Discussions, Vol. I, p. 52.\\n2^9", "height": "3165", "width": "1953", "jp2-path": "collegeadministr01thwi_0257.jp2"}, "258": {"fulltext": "Financial Relations\\nBut it will become urgent with, enlarging collegiate\\nwealth and increasing diversity of conditions.\\nThis review brings us to certain rather impor-\\ntant conclusions, for the number of people in the\\nUnited States who desire to make the noblest and\\nmost lasting use of their wealth is already large\\nand is constantly increasing. One conclusion is\\nthat it is not the part of wisdom to surround a\\nfoundation with very specific conditions. A second\\nis that if a gift is so surrounded, means of relief\\nshould be afforded in a general permission to use it\\nin the promotion of a general purpose. A third con-\\nclusion is that a founder should trust the men of the\\nfuture to carry out his general purpose. He should\\nnot lay down certain narrow methods or merely\\ntechnical rules for their following. The good men\\nof A.D. 3901 will have more wisdom for administer-\\ning a trust made two thousand years before than\\nany man living in 1901 can suggest to them. The\\nlast conclusion, which English and American his-\\ntory confirms, is that the agency through which\\nwealth\u00e2\u0080\u0094 be it ten thousand dollars or ten millions\\nis most certain of doing the most good, to the\\nmost people, for the longest time, and in the widest\\nrealms, is the college and the university.\\nV\\nFREEDOM FEOM TAXATION\\nThe constitutions of the several States usually\\ndeclare that every member of society shall pay his\\n240", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0258.jp2"}, "259": {"fulltext": "Financial Relations\\njust share toward tlie support of the government.\\nIt is affirmed that all property shall bear its proper\\nproportion of taxation. The constitutions of the\\nseveral States also make certain exemptions from\\ntaxation. These exemptions usually include pub-\\nlic school-houses and apparatus, churches, public\\nlibraries, academies, colleges, and universities.\\nThe constitutional provisions respecting exemp-\\ntions are commonly made good in the statutory law.\\nThis law is differently expressed in the statutes\\nof the different States, but in general the law is\\nthe same. It exempts from taxation property\\nused for collegiate and similar purposes. In Mas-\\nsachusetts a well-known statute^ declares, The\\npersonal property of literary, benevolent, charita-\\nble, and scientific institutions and temperance\\nsocieties incorporated within this commonwealth,\\nand the real estate belonging to such institutions\\noccupied by them or their officers for the purposes\\nfor which they were incorporated, are free from\\ntaxation. The Connecticut statute is more specific.\\nIt runs as follows Funds and estates which have\\nbeen or may be granted to the President and Fel-\\nlows of Yale College, Trinity College, or Wesleyan\\nUniversity, and by them respectively invested\\nand held for the use of such institutions, shall,\\nwith the income thereof, remain exempt from tax-\\nation, provided that neither of said corporations\\nshall ever hold in this State real estate free from\\ntaxation affording an annual income of more than\\n1 Supplements to the Public Statutes of Massachusetts, 1889-95,\\nc. 465.\\n241", "height": "3169", "width": "1940", "jp2-path": "collegeadministr01thwi_0259.jp2"}, "260": {"fulltext": "Financial Relations\\nsix thousand dollars. The New York statute is\\nmore akin to that of Massachusetts Every build-\\ning erected for the use of a college, and used by\\nit, and all stocks owned by literary and charitable\\ninstitutions, are free from taxation. The statutes\\nof Ohio and of Illinois are similar.\\nThe essential meaning of these laws, as inter-\\npreted by the courts, is that the property of a col-\\nlege necessarily used for collegiate purposes is not\\nto be taxed. In property necessarily used for col-\\nlegiate purposes are usually included (1) the ground\\nrequisite for the location of buildings and property\\nfor the securing of the fitting use of these build-\\nings, (2) halls for the purposes of giving and hear-\\ning lectures and recitations, (3) laboratories and\\ntheir apparatus, (4) libraries, including both build-\\nings and books, (5) gymnasium and its apparatus,\\n(6) astronomical observatories and their apparatus.\\nRegarding the taxing of property of this character\\nI am not aware that any question has arisen. Such\\nproperty is so necessary for the maintenance of\\nthe college that without it the college could not be\\nmaintained.\\nThe essential meaning of the statute, moreover,\\nis in most States\u00e2\u0080\u0094 with possible exceptions aris-\\ning from specific legislation\u00e2\u0080\u0094 that real property\\nbelonging to a college which is owned for the\\npurpose of securing revenue is not exempted\\nfrom taxation. Such property ordinarily includes\\nbuildings leased for commercial and similar pur-\\nposes. It is well known that a few of the larger,\\nolder, or more conspicuous colleges have invested\\n242", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0260.jp2"}, "261": {"fulltext": "Financial Relations\\nlarge amounts of their funds in real estate. Har-\\nvard owns large values in real property in Boston,\\nColumbia in New York, and Chicago University\\nin Chicago. In such cases the college corporation\\nbecomes a landlord, and is, so far as I know, in\\nevery instance prepared to assent to a proper\\nimposition of taxation, like any other landlord.\\nTo this general condition there are, of course, a\\nfew exceptions. One of these exceptions belongs\\nto Harvard College. By a certain privilege granted\\nin the Charter of 1650 Harvard College was ex-\\nempted from all taxes on real estate not exceeding\\nthe value at that time of five hundred pounds per\\nannum. Under this exemption an estate on Wash-\\nington Street, Boston, now occupied by a book-\\nselling and book-publishing house, is free from\\ntaxes. The Northwestern University of Illinois\\nalso enjoys a similar exemption upon certain of\\nits holdings of valuable real estate in the city of\\nChicago.\\nBut between property which a college must pos-\\nsess in order to be a college and to do college work\\nand property which it does possess in order to\\nraise a revenue, may lie, and does lie, property\\nwhich, on the one hand, is not absolutely neces-\\nsary to the existence and maintenance of the col-\\nlege, but which yet does promote its maintenance\\nand augment its efficiency as a means of education,\\nand, on the other hand, property which has no\\nrelation at all to the immediate promotion of the\\ngreat purposes of the college, and yet which does\\nresult in actually increasing the revenue of the\\n243", "height": "3153", "width": "1931", "jp2-path": "collegeadministr01thwi_0261.jp2"}, "262": {"fulltext": "Financial Relations\\ncollege. Such property placed midway between\\nproperty absolutely necessary for collegiate pur-\\nposes and property of an income-bearing char-\\nacter includes such real estate as dormitories,\\nclub-houses occupied by the students, and dwell-\\ning-houses occupied by the professors. At exactly\\nthis point falls the whole ictus of the whole ques-\\ntion of the taxation of college property. The\\nsimple question is whether property of this sort\\nshould be taxed or should be exempted from tax-\\nation.\\nIt is clear that dormitories are not necessary for\\nthe maintenance of certain colleges, for certain\\ncolleges do exist and are efficient without dormi-\\ntories. Columbia University has no dormitories\\nlikewise the University of Michigan and the Uni-\\nversity of Minnesota, institutions enrolling some\\nthree thousand students each, are without dormi-\\ntories. On the other hand, many colleges, and\\ncertainly most of the older colleges, have adopted\\nthe dormitory system of residence. To remove\\nHolworthy or Thayer or Weld from Harvard, or\\nFarnham or Durfee from Yale, or old Nassau from\\nPrinceton, would represent an elimination of what\\nhas proved to very many men a valuable condition\\nof their college course. To exclude the dormitory\\nmethod from Vassar or from Wellesley or from\\nSmith or from Bryn Mawr would probably re-\\nsult in the dissolution of the colleges themselves.\\nNeither Poughkeepsie nor the town of Wellesley\\nnor the city of Northampton nor the village of\\nBryn Mawr could offer the proper residences for\\n244", "height": "3185", "width": "2039", "jp2-path": "collegeadministr01thwi_0262.jp2"}, "263": {"fulltext": "Financial Relations\\nthe students who are at present members of\\nthese institutions. On the other hand, although\\nthe Western Reserve College for Women has a\\ndormitory, yet this college could exist if this\\ndormitory were not built. Radcliffe College in\\nCambridge has enjoyedprosperity without offering\\nspecial homes to its students.\\nIt is also to be said that the income from certain\\nof these halls of residence amounts to a large an-\\nnual revenue. The money thus derived is put into\\nthe college chest and is spent for purposes similar\\nto those for which money derived from business\\nblocks or from investments in bonds and stocks\\nis used.\\nIt may, therefore, be af rmed that in certain\\ncolleges the dormitory is as necessary to the carry-\\ning on of the college as is a hall of recitation. In\\nother colleges it is not so necessary. In certain col-\\nleges the claim might worthily be made, upon the\\nevidence presented on one side, that the dormi-\\ntory is conducive to the prosperity of the col-\\nlege. In the same colleges arguments might be\\npresented showing that the dormitory is of slight\\nvalue. The verdict in respect to the taxation of\\nsuch property, on whatever ground or of whatever\\ncontent, would not be generally satisfactory.\\nThe legal relation in which the houses belonging\\nto the college corporation and occupied by college\\nteachers stand is somewhat similar and somewhat\\ndissimilar to that constituted by the dormitories\\nof the students. The dwelling-house owned by a\\ncollege and occupied by a teacher is primarily used\\n245", "height": "3177", "width": "1937", "jp2-path": "collegeadministr01thwi_0263.jp2"}, "264": {"fulltext": "7\\nFinancial Relations\\nas a means of increasing the income of tlie college.\\nThe professor occupying it does not receive so\\nlarge an annual stipend from the college as he\\nwould were he not occupying it. This dwelling-\\nhouse, therefore, stands on the basis of an income-\\nbearing business block. It is also evident that in\\nmany cases, though not in all, it is especially pro-\\nmotive of the welfare of the college for profes-\\nsors to occupy houses in close proximity to the\\ncollege. A few professors in certain of our larger\\ncolleges situated in a metropolis may live a dozen\\nor more miles from the halls of lectures and recita-\\ntions, but in other instances such conditions are\\nnot possible. Certainly it would usually be advan-\\ntageous for all the residences of college teachers\\nto be near to the college halls. The worth of a\\nteacher to a college is promoted by the intimacy\\nof his association with all college elements and\\nrelations.\\nIt is therefore evident that the statute of ex-\\nemptions touching college property as embodied\\nin the unnecessary and yet income-producing real\\nestate represents one of those laws which the dif-\\nferent courts in different States, and the same\\ncourt in the same State with different judges on\\nthe bench, might interpret differently.\\nAmong the more famous cases decided by the\\nMassachusetts court touching the taxation of col-\\nlege property is the case of the distinguished\\nmathematician. Professor Benjamin Peirce, versus\\nthe inhabitants of Cambridge. This case was\\ndecided in January,. 1849. It appears that the\\n246", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0264.jp2"}, "265": {"fulltext": "Financial Relations\\nPresident and Fellows of Harvard College built a\\ndwelling-house on land of the corporation within\\nthe college yard, and leased the same to Professor\\nPeirce, to be occupied by him and his family as a\\nresidence at a certain annual charge. The court\\nheld that this property thus occupied could not be\\nexempt, although in a later decision of the court\\nupon a similar matter it was affirmed that if the\\nhouse had been occupied by Professor Peirce with-\\nout his paying rent it could have been exempted.\\nA somewhat similar case was decided in favor of\\nan institution of learning nineteen years after the\\ncase of Professor Peirce. This was a case of the\\nTrustees of Wesleyan Academy of Wilbraham,\\nMassachusetts, against the town of Wilbraham.\\nIt appears that the Trustees of the academy de-\\nsired that a farm and certain farming stock belong-\\ning to them and used for the support of the academy\\nbe exempted from taxation. The decision of the\\ncourt was, A farm and the farming stock owned\\nby an institution incorporated within this com-\\nmonwealth for the education of youth, and by it\\nworked solely to raise produce for the boarding-\\nhouse kept by the institution to supply board to\\nthe students at its actual cost, is exempted. In\\nanother Massachusetts case, the Massachusetts\\nGeneral Hospital versus the inhabitants of Somer-\\nville, it was held by the court that the purposes\\nfor which the real estate is used represent the\\nground upon which exemption may be claimed.\\nAmong the more recent and more important of all\\ndecisions is that rendered by the Supreme Court\\n247", "height": "3186", "width": "1957", "jp2-path": "collegeadministr01thwi_0265.jp2"}, "266": {"fulltext": "Financial Relations\\nof Massachusetts in the case of Williams College\\nand Williamstown. In this decision it is declared\\nthat:\\nLands with dwelling-houses thereon owned by a college\\nand occupied as residences by persons engaged solely in\\nthe instruction or government of the college or in the\\ncare of its property, under parole agreements whereby\\neach is to receive as salary a stated sum monthly and the\\nuse of the estate while in the service of the college, for\\nwhich use a certain sum is deducted from the amount of\\nthe salary, are not exempt from taxation under Public\\nStatutes, c. 11, sec. 5, cl. 3, as amended by Statutes of\\n1889, c. 465.\\nBut a still more important case is the recent\\ncase known as the President and Fellows of Har-\\nvard College versus the assessors of Cambridge.\\nThis is a case which will probably rank along with\\nthe case of Professor Benjamin Peirce versus the\\ninhabitants of Cambridge, decided in January,\\n1849. The essence of the second case, as also, in\\npart at least, the basis of the earlier case, is found\\nin the Massachusetts Constitution of 1780, in which\\nit is declared that the President and Fellows of\\nHarvard College, in their corporate capacity, and\\ntheir successors in that capacity, their officers, and\\nservants, shall have, hold, use, exercise, and enjoy\\nall powers, authorities, rights, liberties, privileges,\\nimmunities, and franchises which they now have,\\nor are entitled to have, hold, use, exercise, and\\nenjoy; and the same are hereby ratified and con-\\nfirmed unto them, the said President and Fellows\\n248", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0266.jp2"}, "267": {"fulltext": "Financial Relations\\nof Harvard College, and to their successors, and to\\ntheir officers and servants, respectively, forever.\\nElsewhere in the Constitution it is provided that\\nwisdom and knowledge, as well as virtue, diffused\\ngenerally among the body of the people, being\\nnecessary for the preservation of their rights and\\nliberties, and as these depend on spreading the\\nopportunities and advantages of education in the\\nvarious parts of the country and among the differ-\\nent orders of the people, it shall be the duty of the\\nlegislatures and magistrates, in all future periods\\nof the commonwealth, to cherish the interests of\\nliterature and science, and all seminaries of them,\\nespecially the university at Cambridge, public\\nschools and grammar schools in the towns.\\nThe method of carrying out these provisions of\\nthe Constitution is a statute which, in its final form\\nof 1889, provides that the personal property of\\nliterary, benevolent, charitable, and scientific in-\\nstitutions and temperance societies incorporated\\nwithin this commonwealth, and the real estate\\nbelonging to such institutions, occupied by them\\nor their officers for the purpose for which they are\\nincorporated, shall be exempt from taxation.\\nThe essence of this decision of the Supreme\\nCourt of Massachusetts is that property belonging\\nto a college and used for the administration of col-\\nlege affairs is exempt from taxation. In property\\nused for college purposes are included college dor-\\nmitories and dining-halls, the house of the Presi-\\ndent, and houses occupied by Deans and similar\\nofficers.\\n249", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0267.jp2"}, "268": {"fulltext": "Financial Relations\\nIn Ohio, witli a law quite similar to the Massa-\\nchusetts law and that of other States, the courts\\nhave usually decreed that property used imme-\\ndiately and directly for educational purposes is\\nexempt, but that property used for the support\\nof education is not exempt. For instance, the\\nproperty of Western Reserve University, includ-\\ning halls of recitation, libraries, laboratories, is\\nfree from taxation, but a piece of land which the\\nuniversity bought in the year 1890, lying near to\\nbut separated from the university campus, al-\\nthough bought for the purpose of erecting a col-\\nlege building thereupon, could not be exempted.\\nIt was said by the assessors that if a building,\\nhowever small, were thereon erected and used\\nfor college purposes, the tract should be made\\nfree from tax3,tion, but until the land was put to\\nthat specified purpose it must bear its share of the\\npublic burden. A similar view is held in certain\\nStates respecting the taxation of ecclesiastical prop-\\nerty. The building used for purposes of worship\\nand of instruction is free from taxes, but the par-\\nsonage or the place of resideiice of priest or min-\\nister is taxed.\\nA decision made in the Illinois courts in the case\\nof the Northwestern University is similar. Prop-\\nerty is not to be exempted which is owned by\\neducational corporations which is not used itself\\ndirectly in aid of educational purposes and which\\nis held for profit merely, although the profits are\\ndevoted to the purposes of education.\\nIt is to be observed that the present movement\\n250", "height": "3231", "width": "2039", "jp2-path": "collegeadministr01thwi_0268.jp2"}, "269": {"fulltext": "Financial Relations\\ntoward the taxation of college property is a munici-\\npal movement. It has arisen in and from the towns\\nor cities in which the colleges themselves are lo-\\ncated. The demand would not have arisen at all\\nfrom the States themselves. Cambridge, not Mas-\\nsachusetts, asks that the property of Harvard\\nUniversity be taxed. Williamstown, and not Mas-\\nsachusetts, asks that the property of Williams Col-\\nlege be taxed. New Haven, and not Connecticut,\\nasks that the property of Yale University be taxed.\\nOf course several motives may arise in causing\\nthe assessors of a town to use their presumed right\\nto tax college property. The motive to lessen the\\nrate of taxation is usually one, and a worthy\\nmotive. The desire to make the amount of tax-\\nable property as large as possible in order to lessen\\nthe burden of each citizen is a laudable desire.\\nBoth in Cambridge, Williamstown, and Wellesley\\nthe real-estate holdings of the colleges represent a\\nproportion of the taxable realty of those towns,\\nand in the case of Wellesley and Williamstown the\\nproportion is large. But behind this motive, in\\ncertain college towns, lies as a motive a certain\\npeculiar and interesting condition. It is the con-\\ndition of antagonism or indifference. This condi-\\ntion is frequently found to exist between the\\ncollege people and the town people. This condi-\\ntion is not a condition of the town versus the\\ngown, which thrusts itself forward in juvenile\\nor other riots, and which has, indeed, emerged in\\nconflicts of many sorts for a thousand years of\\nacademic history, but it is a condition simply of\\n251", "height": "3165", "width": "1950", "jp2-path": "collegeadministr01thwi_0269.jp2"}, "270": {"fulltext": "Financial Relations\\nmore or less marked antagonism and indifference.\\nThe antagonism, be it said, exists more on the part\\nof the town, and the indifference more on the part\\nof the college. This relation, or lack of relation,\\ngrows out of certain advantages possessed by the\\nscholarly, cultured, and apparently well-to-do part\\nof the community which are not possessed by those\\nwho may have no college association. This condi-\\ntion is a condition of human nature. It cannot be\\naltered except by altering human nature. Be it\\nsaid, however, that this sentiment of antagonism\\nexists only in a part of the non-collegiate com-\\nmunity and be it also said that this mood of in-\\ndifference is not so strong as most people believe.\\nFor the interest of the college people in the town\\nor city in which the college is located is an interest\\nusually broad if not keen. I also believe that the\\nantagonism that is sometimes rather rampant on\\nthe part of the community against the college\\nwhich is found in its midst is not so ^dolent as is\\nfrequently believed. For the advantages which a\\ncollege can render to a community are of the greatest\\nworth. The mere naming of them carries along an\\nintimation of their value. The college usually fur-\\nnishes to the community noble specimens of the art\\nof the architect and of the landscape-gardener. The\\nbest buildings and the most precious scenes of Cam-\\nbridge and Xew Haven, of Amherst and of Wil-\\nliamstown, are the college buildings and the college\\ngrounds. The college also gives to the community\\nmuseums, libraries, art-galleries for the preserva-\\ntion or the exhibition of the great works of nature\\n252", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0270.jp2"}, "271": {"fulltext": "Financial Relations\\nor of man. It is not also to be denied that the\\ncollege adds to the resident body of the community\\na certain number of families of education and of\\nculture, whose presence in the community tends to\\nelevate its standards of living and to ennoble its\\nsentiments. Into the smaller town, too, the col-\\nlege brings from time to time great men, the seeing\\nof whom and the hearing of whom represent a\\npositive addition to the best forces of the com-\\nmunity. It is further to be noted that the college\\noffers to the community an example of the con-\\ntinuity of the highest life. In a new community\\nsuch an example is of the greatest worth. The\\ncollege, furthermore, extends the reputation of the\\ntown in which it is located. Who would have\\nknown of Hanover but for Dartmouth or who of\\nBrunswick but for BowdoinI or who of Oberlin\\nbut for the college bearing its name? These in-\\nstances, and many others that might be named,\\nare proof of the worth of a college to the com-\\nmunity.\\nTownships and municipalities usually in advance\\nof the location of a college recognize what a college\\nmay do for the community in which it is placed.\\nIf it is known that a college is to be founded in a\\ncertain general neighborhood, each town of that\\nneighborhood becomes a claimant. Portland, Yar-\\nmouth, and other places, as well as Brunswick,\\nasked for the location of Bowdoin. Akron gave\\n$60,000 m order to secure Buchtel College. Fair-\\nfield, Iowa, a small town, gave $29,000 that Par-\\nsons College might there be placed. Fifty years\\n253", "height": "3159", "width": "2039", "jp2-path": "collegeadministr01thwi_0271.jp2"}, "272": {"fulltext": "Financial Relations\\nago Davenport gave $1400 in order that Iowa\\nCollege might there be founded, although after-\\nward it was moved nearer the center of the State.\\nAlbion, Michigan, gave a liberal subscription\\nthrough its citizens for securing the college bear-\\ning that name for its village. Towns are known\\nwhich have voted to give a site, building, and\\nfreedom from taxation for a term of years, in or-\\nder to secure a shoe factory. Is a college better\\nthan a shoe factory\\nThe question of the taxation of college property\\nis, in respect to the immediate financial gain to be\\nsecured from that taxation, primarily a question\\nfor the municipality in which the college is located.\\nBut the question in its other relations is a question\\nwhich belongs to the people of the whole State.\\nThis question is a question which may be settled\\nby the people of a State as represented in its legis-\\nlature, and it may be at once and clearly settled.\\nIn case the people of a State do not wish to tax\\nthe property of their colleges, such as professors\\nhouses and students dormitories, they can at once\\nmake laws freeing this property from these im-\\nposts. In case the people of Massachusetts do not\\nwish to tax the house occupied by the President\\nof Harvard College and similar property, it is very\\neasy for the General Court to free such property\\nfrom taxation.\\nThe burden of the freedom of collegiate property\\nfrom taxation is felt, if felt at all, by the town in\\nwhich the college is located. In a recent interview,\\nan officer of the city of Cambridge is reported to\\n254", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0272.jp2"}, "273": {"fulltext": "Financial Relations\\nhave said that when the college dormitories are\\nassessed the high rate of taxation would be re-\\nduced. One can sympathize with the people of\\nthe smaller towns more than with the people of\\nCambridge, who do feel the burden of taxation\\nresting more heavily upon themselves by rea-\\nson of the college exemptions. But there is a\\nmethod of relief from this burden which is per-\\nfectly consistent with the continuance of the col-\\nlege exemption. This method consists in allowing\\nthe people of the whole State to share the burden.\\nIn a word, let the college pay taxes on its property,\\nsuch as professors houses or students dormitories,\\nas well as upon business blocks. If one wish, let\\nit pay a tax upon its entire property, including\\nhalls of recitation, laboratories, libraries, and mu-\\nseums. Let the treasury of the township or munici-\\npality receive its proper share of the increased\\nrevenue, which represents the larger share of the\\namount thus collected. Then let the treasurer of\\nthe State reimburse the college to the amount of\\nthe tax which the college has paid. This simply\\nis spreading the burden resulting from freedom\\nover the shoulders of the taxpayers of all Massa-\\nchusetts rather than of Cambridge only; of all\\nConnecticut rather than of New Haven only. For\\nthe last ten years this is the method which has\\nbeen followed in the State of Maine. The law of\\nthat commonwealth is worth quoting\\nAny college in this State authorized under its charter\\nto confer the degree of bachelor of arts or of bachelor of\\nscience, and having real estate liable to taxation, shall,\\n255", "height": "3153", "width": "2039", "jp2-path": "collegeadministr01thwi_0273.jp2"}, "274": {"fulltext": "Financial Relations\\non tlie payment of such tax and proof of tlie same to the\\nsatisfaction of the Grovernor and Council, be reimbursed\\nfrom the State treasury to the amount of the tax so paid\\nprovided, however, the aggregate amount so reimbursed\\nto any college in any one year shall not exceed fifteen\\nhundred dollars; and provided, further, that this claim\\nfor such reimbursement shall not apply to real estate\\nhereafter bought by any such college.\\nThis method, however, has certain disadvantages.\\nIf this method were applied to Massachusetts, out\\nof the three hundred and fifty- two towns in that\\nState three hundred and forty-three would be\\ntaxed for the benefit of the nine which contain\\ncolleges and academies that are free from taxation.\\nIt may be doubted whether the representatives of\\nthe three hundred and forty- three towns would\\nvote to increase their taxes for the sake of benefit-\\ning the nine towns. But, on the whole, the\\nadvantages of such a course outweigh the disad-\\nvantages. The method tends to increase the pop-\\nularity of the college in its own city and town.\\nSuch a popularity is of the greatest benefit, and,\\nas a whole, it must be acknowledged that the col-\\nleges are not as well loved in the towns of their\\nlocation as they are in many other towns. Such\\na method also might give to each college a certain\\nfreedom in asking for a share in the common\\nmunicipal privileges which it does not now feel\\nfree to ask for. But the adoption of this method,\\nor of any other of a constitutional or legal nature,\\nrests with the people of each State as represented\\nin its legislature.\\n256", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0274.jp2"}, "275": {"fulltext": "Financial Relations\\nThis discussion may be summed up in six\\nremarks\\nPi. The close interpretation of the statute of taxa-\\ntion as applied to literary and scientific institutions\\nhas not been the sentiment or practice of the vari-\\nous American courts.\\n2. The American people as a body has sustained\\nsuch a sentiment and has approved of such a prac-\\ntice. For the American people, as a whole, love\\ntheir colleges, and desire that these colleges shall\\nbe freed from many burdens which they them-\\nselves, as individuals, are willing to bear.\\n3. The ordinary American citizen cannot give\\nmuch money to the direct support of the American\\ncollege, but he can give somewhat to the support\\nof the American college by the adoption of a gen-\\nerous policy respecting the freedom of these col-\\nleges from taxation.\\n4. The American college exists for the benefit\\nof the American people. Therefore the American\\npeople should not feel that any advantages offered\\nto these colleges are to be used for selfish purposes\\nor for narrow and limited aggrandizement.\\n5. The American college professor, who repre-\\nsents, after all, the best part of the American col-\\nlege, is paid a small income from a small treasury,\\nand he is himself giving back to the community\\nwhat is manifoldly more precious than the money\\nhe receives.\\n6. The desire of certain older communities to\\ntax their colleges is not for them a pleasant con-\\ntrast to the willingness of new communities to tax\\n17 257", "height": "3192", "width": "1978", "jp2-path": "collegeadministr01thwi_0275.jp2"}, "276": {"fulltext": "Financial Relations\\nthemselves for the support of their State universi-\\nties. Is it possible that Massachusetts desires to\\nexact a few thousand dollars each year from its\\ncolleges when Michigan willingly gives hundreds\\nof thousands to its university I\\n258", "height": "3153", "width": "2039", "jp2-path": "collegeadministr01thwi_0276.jp2"}, "277": {"fulltext": "VII\\nADMINISTRATIVE AND SCHOLASTIC\\nPROBLEMS OF THE TWEN-\\nTIETH CENTURY", "height": "3105", "width": "1924", "jp2-path": "collegeadministr01thwi_0277.jp2"}, "278": {"fulltext": "", "height": "3145", "width": "2039", "jp2-path": "collegeadministr01thwi_0278.jp2"}, "279": {"fulltext": "VII\\nADMINISTRATIVE AND SCHOLASTIC\\nPROBLEMS OF THE TWEN-\\nTIETH CENTURY\\nTHE century now closing has made rich contri-\\nbutions to the science and the art of the\\nhigher and the lower education, as it has to the art\\nand the science of every form of human endeavor.\\nIt has enlarged the property of the colleges of\\nAmerica from a very small sum to more than\\nquarter a billion of dollars. It has increased the\\nannual budget for public education until it amounts\\nto two hundred millions. It has extended and\\nenriched the course of study, and has also diversi-\\nfied it to fit the needs of the individual student\\nfrom the age of six to the age of twenty-six. It\\nhas uplifted, dignified, and humanized the whole\\nsystem of education, primary, secondary, collegiate,\\ngraduate, and professional. These results are fixed,\\nand for them gratitude is common and hearty.\\nThe century now closing is turning over to the\\ncentury that is beginning questions which are as\\nsignificant and as essential as the questions which\\nalready have been settled. The new questions\\n261", "height": "3151", "width": "1925", "jp2-path": "collegeadministr01thwi_0279.jp2"}, "280": {"fulltext": "Administrative and Scholastic Problems\\ngrow out of the past, and they relate to the future.\\nThey are questions at once administrative and\\nscholastic, new and old. Such, be it said, is the\\nprogress of humanity. Every problem solved is\\nthe origin of other problems to be solved. In this\\nmethod lies the hope of the race. When men have\\nno questions to ask, not only has the lip become\\nparalyzed, but the brain has become atrophied.\\nOf the many questions which the nineteenth\\ncentury transmits to the twentieth, several seem\\nto me of significant value.\\nThe first of these questions relates to uniting\\nin the studies and the methods of the higher edu-\\ncation the principle of unity and the principle of\\nindividuality. The college has developed in the\\nlast third of the nineteenth century the principle\\nof individuality. It has developed this principle\\nlargely through the elective system of studies. It\\nhas allowed, if not commanded, the individual stu-\\ndent to select those studies which he thinks are\\nbest fitted for his own peculiar needs. It has recog-\\nnized that no two men are alike any more than two\\nleaves of the same tree are alike, as Leibnitz pointed\\nout long ago. It is affirmed that this unlikeness\\nis best and most adequately ministered unto\\nthrough different subjects of thought and of\\nlearning. It has seen that what is one student s\\nmeat may be another student s poison, or if not\\npoison, it may be to the other student sawdust and\\nwhat is to one student poison or sawdust may be\\nto another student meat and drink. The college\\nhas not failed to recognize that what is food to a\\n262", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0280.jp2"}, "281": {"fulltext": "of the Twentieth Century\\nstudent in one period of his career may not be\\nfood to him at all in the other periods of his career.\\nAll this and much more has been worked out and\\nput on the shelves of our intellectual storehouse.\\nBut the colleges have made but small use of the\\nopposite principle, which is also one of the great\\nresults of the century, namely, the principle of\\nunity, a principle which is not more true in the\\nrealm of nature than in the realm of mind. Man\\nis ever the same man. The soul is ever the same\\nsoul. The mind that asks manifold questions in\\nyouth is the same mind that asks its less manifold,\\nbut hardly less important, questions of nature and\\nhumanity in its maturity. If every man is unlike\\nevery other man, it is also true that he is always\\nunlike every other man; he maintains his personal\\nidentity. As matter is the same matter under\\nmany forms, so man is the same man under all\\nthe changes through which he passes and which\\nwork their works in and on him.\\nBoth the principle of unity and the principle of\\nindividuality have their special advantages and\\nlimitations. The principle of unity tends to\\nbecome sameness, monotonousness. It lacks pic-\\nturesqueness, as applied to human character. It\\nexemplifies the prairie in human life. It stands\\nfor one wide and far-reaching level of uniformity.\\nMan is the same man, noble, noble; mean, mean;\\ngreat, always great and small, always small. One\\nknows where to find him who embodies this prin-\\nciple one forecasts what answer he will give to\\nevery question; one anticipates what opinions he\\n26}", "height": "3153", "width": "1955", "jp2-path": "collegeadministr01thwi_0281.jp2"}, "282": {"fulltext": "Administrative and Scholastic Problems\\nwill hold under certain conditions; and one can\\nmeasure his convictions of the next week by his\\nconvictions of the last.\\nBut this principle of unity also possesses for\\none s self and for humanity at large many and\\nfine advantages. Man is like the mountains, not\\nlike the weathercock which shows which way the\\nwind blows. He is like the eternal hills, which\\ndetermine which way the wind shall blow. He is\\nfirm and fixed. He represents the conservative\\nelement of human society. There is nothing un-\\ncertain or wavering about him. He knows what\\nhe knows; he believes what he believes; and he\\nneeds no one to convince him of his convictions.\\nHe is typed in the force of gravitation an element\\nat once fixed and not fixed, which moves through all\\nthings and guides them by unalterable laws. The\\nprinciple of individuality, also, is beset by corre-\\nsponding advantages and disadvantages. It gives\\nvariety to life. It is the mother of interest. It is\\nboth the cause and the result of development. It\\nstands for life and life is never in general, but life\\nis always in particular, and life is always full of\\nfascination. It represents the progress of being,\\nwhich is always in and through individuals. But\\nindividuality, be it said, tends to become eccen-\\ntricity. If it grow into the graciousness of right-\\neousness and goodness and into the superlative\\nexcellence of beauty, it also grows into wickedness\\nand into the pessimistic degradation of sin and of\\nugliness.\\nIn education, as in all life and nature, these two\\n264", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0282.jp2"}, "283": {"fulltext": "of the Twentieth Century\\nprinciples of unity and individuality are to be\\njoined. The ocean is the same ocean, although\\nthe same tides never sweep over its beaches. The\\nsun is the same sun, although not two risings or\\nsettings are identical. The world is the same\\nworld, although no two springtimes are alike in\\ntheir sweet fragrance or in their mighty and silent\\ngrowths. In the higher education the two prin-\\nciples are to be joined. The nineteenth century\\nhas given us the principle of individuality; the\\ntwentieth century is to associate this principle\\nwith the principle of unity as the nineteenth has\\nnot associated it. We are to learn that the boy is\\nfather to the man, and that the man is the son of\\nthe boy. We are to draw a straight line from the\\nprimary school to the professional. We are to\\nstrive to make character more consistent without\\nmaking it less interesting, more solid without\\nmaking it less picturesque, more conservative\\nwithout causing it to become less progressive,\\nmore fixed without causing it to lose adaptive-\\nness. The man we take off the commencement\\nplatform we desire to be the same man whom, as\\na boy four years before, we sent to college only\\nwe wish him to be finer, nobler, greater.\\nThe union of unity and individuality as applied\\nto the curriculum and to the students use of the\\ncurriculum will tend to do away with that bane\\nof our educational system, a Jiaphazardness in the\\nchoice of studies. This union will give directness\\nin aim; and directness in aim will contribute to\\nforce in execution and administration; and force\\n26^", "height": "3177", "width": "1984", "jp2-path": "collegeadministr01thwi_0283.jp2"}, "284": {"fulltext": "Administratwe and Scholastic Problems\\nthus used will add to cousistency and general\\nworthiness. The studies of the freshman year\\nwill be chosen in the light of the needs of the\\nsenior year and both years will derive their pur-\\npose from what the man desires to know, to do, and\\nto -be after his college career. This union will not\\nsimply give us studies which a man may make\\ninto a backbone, as it is usually called, for a back-\\nbone implies also other bones running at right\\nangles to the chief one, but this union will give\\nus a whole system of studies, articulated each to\\nall and all to each, and all going to make up a\\nconsistent and vigorous personality, filled with one\\nspirit, guided by one purpose, moved with one will,\\nand living one life.\\nThe twentieth century will also give us aid in\\ndetermining the law of diminishing and increasing\\nreturns in studies. What this law is we have\\nbegun to learn from experimentation. We have\\nlearned that a language, be it ancient or modern,\\ndead or alive, may continue to grow in its power\\nover the student until he is possessed of the spirit\\nof its literature, and of the people out of whom it\\ngrew and whom it in turn helped to create. The\\nfirst three or four years in the study of Latin or\\nGrreek are the least profitable. The fifth and sixth\\nyears are, and should be, the most valuable. In\\nthe first period the study of a language is good;\\nand it is good chiefly as a training in the impor-\\ntant element of discrimination; and it is worthy\\nof studying even if one pursues it no longer or\\nfurther. But when one has become in a degree\\n266", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0284.jp2"}, "285": {"fulltext": "of the Twentieth Century\\nthe master of a language, as, for instance, of the\\nLatin, he is prepared to become a sympathetic stu-\\ndent of these peoples themselves, to know what\\nthey were, to understand the institutions in which\\ntheir life was embodied, to think as they thought,\\nto feel as they felt, to see out of their eyes, and to\\nhear with their ears. He thus causes the life of\\nthis one nation one of the four which have con-\\ntributed most largely to our modern humanity\\nto become an integral part of his own life.\\nBut this study has its limitations. For the stu-\\ndent may, after six years of reading and of re-\\nflection upon the institutions of Rome, become\\nconscious that he is not getting the benefit from\\nthese studies that once he received. The minute\\ninvestigation may prove to be of comparative\\nworthlessness. He has entered into the narrowing\\nmargin of profit. He gets less and less for a larger\\nand larger expenditure. The same principle in its\\napplication of diminishing or increasing returns\\napplies to mathematics or to the sciences or, in-\\ndeed, to any subject. The deductive reasoning of\\nmathematics is less early reached in its fullness of\\nview, in the case of most students, than is the in-\\nductive reasoning of chemistry and of the other\\nphysical sciences.\\nIn the case of all scientific subjects there comes\\na time when the power of observation as em-\\nbodied in experiments, or the power of inference\\nas trained by these experiments or as trained\\nin mathematical reasoning, has reached its normal\\nfullness. It is possible, of course, still to discipline\\n267", "height": "3192", "width": "1956", "jp2-path": "collegeadministr01thwi_0285.jp2"}, "286": {"fulltext": "Administrative and Scholastic Problems\\nthe mental faculties chiefly concerned in mathe-\\nmatical or scientific reasoning, and the process\\nmight, apparently, go on forever; but the returns\\nresulting from this expenditure greatly diminish.\\nHistory is the one subject in which for most stu-\\ndents the law of returns shows that the results are\\nthe richer the longer it is pursued. The primary\\nstudies in history are comparatively of small value.\\nThe later studies, touching the people or the race,\\nbecome more valuable as the attention to its es-\\nsential conditions and relations is the more minute.\\nThe question of the increasing and diminishing\\nreturns in studies becomes of special significance\\nin the light of the results of a free elective system.\\nThe question goes out into the general and most\\nserious problem of the educational value of differ-\\nent studies and of the relations of these studies to\\nAmerican character and life. Upon certain sides\\nof the general problem we are possessed of some\\nsuggestive facts.\\nAmong the most significant of all the reports\\nwhich -Harvard College makes is found in the few\\npages of apparently dull and useless tables which\\nrepresent the various courses of study and the\\nnumber of undergraduates who are pursuing them.\\nSome of the most important of these facts are as\\nfollows. In the academic year of 1898-99 there\\nwere 1851 students in Harvard College. Each of\\nthese students was required to take from twelve\\nto fifteen hours of recitations or lectures each\\nweek. The freedom of choice was practically ab-\\nsolute, with the exception of one or two courses\\n268", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0286.jp2"}, "287": {"fulltext": "of the Twentieth Century\\nfor freshmen, and the field for its exercise was ex-\\nceedingly wide. Under these conditions, be it\\nsaid, Harvard students chose courses as indicated\\nin the following table\\nSubject. Seniors. Juniors. Bopho- Fresh- Specials. Total.\\nmores, men.\\nSemitic languages 39 19 25 4 7 85\\nEgyptology 11 5 12 2 4 34\\nIndo-Iranic languages .231 17\\nClassical Philology 107 83 170 265 28 653\\nEnglish 498 604 726 601 209 2638 1\\nGermanic languages 69 94 177 300 41 681\\nEomance languages 108 130 271 358 71 944\\nComparative literature 1 1\\nSlavic languages 2 2\\nHistory 304 288 540 541 159 1832\\nEconomics 393 283 351 15 89 1131\\nPhilosophy 237 230 144 18 49 678\\nFine Arts 40 47 91 14 18 210\\nArchitecture 6 5 3 4 18\\nMusic 17 18 9 8 2 54\\nMathematics 38 28 55 154 22 297\\nAstronomy 50 32 17 3 6 108\\nEngineering 27 28 27 18 2 102\\nMilitary Science 32 40 44 10 1 127\\nPhysics 20 20 66 59 22 189\\nChemistry 75 118 124 107 16 440\\nBotany 17 31 31 32 9 120\\nZoology 23 37 39 24 8 131\\nMineralogy 6 4 3 13\\nMining 11 2\\nAnatomy 8 10 27 7 4 56\\nArchaeology 20 6 8 2 36\\nThe essence of this table is that the subjects, ar-\\nranged in the order of their popularity, would begin\\nwith English, which would be followed, though\\nremotely, by history, and then, with still greater\\n1 Four hundred and twenty-one of this number were reqidred to\\ntake Freshmen English. Therefore 2217 represents the proper\\nnumber for comparison under a free elective system. Certain stu-\\ndents, too, though a smaller number than in the case of English,\\nwere required to take either elementary German or French.\\n269", "height": "3161", "width": "1933", "jp2-path": "collegeadministr01thwi_0287.jp2"}, "288": {"fulltext": "Administrative and Scholastic ProUems\\ngaps, would come economics, Romance languages,\\nphilosophy, Grermanic languages, classical phi-\\nlology, chemistry, mathematics, fine arts, physics,\\nand astronomy.\\nAmong the more significant elements are these\\nthat out of 1851 men only 297 took mathematics,\\nand out of a freshman class of 471 men, only\\n154 chose this subject. The small number of men,\\nalso, who took the sciences is to be noted. Chem-\\nistry and especially geology make a pretty good\\nshowing, but physics and botany and zoology are\\nbadly off. The greatest surprise of all, possibly,\\nis the small number of men who take zoology.\\nWhen one thinks of the Agassiz Museum, and\\nof the vast resources both in teaching force and\\nin collections for the study of life, one looks at\\nthe figures with a sense of surprise and of sorrow.\\nBut it is to be said that in each college in the\\nUnited States the sciences are the least popular\\nstudies. Latin and Greek hold their own in the\\nAmerican college and represent possibly a larger\\nnumber of students than one would in advance ex-\\npect. The sciences have not made those inroads\\ninto the classics which twenty-five years ago it was\\nheld by both the classicists and the scientists was\\ninevitable.\\nThe value of this table is reinforced and con-\\nfirmed by a statement respecting the studies of\\na class recently graduating at Harvard, the class\\nof 1897. The following table represents both the\\nnumber of men and the percentage of the whole\\nclass who pursued each subject, the subjects being\\n270", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0288.jp2"}, "289": {"fulltext": "of the Twentieth Century\\narranged in the order of their preference. The\\ntable is taken from a full report of the studies of\\nthe class, published in the Harvard Graduates\\nMagazine.\\nNumber. Per cent.\\nTotal number in class 244 100\\nHistory and Government 123 50\\nPhilosophy 122 50\\nEnglish 121 50\\nEconomics 114 47\\nFine Arts 72 30\\nFrench 52 21\\nMilitary Science 46 19\\nChemistry 44 18\\nSemitic 43 18\\nGerman 32 13\\nItalian and Spanish 30 12\\nEngineering 21 9\\nZoology 21 9\\nMathematics 15 6\\nClassics 14 6\\nGeology 14 6\\nBotany 12 5\\nPhysics 11 5\\nMineralogy and Petrography 5 2\\nMusic 3 1\\nHygiene 2 1\\nArchasology and Ethnology 2 1\\nSlavic 2 1\\nGermanic and Eomance Philology 1 0.4\\nIndo-Iranic languages\\nArising out of these tables are two most impor-\\ntant questions First, Why did the students elect\\nstudies as they did elect and second. Is it best for\\nthe men of all colleges to elect studies as the Har-\\nvard men did elect The first question is a ques-\\ntion of interpretation as applied to the students of\\nHarvard College, and the second question is a ques-\\ntion of general educational policy.\\nIn answer to the first question respecting the\\nreasons for Harvard men so largely electing studies\\n271", "height": "3161", "width": "1958", "jp2-path": "collegeadministr01thwi_0289.jp2"}, "290": {"fulltext": "Administrative and Scholastic Problems\\nin English, economics, and history, several things\\nare to be said.\\nThese studies represent a popular practical de-\\nmand. The relation between life and history, the\\nrelation between good English and professional suc-\\ncess, is apparently far more intimate than the re-\\nlation between Plato s Republic and life, or the\\nrelation between the dynamics of a rigid body or\\nGalois s theory of equations and an election to the\\nnational House of Representatives. The college\\nhas become peculiarly sensitive to popular demands\\nand popular movements on the whole too sensi-\\ntive. No sooner do we adopt, or think of adopting,\\ncertain colonial possessions, than the colleges offer\\ncourses in the government of their colonies by\\nEngland, France, and Holland. The community\\ndemands that the college man shall know some-\\nwhat of the problems which the community has\\nto settle and of the life which the community\\nhas to live. To this demand the college student\\nis inclined to yield. Therefore courses in eco-\\nnomics, history, and English are the more pop-\\nular.\\nThese studies also represent a personal practical\\ndemand. The college man thinks of his life s work,\\nand no sooner does he begin to think than he\\nbegins to prepare for that life s work. Some men\\nbelieve that the more remote their college course\\nfrom the nature of their life s work the more ade-\\nquate, on the whole, is their preparation. The foun-\\ndations for heavy structures are to be laid broad\\nand deep, and the heavier the stru.ctures the broader\\n272", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0290.jp2"}, "291": {"fulltext": "of the Twentieth Century\\nand the deeper ai e to be laid the foundations. It\\nis, therefore, said that the man who is to become\\na doctor should study philosophy, psychology, and\\nhistory, and that the man who is to become a lawyer\\nshould study mathematics, chemistry, and biology.\\nA lawyer of the highest distinction, and serving\\nin a most exacting capacity, wrote to me lately say-\\ning that if he were to advise a college student who\\nproposed to become a lawyerwithrespect to his stud-\\nies, his counsel would be for him not to take consti-\\ntutional history or economics or philosophy, but to\\ntake biology and physics\u00e2\u0080\u0094 studies that were the\\nmost remote in content from his future work as a\\nlawyer. But it is at once to be confessed that\\nmost college students are not inclined to lay foun-\\ndations for their professional service upon very\\nbroad bases. They are inclined to begin their pro-\\nfessional specialization early. One need spend only\\na few days in Cornell University to see that the\\nprofessional spirit is one of the leading influences\\nof that great university. The fact is that in most\\nuniversities those who propose to become doctors\\ntake chemistry and biology and physics in the lat-\\nter part of their course those who propose to be-\\ncome ministers take philosophy and history and so-\\nciology and those who propose to become lawyers\\ntake constitutional history, economics, and inter-\\nnational law. Two-thirds of the graduates of most\\ncolleges become lawyers and business men. These\\nstudies, therefore, in English, economics, and his-\\ntory, more intimately and directly associated with\\nthe work of the lawyer and of the merchant and the\\n18 273", "height": "3169", "width": "1975", "jp2-path": "collegeadministr01thwi_0291.jp2"}, "292": {"fulltext": "Administraiwe and Scholastic Problems\\nmanufacturer than are the studies in classical\\nphilology, physics, and astronomy, are chosen.\\nThese studies also do not necessitate so abstract\\nand exact thinking as mathematical and scientific\\nstudies. These subjects do allow thinking of an\\nabstract and exact nature. The mind sees what\\nthe mind brings for seeing. Therefore the large\\nand exact mind will bring large and exact relation-\\nships into English and history and economics of\\ncourse it will. It is simply ridiculous to suggest\\nthat it will not or does not. But I am also sure\\nthat the ordinary college student in history does\\nnot think so accurately or so strongly as does the\\nordinary college student in mathematics or physics.\\nThe great majority of the college, as also the great\\nmajority of the community, does not give itself to\\nexact and abstract and abstruse reflection. The\\ncollege community, therefore, chooses those studies\\nwhich fall in with general intellectual habits and\\ntendencies.\\nIt is to be said, moreover, that these studies repre-\\nsent what may be called the culture side of life and\\nnot the side of discipline. Men in college are in-\\nclined to believe, and of course with some degree\\nof reason, that the disciplinary element of training\\nhas been furnished for them in the preparatory\\nschool, and that for them the college represents\\nthe general relations of enrichment. It is also evi-\\ndent that English, history, economics, and philoso-\\nphy represent culture to a degree which physics\\nand mathematics and zoology do not. The sciences\\nstand, in general, for training in method, and this\\n274", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0292.jp2"}, "293": {"fulltext": "of the Twentieth Century\\nmethod is, in general, the method of simple think-\\ning. If this be true, such subjects as literature\\nand history and economics represent not so much\\na method as they represent a content; this con-\\ntent results in the enrichment of the mind and the\\ncharacter of the student.\\nThe second question is the general question\\nwhether it is best for college men to choose studies\\nin the proportion in which they are chosen. Be-\\nfore answering it I wish to make a few provi-\\nsional remarks. (1) It is best for college men, like\\nmen in every condition, to make their own great\\nchoices in life. The law of liberty is a very good\\nlaw, although it carries along with itself very seri-\\nous perils. God sees fit to give men freedom of\\nwill, although knowing they will abuse this free-\\ndom. College men may, and should, get all the\\ncounsel possible for the determination of their\\ncourses, but it is best for them ever and every-\\nwhere to bear the responsibility of their own choos-\\ning. (2) All studies are good. No man can take\\nup a study in college, however dull he may be, how-\\never dull the teacher may be, however dull the study\\nmay be, without receiving some advantage. (3)\\nStudies have different values for different men.\\nOne student gets an insight into life through phi-\\nlosophy. Another student gets an insight, equally\\nfresh and fine, through mathematics. To another\\nstudent philosophy is nonsense, and mathematics\\ninscrutable. (4) Teachers, too, have different powers\\nover different students. The teacher having tre-\\nmendous influence over Mr. A. may have no influ-\\n275", "height": "3185", "width": "1937", "jp2-path": "collegeadministr01thwi_0293.jp2"}, "294": {"fulltext": "Administrative and Scholastic Problems\\nence at all over Mr. B. Seldom does a very strong\\nteacher have the same influence over two students.\\n(5) In the conduct of a cou.rse of study, the teacher\\nis a more important element than the course itself.\\nPersonality is more than knowledge, and person-\\nality is the chief element in the promotion of cul-\\nture and of discipline. One may change the words\\nof Emerson and say, I don t care what you teach.\\nWhat you are is so much more than what you teach\\nthat I don t know the subject which you teach.\\n(6) The value of the teacher to the student dif-\\nfers in different subjects. The worth of the teacher\\nto the student is greater in elementary Sanskrit\\nthan in elementary mathematics, in English com-\\nposition than in English history. (7) In teaching,\\nthe individuality of the student is to be considered\\nby the teacher. He is to be able to call each stu-\\ndent by name. He is never to teach masses. He\\nis to pick his fruit by hand. The chief aid of\\npedagogy is to aid the teacher in ministering to the\\nneeds of the individual student. (8) In this present\\ndiscussion the most important element, that of\\nmoral character, is purposely omitted. Moral char-\\nacter is the most important. Of course it is more\\nimportant to have pure hearts than clear heads,\\nto practise the virtues than to know the verities, to\\nbe just than to be able to explain the ground of\\nthe theory of moral obligation.\\nNow, reverting to our question. Is it for the\\nadvantage of the students of Harvard College to\\nchoose their studies as they do? Is it best for\\nthem, is it best for the students of all colleges, to\\n276", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0294.jp2"}, "295": {"fulltext": "of the Twentieth Century\\nchoose the same studies and in the same propor-\\ntion, or, what is more important still, is it best for\\nthe improvement of the American community and\\nfor the enrichment of American life 1 What is the\\nsupreme need of American society? The answer\\nleaps to the pen or to the lip. It is the need of\\nmen who can think. To think, to judge, to weigh\\nevidence, to reason and to infer, represent a com-\\nmon and great need of the American community.\\nThe American community is, on the whole, honest,\\nand the American community is, on the whole, in-\\ntelligent, but the American community cannot\\nthink. The American community has other needs,\\nit is true. One may say it lacks culture and appre-\\nciation. One may also affirm that its honesty is\\nnone too honest, and that its intelligence could fit-\\ntingly be broadened. But every political campaign\\nproves that the chief need is the power to know\\nthat two plus two equal four the power to reason.\\nTherefore, in general, the answer to our question\\nlies in the answer to yet another question as to\\nwhether the American college is making the thinker.\\nMatthew Arnold, in his Higher Schools and Univer-\\nsities in Germany (p. 155), says that the prime and\\ndirect aim of instruction is to enable every man to\\nknow himself and the world. If by this phrase Mr.\\nArnold mean that the supreme purpose of education\\nis to enable a man to think, to reason, to judge, the\\nphrase is wisely made but if the remark be a ref-\\nerence to the value of knowledge as such, it is a\\nremnant of barren educational discussion. The\\nthinker represents what both Plato and Aristotle\\n277", "height": "3169", "width": "1937", "jp2-path": "collegeadministr01thwi_0295.jp2"}, "296": {"fulltext": "Administrative and Scholastic Problems\\nmake the supreme result of education. Aris-\\ntotle would apply this result rather to the individ-\\nual and Plato to the state, but the power to think\\nis held by both the idealist and the peripatetic as\\nthe chief power in training.\\nIt is easy enough to divide studies into classes\\nwhich represent nature, humanity, and those which\\nconcern space and time. Do all or any one of\\nthese studies create the thinker? If they do not,\\nwhat do they create in the mind of man?\\nWhat is the unique or special advantage which\\nstudies that relate to nature, the natural and physi-\\ncal sciences, possess? The answer to be at once\\ngiven is that they possess relations which train the\\npower of observation. The physicist, the chemist,\\nthe biologist, the geologist, is primarily an observer.\\nHe is to see what is set before him he is to see all\\nthat is set before him, and he is to see nothing that\\nis not set before him. The remark which the great\\nAgassiz made to his student, Look at your fish\\nLook at your fish Look at your fish is still and\\never significant. The eye is the chief external organ\\nof the scientist. It is not, however, the only organ,\\nand observation is not the only resultant of scien-\\ntific training. Having seen, the scientific student is\\nto compare, to infer, to conclude. He is to put his\\ntwo and two together and to make them into four.\\nHe reaches the abstract principle through collecting\\nspecific observations. Scientific studies, therefore,\\nare a training in observation and in reasoning. They\\ndo train the power of thinking, and they are pre-\\neminently fitted this power to train.\\n278", "height": "3240", "width": "2039", "jp2-path": "collegeadministr01thwi_0296.jp2"}, "297": {"fulltext": "of the Twentieth Century\\nIt is also to be said that linguistic study is essen-\\ntially and practically a scientific study. In lin-\\nguistic study observation is the primary element.\\nThe student is to see what is before him, to see all\\nthat is before him, and to see nothing else. But\\nhaving seen, the next step of the linguistic student\\nis not the inductive one, which is the second step\\nin the study of the sciences but the next step is a\\ndeductive one, in which he relates the special case\\nunder observation to a general law. It is therefore\\nto be af rmed that in at least one important respect\\nlinguistic study has a value identical with scien-\\ntific study in the training of the powers of observa-\\ntion. This training in observation is in essence the\\nsame as the training in discrimination, which is the\\nresult usually suggested as the chief result of lin-\\nguistic discipline.\\nMathematical study is akin to scientific, and yet\\nin many respects it is unlike. Mathematical study\\nis the study of absolute truth. It is thinking\\nGod s thoughts, as science is the study of God s\\nworks. Mathematics leads the mind to reason\\nas no other study does lead it. Mathematics is\\nnothing but reasoning. It represents the putting\\nof two and two together and of making them into\\nfour. It does not ask what either two stands for,\\nbut it is eager to get the two and two into right\\nrelationship. Yet, be it said, mathematics is a bad\\nstudy to make one think as he is obliged to think\\nin life itself. For in mathematics every element\\nis fixed and exact. Nothing is uncertain. Two\\nplus two always and everywhere equal four. But\\n279", "height": "3185", "width": "1963", "jp2-path": "collegeadministr01thwi_0297.jp2"}, "298": {"fulltext": "Administrative and Scholastic Problems\\nin life no element is fixed, no condition is exact, no\\nstate is certain. At every point uncertainty prevails.\\nThe mathematician is not, therefore, a good man\\nfor reasoning about the practical concerns of a\\nvery practical age.\\nOne among the many advantages derived from\\nthe study of economics receives a contrasted illus-\\ntration in what I have just said respecting mathe-\\nmatics; for if there be any department in which\\nconditions are unsettled and unknown, it is in the\\ndepartment of economics and social phenomena.\\nThere is no subject in which so many elements\\nenter, and so many elements, too, the exact content\\nof which it is so hard to determine. The investi-\\ngator cannot be sure of all his facts, and cannot be\\nsure also that he is rightly interpreting all condi-\\ntions. Only Omniscience can know man or man s\\nrelations completely. Therefore it is plain that\\nthe study of economic phenomena contains rare\\nand rich possibilities for developing thinkers, and\\nthinkers, too, who are in touch with life. The study\\nof history is quite unlike the study of political econ-\\nomy, although the two subjects are often associ-\\nated in the college curriculum. Its facts are less\\nuncertain, although they are uncertain enough. Its\\nconditions are sufficiently obscure. History has to\\ndo with man as he has been and under diverse con-\\nditions. Its study lies in tracing the great law of\\ncause and effect. When studied as distinct phe-\\nnomena, history trains the power of memory, and\\nwhen studied as related phenomena, as always it\\nought to be studied, it trains, of course, the element\\n280", "height": "3249", "width": "2039", "jp2-path": "collegeadministr01thwi_0298.jp2"}, "299": {"fulltext": "of the Twentieth Century\\nof reasoning. Historians are as good reasoners as\\nare scientists, but their reasoning has none of the\\nabsoluteness and exactness of that of the scientist.\\nThe scientist is concerned primarily with method,\\nand secondarily with content. The historian is,\\nhowever, concerned primarily with content and\\nonly secondarily with method. But both are con-\\ncerned with bringing forth a correct interpretation.\\nWhat is known as English in the college course\\nhas at least three distinct relations the philologi-\\ncal, the literary or historical, and the creative.\\nAs philology, the study of English has the same\\nvalue as any other philological study, as Latin or\\nGrreek, possesses. This value is essentially the\\nscientific value of exact observation. As an his-\\ntorical product, and as a literary condition and\\nresult, English opens to the student the great law\\nof cause and effect, as does the study of history\\nitself. It is also to be said that it opens the trea-\\nsure-house of the choicest achievement of the great\\ncreative minds. Yet enrichment itself, it is ever\\nto be affirmed, is not a discipline. A mind can be\\nrich without being well trained, as a mind can be\\nwell trained without being rich. By means of\\nwriting, too, the value of English becomes of the\\nhighest, but the writing is ever to be of a character\\nto demand and to train the power of thinking. Al-\\ntogether too much of the writing at most colleges\\nis of a purely descriptive or expository sort. Writ-\\ning of this sort has, of course, value. Much writing,\\ntoo, done not only in the literary courses, but in\\nother courses as well, consists in what are known as\\n281", "height": "3185", "width": "1967", "jp2-path": "collegeadministr01thwi_0299.jp2"}, "300": {"fulltext": "Administrative and Scholastic Problems\\ntheses. A thesis is made primarily by reading\\nwhatever has been written respecting the subject of\\nthe thesis, and in pursuing investigations respect-\\ning the subject. Of course thought is required in\\nthis investigation and writing, but the demands\\nmade upon one s thinking power in preparing such\\ntheses is not usually so great as the demands made\\nupon one s industry and patience. The colleges are\\ndefective in not requiring a sufficient amount of\\npurely argumentative composition. The making\\nof an argument by the student, and the criticism of\\nthe argument thus made by the teacher, represents\\none of the most effective forms of intellectual train-\\ning. President Woolsey gave noble service to the\\nindividual students of Yale College for twenty-five\\nyears, but no service is remembered with heartier\\ngratitude than the conferences which he held with\\nstudents over their writing on important themes.\\nNow, one thing is to be said about these human\\nstudies of economics, history, and English, and that\\nis that one can with ease and from a superficial\\nunderstanding of these subjects receive advantages.\\nOne can taste of these subjects and get satisfaction.\\nSuch superficial understanding is superficial; it\\nhas all the merits and demerits of superficiality;\\nbut one cannot so easily be superficial in a study\\nsuch as rnathematics or physics with any corre-\\nsponding advantage as he can in the case of the\\nstudies of history and economics and English. In\\nmathematical and physical studies progress is\\nstopped at any point, unless one has taken practi-\\ncally all the steps that lead up to that one point.\\n282", "height": "3246", "width": "2039", "jp2-path": "collegeadministr01thwi_0300.jp2"}, "301": {"fulltext": "of the Twentieth Century\\nOne cannot master the fourth book of Euclid with-\\nout having mastered the third, and he cannot under-\\nstand the third without knowing both the first and\\nthe second. But one can receive advantage from\\ntrying to understand the constitutional struggle\\nunder George III without thoroughly understand-\\ning the struggle under James I, and one can get\\ngreat good from studying the Cromwellian period\\nwithout knowing the Elizabethan. It may there-\\nfore be safely said that slight study and slight\\nunderstanding of certain studies may bring a\\nmuch richer result than a slight study and under-\\nstanding of other subjects. History, economics,\\nand English rather tempt one to superficiality than\\ndo physics and the calculus. Here is, be it said,\\nemphasized the need of good teaching in the pres-\\nentation of these subjects which may be lightly\\ntreated. The teacher is commissioned to oblige\\nthe student to get many advantages from those\\nstudies from which he might be content with re-\\nceiving small advantages.\\nPhilosophy was formerly regarded as the crown\\nof the educational curriculum. It is the study of\\nman himself. It is the most regenerative of the\\nmind of man. It is the most awakening of all\\nstudies. Many a student does not find himself until\\nhe reaches philosophy. It is, to use the Socratic\\nphrase, the midwife of one s second or intellectual\\nbirth. It touches upon all elements of being which\\nare present in all other studies. It demands think-\\ning as hard as mathematics demands. Its content,\\ntoo, has an interest to many minds which mathe-\\n283", "height": "3166", "width": "1957", "jp2-path": "collegeadministr01thwi_0301.jp2"}, "302": {"fulltext": "Administrative and Scholastic Problems\\nmatics does not, and cannot, arouse. It requires an\\ninterpretation of the phenomena of life, as large as\\nthat required in history. It also requires observa-\\ntion, more exact and more difficult than is required\\nin the physical sciences. It invites, too, argumen-\\ntation of all sorts.\\nThe results of this somewhat wide survey of the\\nspecial value of different courses of study are now\\nevident. Harvard College, like every American\\ncollege, is graduating men of richer attainments\\nthan the college of the earlier time. The graduate\\napproaches nearer the type of the gentleman of\\nculture. Knowledge is more affluent, appreciation\\nof the best more adequate and more common. In-\\nsight has gained in frequency and in power. The\\nforce for entering into executive conditions and of\\nshowing one s self a master in doing things has\\nvastly increased. The American college is training\\nmen into gentlemen as does the English univer-\\nsity. But it must be said that the studies which\\nare the most popular at many colleges do not train\\nmen in the power of thinking, as they do train men\\nin the power of knowing and of appreciating. The\\ncollege is making scholars rather than thinkers.\\nIt is good to make a scholar it is better to make\\na thinker. American life needs scholars much;\\nAmerican life needs thinkers more.\\nTo discuss the methods for the promotion of the\\npower of thinking in the American college would\\nlead one too far afield. Two things at least may be\\nsaid first, far greater care should be exercised in\\nthe choice of teachers in order to secure those who\\n284", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0302.jp2"}, "303": {"fulltext": "of the Twentieth Centurp\\nare able to train thinkers; and secondly, proper\\nurging should be given to men, on the part of ad-\\nvisers and counselors, to take severer and more\\nthought-provoking courses.\\nA third question which is transferred to the\\nnext age relates to the uniting of a wider inclu-\\nsiveness of students of ordinary abilities with the\\ngiving of special training to the ablest students.\\nA college education should become yet more com-\\nmon for common men and also a college education\\nshould become yet more precious for the best men.\\nWe are now educating more than one man to every\\none thousand of the population a larger propor-\\ntion than ever obtained in this country or than now\\nobtains in any other country of the world. But\\nthis relative superiority should be still further en-\\nhanced. Every man and every woman should re-\\nceive just as high and rich an education as possible.\\nEducation should become common, indeed but the\\nperil is that in making education common we are\\nneglecting the uncommon man. The need of the\\nuncommon man is great, very great. The Ameri-\\ncan people is peculiarly volatile. Its emotions are\\neasily excited. It can be stampeded with an ease\\nwhich is at once a joy and a despair. The impor-\\ntance, therefore, of leadership is of the utmost\\nurgency in the conduct of American aifairs. Its\\nimportance cannot be overstated. The uncommon\\nman who is poor in purse must, at all events, be\\neducated; and the uncommon man who is rich\\nshould not be deterred by any cause from giving\\nhimself a superlative discipline and training for\\n285", "height": "3177", "width": "1937", "jp2-path": "collegeadministr01thwi_0303.jp2"}, "304": {"fulltext": "Administrative and Scholastic Problems\\nlife s supreme service as well as for life s slightest\\nduties. Let the college be great in numbers, so\\nmany are the common fellows who are flocking to\\nit. Let the college also be great because the college\\nis the creator and the nurse of great men for great\\naffairs.\\nThese two conditions have a close relation to\\neach other. Some men indicate their ability early\\nin life, and we know as they pass into their teens\\nthat they are to become highly useful members of\\nsociety. Gladstone, every one in his undergraduate\\ndays at Oxford knew, was to become a great man\\nbut whether he would show his greatness as a\\nbishop or an archbishop or as a prime minister no\\none dared to prophesy. And Grladstone in his last\\nyears wrote an article on Arthur Hallam, indicating\\nthat Hallam was a man about whom prophecies of\\nthe highest eminence clustered. But other men do\\nnot show signs of promise early. They are, like\\nWalter Scott and Francis Maitland Balfour, the\\nbiologist, backward boys. Their development is\\nslow. From the multitude of ordinary men who\\ncome up to the college we shall get a few men of\\nextraordinary power as manifested in life s career.\\nIt is, therefore, well to educate all men for the en-\\nrichment of American life and for the elevation of\\nthe type of American character. It is also worth\\nwhile to educate all men for the sake of discovering\\nthe worthiest men in the general multitude.\\nThe education for leadership has a special rela-\\ntion to one of the later developments of the higher\\neducation. The graduate school is the chief edu-\\n286", "height": "3225", "width": "2039", "jp2-path": "collegeadministr01thwi_0304.jp2"}, "305": {"fulltext": "of the Twentieth Century\\ncational development of an institutional form in\\nthe last twenty-live years. The larger part of its\\nstudents have become teachers. Of the twenty-six\\nmen who took the degree of doctor of philosophy\\nat Harvard College at the commencement of 1898,\\ntwenty-one at once entered the profession of teach-\\ning. This result is natural, and is also to be\\ncommended. In the new century, however, the\\ngraduate school should be a school not alone for\\nteachers, but for men of all educational sorts and\\nall professional conditions. To it should come,\\nand I believe to it will come, men who propose to\\nbecome doctors, lawyers, clergymen, not to secure\\nprofessional training, but to secure a richer and\\nfiner training before entering upon their profes-\\nsional disciplines. To it the ordinary student will\\nnot come but the men who have means and leisure\\nand ability should come in increasing numbers.\\nBecause, therefore, of the length and breadth of\\nthe field of learning, and because of the high devel-\\nopment which certain parts of this field are receiv-\\ning, the next century should be prepared, more than\\nhas been the present century, to adopt and to use\\nthe greatest variety of educational tools the lin-\\nguistic tool, the scientific tool, the historical tool,\\nthe philosophical tool, the sociological tool. Each\\nhas special and peculiar values. The linguistic\\nand the mathematical tools are the oldest, and\\nmen have learned how to use them well. They\\ncarve and cut, they form and shape and smooth,\\nthe human mind more quickly and gracefully, be-\\ncause of their centuries of use. The scientific tool\\n287", "height": "3169", "width": "1936", "jp2-path": "collegeadministr01thwi_0305.jp2"}, "306": {"fulltext": "Administrative and Scholastic Problems\\nthe educator has not yet learned to use with any\\ngreat efficiency. In the next age he will acquire\\nthe desired dexterity.\\nTo unite vitality in the teacher with expert\\nknowledge is another problem which the age just\\nclosing carries over into the new. Vitality is the\\ncontent of a full and vigorous personality. To\\noverestimate its importance to the teacher, or to\\nany one whose relations are with men, is impossible.\\nIfc is life life fullest, largest, most living. It is\\nhealth health which is healthy and healthful. It\\nis largeness of faculty and the proper action of\\nfunction. It is the surplus of every sort. It is\\nforce. In its origin it is constitutional, belonging\\nto the whole personality. In its sense of continu-\\nance and enlargement its nourishment is drawn\\nfrom all that can minister to the individual welfare.\\nIn its results it is, of course, rich and splendid.\\nWithout it, no one dealing with men can hope for\\nthe noblest results. With it, whatever else a man\\nmay lack, he may be assured that he will secure\\nnot unworthy effects. It is that quality which, of\\nall our earlier authors, was supremely possessed\\nby the great Sir Walter; and among all living\\nauthors it is the quality which makes Kipling ad-\\nmirable, and which constitutes no small share of\\nhis moving force. To his task the teacher must\\nbear this great quality of life and from him his\\ntask must not take it away. For, be it said, the\\nteacher is in peril lest his task do take away his\\nlife. That dull and tired eye is not an uncommon\\ncharacteristic of the veteran teacher. It means\\n288", "height": "3225", "width": "2101", "jp2-path": "collegeadministr01thwi_0306.jp2"}, "307": {"fulltext": "of the Twentieth Century\\nthat the peril of losing vitality has actually mate-\\nrialized. That faithfulness which is as long as the\\nschool year and as constant as the recitations, the\\nnever-ceasing draft of question and answer, sending\\nlife from heart to head and from head to heart, the\\nanxiety for the indifferent or for the evil these,\\nand all such conditions, draw from the teacher his\\nbest and his fullest power. The teacher must be\\nvital. School boards and school trustees are wise\\nin judgment and sound in administration when they\\ndemand a living teacher. But school boards and\\nschool trustees are too often not wise in judgment\\nin allowing the life of the teacher to be sapped and\\nsucked.\\nBut expert knowledge is also required; and ex-\\npert knowledge is narrower by far, of course, than\\nthe region that vitality covers. Expert knowledge\\nbelongs to the intellect. But we know too well that\\nthe student becoming a teacher may know his sub-\\nject largely, thoroughly, adequately. Has he not\\nspent his four years in Glermany and taken his\\ndoctor s degree magna cum f Has he not surveyed\\nthe field and written his dissertation on one small\\ncorner of the wide domain? The man of know-\\nledge, large and exact, is constantly sought for.\\nThis equipment has been secured through years\\nof general and special study. But the price so\\noften paid for this fine and rich equipment has\\nnot found its chief element of expense in time or\\nmoney, but in life. As the intellect of the stu-\\ndent has become enlarged and enriched and trained,\\nthe vitality of the student has become drained,\\n19 289", "height": "3192", "width": "1946", "jp2-path": "collegeadministr01thwi_0307.jp2"}, "308": {"fulltext": "Administrative and Scholastic Problems\\ndepleted, and impaired. How many instances there\\nare of this sort is known to all who have followed\\nAmerican lads from the age of fifteen to the age of\\nthirty. Of course there are many instances of the\\nopposite class We know men whose intellects are\\ntrained and enlarged and enriched, and whose per-\\nsonality is still strong and noble. The elder Agassiz\\nis, of course, a trite example but also every college\\ncan furnish examples of such a worthy union.\\nThe problem of the new century will be to make\\nthe condition of vitality in the teacher not only\\nconsistent with but promotive of power of the in-\\ntellect, and to make large intellectual resources the\\nmighty minister to a vital personality.\\nAkin to this question, and yet in certain re-\\nspects distinct from it, is the question of uniting\\nin the same personality culture and power. Cul-\\nture is primarily a function of the intellect. Power\\nis primarily a function of the will. The man of cul-\\nture knows the man of power does. The man of\\nculture appreciates; the man of power executes.\\nThe man of culture gathers up the treasures of many\\nlives, ages, conditions the man of power uses every\\nfact as a tool for securing results. The man of cul-\\nture is good the man of power is good for some-\\nthing. The man of culture is in peril of selfishness\\nthe man of power is in peril of rashness. The man of\\nculture is in peril of sitting by the side of the ocean\\nof life, careless of or indifferent to the lives that\\nare offering themselves to its dangers, but appreci-\\native of its grandeur and sublimity; the man of\\npower is in peril of rushing into the tumultuous\\n290", "height": "3192", "width": "2100", "jp2-path": "collegeadministr01thwi_0308.jp2"}, "309": {"fulltext": "of the Twentieth Century\\nwaves to rescue something, whether it be a log or\\na wrecked sailor or a bottle he hardly knows what.\\nThe old college did not make the man of culture,\\nbut it did make the man of power. The new col-\\nlege is doing somewhat to make the man of culture.\\nThe new college is also doing somewhat to make\\nthe man of power. In the new century the college\\nwill exalt each purpose and will also unite them.\\nThe man of the finest culture will be also the man\\nof the greatest power and the man of the greatest\\npower will be the man of the finest culture.\\nThese two purposes of culture and power are\\nsomewhat embodied in the two special schools of\\nthe higher education. It is a notorious fact that\\nthe modern scientific school, called by various\\nnames, such as technical, polytechnic, technologi-\\ncal, does not train gentlemen of culture. It makes\\ngood engineers, chemists, electricians. It does\\nnot make men of learning. The college does not\\nmake engineers or chemists or electricians, but\\nit does endeavor to make men of liberal learn-\\ning. The union of these two sides of our educa-\\ntional course would be exceedingly advantageous.\\nLet the scientific school make the technical scholar\\nand, in making him such, let it also make the gen-\\ntleman of culture. Let the college, in making the\\nman of culture, make also the engineer or the\\nchemist or the electrician. In a word, let every\\nscientific school be a part of a college and yet by\\nno means should every college have in its asso-\\nciation a scientific school, any more than every\\ncollege should be connected with a theological\\n291", "height": "3145", "width": "1956", "jp2-path": "collegeadministr01thwi_0309.jp2"}, "310": {"fulltext": "Administrative and Scholastic Problems\\nseminary. Let the scientific school be regarded as\\na professional school coordinated with the school\\nof law or the school of medicine, and not as coordi-\\nnate with the undergraduate college.\\nThere is still another, the sixth, question which\\nthe nineteenth century hands over to the twentieth.\\nIt is the central and fundamental question of the\\nintegrity of the college. The college is beset with\\nfoes on its rear and on its front. The college is\\nbetween the millstones. The foe on the rear is the\\nfitting-school. The foe on the front is the profes-\\nsional school. The antagonist on the rear is an\\nantagonist not because of its desire, but by reason\\nof the conditions of the college. For the college\\nhas from time to time increased the requirements\\nfor admission to its freshman class from two to\\nthree years, and from three to four years, so that\\nthe student is tempted to jump over the college\\ndirectly from the academy to the professional\\nschool. To-day, too, one sees the formation of a\\ntendency for the academy to do the work of the\\nfreshman year. In a recent letter to me, Principal\\nAmen of Phillips Exeter Academy says\\nI believe that a few fitting-schools will soon be able to\\ndo the work of the freshman year quite as well and safely\\nas it can be done in the largest colleges. It seems to me\\nit would be unfortunate to do away with the freshman\\nyear in the smaller colleges. Many Harvard and Yale\\nfreshmen would, in my judgment, be better off in some\\nof the secondary schools than in college.\\nWe welcome the movement at Cambridge for a three\\nyears course as a happy solution of our special problem.\\n292", "height": "3225", "width": "2108", "jp2-path": "collegeadministr01thwi_0310.jp2"}, "311": {"fulltext": "of the Twentieth Century\\nIf the requirements there for a degree can in any way\\nbe lessened by one or two courses, we can save many\\nstudents a year in their college education. Something\\nshould be done to enable students to reach the profes-\\nsional schools earlier.\\nOn the other side, the professional school is un-\\nwittingly tending to render the college impossible.\\nThe college has surrendered to the professional\\nschool in a degree through allowing courses in the\\nprofessional school, in certain instances, to count\\nalso toward its own first degree. The college is\\nthus in peril of losing its first year and also its\\nlast. The academy is willing, and eager, to do the\\nfirst year s work. The professional school is willing\\nto do the senior year s work. The college, on the\\nwhole, seems to be quite willing for the profes-\\nsional school to do at least a part of the senior\\nyear s work, as it is also manifesting no special\\nunwillingness for the academy to do the freshman\\nyear s work. We, therefore, are left with a college\\nnot of three years, but only of two Let it not be\\ninferred that this condition is not a serious one;\\nfor signs of the movement do warrant the appli-\\ncation of the word serious to its condition.\\nAnd yet it is easy to suggest several considera-\\ntions which favor the shortening of the college\\ncourse to two years. Among them are\\n1. The better differentiation of American educa-\\ntion. Education may be said to cover three fields\\nfirst, the field of facts, in which observation is the\\nchief intellectual faculty second, the field of rela-\\ntions, in which reasoning is the chief intellectual fac-\\n293", "height": "3177", "width": "1970", "jp2-path": "collegeadministr01thwi_0311.jp2"}, "312": {"fulltext": "Administrative and ScJjolastic Problems\\nulty and third, the field of professional knowledge,\\nin which the education of the volitional faculty of\\napplication is the chief, though not the only, power.\\nThrough putting the freshman and sophomore\\nyears into the fitting-school that part of education\\nwhich demands the faculty of observation becomes\\na unit. That portion is now dual, part being in\\nthe fitting-school and part in the college. Let the\\nfitting-school stand for observation, and cover five\\nor six years, as may be proper; let the college\\nstand for the sense of relations, and cover two years\\nor more and let the professional school stand for\\nthe direct preparation for professional service.\\n2. A second advantage lies in a large economy\\nin money and in time. Education as given by the\\ncollege is more costly than education as given by\\nthe academy. All the elements of expense are\\nplaced on a higher basis in the college. Labora-\\ntories are more extensive. Books are more nu-\\nmerous. The larger relations of studies are more\\nconstant. The general scale of expenses among\\ncollege men is higher than it is among prepara-\\ntory-school men. I think, also, there would be\\nsome saving in time. Freshmen in college do not,\\non the whole, work so hard as seniors in the fitting-\\nschool. I think, also, that sophomores in the col-\\nlege have not the reputation of being so laborious\\nas are seniors in the fitting-school. A man, too,\\nneeds adjustment to his environment to get the\\nbest intellectual work out of himself. One, there-\\nfore, who has been three or four years in a fitting-\\nschool can spend one or two years more with less\\n294", "height": "3192", "width": "2101", "jp2-path": "collegeadministr01thwi_0312.jp2"}, "313": {"fulltext": "of the Twentieth Century\\nexpenditure of mental force and in the securing of\\nlarger results, than he would be obliged to make\\nwhen transferred to the new environment of col-\\nlege life. College life is dissipating of time. Pre-\\nparatory-school life promotes concentration of\\ninterest.\\n3. A third advantage of putting the first two\\nyears of the college course into the fitting-school\\nis found in the fact that the ethical and intellec-\\ntual demands for supervision in the first two years\\nof the college course are better met by the fit-\\nting-school than by the college. Many freshmen\\nand sophomores have not the ability to care\\nfor themselves. They do need a parent. The col-\\nlege cannot stand in loco parentis. The college\\ncannot know the freshman s down-sittings and up-\\nrisings, his goings out and his comings in. The\\ncollege must leave him to himself. The best col-\\nlege traditions and conditions demand that the\\nfreshman and the sophomore be left to himself.\\nTo leave him to himself is, of course, in a sense,\\nthe application of the divine method in leaving\\nmen to themselves; but the college method, like\\nthe divine, is pretty costly to character. Too many\\nmen in the earlier part of their college career go to\\nthe bad. In the last two years they usually re-\\ncover themselves and go to the good, and the better,\\nand the best. Seldom does one find a college man\\na permanent moral bankrupt. Of course, under\\nany method, some men will go into moral insol-\\nvency, but this transfer of the first two years of\\nthe college course, which are the most perilous\\n295", "height": "3177", "width": "1980", "jp2-path": "collegeadministr01thwi_0313.jp2"}, "314": {"fulltext": "Administrative and Scholastic Problems\\nyears, to the academy, allows and demands that\\nsupervision be given to the man. For this super-\\nvision the academy stands. The man is saved.\\n4. It should also be said that these two years\\nwould be sufficient for the college to give to each\\nstudent what may be called touch, the college\\ninfluence, which should rest, and should rest per-\\nmanently, upon every man who has been to col-\\nlege. Some men do not get this touch even in four\\nyears others get it even in one year. This touch\\nit is difficult to describe, although it is easy to per-\\nceive. It means that a new and powerful influence\\nhas come into the man s life. His ideals have been\\nelevated, his manners refined, his bearing made\\nmore gentlemanly, his natural relationships have\\nbecome richer; not only is his power to think\\nincreased, but his power to feel is augmented. It\\nis this result which is secured by most colleges\\nover most students in the last two years of the\\ncourse. For securing this result the first two\\nyears of the college may be necessary in at least\\nsome form, but it is in the last two years that the\\nresults themselves are secured and made apparent.\\nTwo years is a sufficient time for the promotion\\nof those friendships among students which repre-\\nsent one of the most important elements of a col-\\nlege, and it is also a sufficient time for a teacher of\\npower to do a great work for those students who\\ngather in his class-room.\\nThese reasons do have value in favor of a re-\\ncasting of our whole educational course for it is\\nno less true now than ever that the wise man is\\n296", "height": "3192", "width": "2095", "jp2-path": "collegeadministr01thwi_0314.jp2"}, "315": {"fulltext": "of the Twentieth Century\\nnot so wedded or welded to the old methods which\\nhave proven beneficial as to be unwilling to sub-\\nstitute for them new methods which may be su-\\nperior. But I do venture to say that the American\\npeople are not willing to forego the annual con-\\ntribution to its best forces of thousands of men and\\nwomen who have simply and nobly been trained in\\nthe colleges to see straight, to think clearly, to love\\nthe good, to choose the right, and to delight in the\\nbeautiful. The American people are not prepared\\nto give up one iota of this general worth for the\\nsake of a professional training a bit more efficient\\nor for a professional knowledge a bit wider or more\\nexact. To make this adjustment the new century\\nis called into service. The new century will dis-\\ncover that this adjustment is to be made, not so\\nmuch in the professional school or in the academy\\nor in the college, but in the grammar and the pri-\\nmary schools. In the grammar and the primary\\nschools time is to be saved, better methods are to\\nbe adopted, and better teachers are to be secured.\\nA seventh question which the nineteenth trans-\\nmits to the twentieth century relates to the better\\ntraining of candidates for the law and for medicine.\\nIn the United States are 67 law schools, having 8000\\nstudents 143 medical schools, having also 8000 stu-\\ndents and 159 theological schools, having 22,000\\nstudents. The conditions for admission to these\\nschools vary from that order of attainment repre-\\nsented in high-school education to that represented\\nin a college degree. About one-half of the students\\nadmitted to schools of theology have had a college\\n297", "height": "3169", "width": "1943", "jp2-path": "collegeadministr01thwi_0315.jp2"}, "316": {"fulltext": "Administrative and Scholastic Problems\\ntraining. About one-fifth of those admitted to\\nschools of law have had a college training. But\\nthe percentage of those admitted to schools of\\nmedicine who have had a college training is much\\nsmaller so small that it is difficult to make an\\nexact estimate. It probably does not exceed seven\\nper cent.\\nThese facts are of value in themselves, but they\\nare of greater value in indicating the kind of law-\\nyers, doctors, and ministers the American profes-\\nsional schools are turning out into American life.\\nFor that degree of preparation that one has on\\nentering a professional school represents the charac-\\nter of the work he will do in that school and both\\nthe preparation for professional studies and the\\nprofessional studies themselves are a prophecy of\\nthe kind of men who are entering into the ser-\\nvice of the community. For one cannot expect\\nto secure lawyers clear in vision, profound in re-\\nsearch, having a comprehensive grasp of principles,\\nand a power to apply these principles wisely, unless\\nthose who enter the law schools are themselves\\nalready well trained. One cannot, too, expect to\\nsecure physicians wise and comprehensive in diag-\\nnosis, keen to discriminate, able to weigh evidence\\nand to relate every fact to every other fact, unless\\nthe students who enter the medical college are them-\\nselves well trained. It is also just as unreason-\\nable to expect to secure clergymen broad-minded,\\npossessed of intellectual sympathy with all classes\\nand conditions of men, acquainted with the noblest\\nresults of humanity s work as embodied in litera-\\n298", "height": "3192", "width": "2097", "jp2-path": "collegeadministr01thwi_0316.jp2"}, "317": {"fulltext": "of the Twentieth Centurp\\nture, able to interpret and to apply truth, able also\\nto make the best use of the great art of persuasive\\nspeech and writing, unless the same men, when they\\nenter the school of theology, are liberally educated.\\nIn professional studies the beginning determines\\nthe end, and the end also determines the means and\\nthe method. The maxim is true maintained by\\nbroad experience that he who is not a good law-\\nyer when he comes to the bar will seldom be a good\\none afterward. The maxim, indeed, may be made\\nbroader that he who is not a good student when he\\nenters the professional school will not be a good\\none when he leaves it, and if he be not a good stu-\\ndent when he leaves the professional school, he will\\nnot be a good doctor or lawyer or minister when he\\nbegins his professional career.\\nThe movement, therefore, toward the improve-\\nment of the professional education in the United\\nStates is one of very great significance. It is of\\nthe gravest and happiest importance to American\\nsociety. I may say now as well as at any time that\\nthis movement is at the present moment rather\\nconfined to legal and medical education than to the\\nclerical. For the simple truth is, and be it said\\nwith regret, that clerical education has not in the\\nlast decade been manifesting any degree of im-\\nprovement in certain important relations. On the\\nwhole, when one estimates the value of the clerical\\ntraining received by the graduates of the schools\\nof theology, one finds himself obliged to confess\\nthat deterioration has been the result. Into our\\nbetter schools of theology of certain churches fewer\\n299", "height": "3169", "width": "2039", "jp2-path": "collegeadministr01thwi_0317.jp2"}, "318": {"fulltext": "Administrative and Scholastic Problems\\nmen possessed of a liberal education are now en-\\ntering than did enter a few years ago. The reason\\nof this fact is that the opening of the new territory\\nwest of the Mississippi had made so great demand\\nfor ministers that theological seminaries were in-\\nclined to receive into their membership students\\nwho were not willing to spend the time sufficient to\\ngive themselves a college education. This demand\\nis now far less urgent than it has been, and we\\ncan reasonably anticipate that the improvement\\nwhich has already taken place, and which even now\\nis becoming forceful in the preparation for other\\nprofessions, will soon affect the schools of theology.\\nAlready signs appear that these schools are becom-\\ning impressed by the call for the improvement of\\nthe training which they give.\\nIn this improvement the profession of the law still\\nlags behind the profession of medicine. In a sense,\\nthe preparation for making lawyers is now in the\\nsame state in which the training of physicians was\\ntwo score of years ago. In 1854 the American Medi-\\ncal Association adopted resolutions cordially ap-\\nproving of the establishment of private schools to\\nmeet the increased desire on the part of a respec-\\ntable number of medical students for a higher grade\\nof professional education than can usually be ac-\\nquired by reading medicine under the direction of\\na single instructor. For in the preparation of stu-\\ndents for the practice of law private reading is still\\ncontinued, and is, on the whole, the more popular\\n1 Report of the Commissioner of Education, 1889-90, Vol. II,\\np. 895.\\n300", "height": "3192", "width": "2104", "jp2-path": "collegeadministr01thwi_0318.jp2"}, "319": {"fulltext": "of the Twentieth Century\\nmethod, although its popularity is rapidly declining.\\nIt is seldom, however, that a man now enters the\\nmedical profession who has not been trained in a\\nmedical school. Most States also have examining\\nor licensing boards, to whom any one who wishes\\nto practise the healing art must submit evidence of\\nhis fitness and receive permission from that board\\nin order to practice. Although certain States are\\nquite as strict in respect to the granting of licen-\\nsures to lawyers as to physicians, yet other States\\nare notoriously lax. The following incident is\\nillustrative. It is told by a professor in the Uni-\\nversity of Missouri. There was an old negro\\npreacher in St. Louis who conceived the idea that\\nif he were only able to hold himself out as a lawyer\\nas well as a preacher he would do a flourishing\\ntrade among his flock. He applied for admission\\nin St. Louis and was examined in open court. He\\nhad spelled his way through a few hundred pages\\nof Blackstone, of some obsolete law dictionary, and\\nthe statutes of the State. Without an idea of any\\nsingle sentence he had read, his examination was,\\nof course, a comedy of errors, but though rejected,\\nhe was not dismayed. In a few weeks he turned\\nup again, the happy possessor of a certificate of\\nadmission to the circuit court in one of the interior\\ncounties, and thus entitled to be enrolled in any and\\nevery other court in the State. The first client he\\nobtained was a poor negro charged with murder.\\nThough the prisoner was afterward found to have\\nacted under circumstances of justifiable self-defense,\\nthe management of the case resulted in a verdict\\n301", "height": "3161", "width": "1946", "jp2-path": "collegeadministr01thwi_0319.jp2"}, "320": {"fulltext": "Administrative and Scholastic Problems\\nof murder in the first degree and sentence of death.\\nThen the poor prisoner became frightened and re-\\ntained a lawyer. It was a rather difficult case to\\nappeal there were no points reserved, there were\\nno errors which could be taken advantage of, and\\nthe only possible chance was to ask for a new trial\\non the ground of the ignorance, imbecility, and in-\\ncompetency of the attorney.\\nBut there are certain practical reasons which may\\nbe urged to prove that those who enter schools for\\nthe training of lawyers and of doctors should have\\nreceived a liberal education.\\nThe first reason which I suggest relates to the\\nimportance of the profession of the law to Ameri-\\ncan life. The legal profession is a conservative\\nelement in a society essentially progressive and\\nradical. The law, common and statute, represents\\nmore adequately than any other condition the\\nstruggles of humanity in its endeavors to lift itself\\nup from an animal to an intellectual level. The\\nlaw embodies the methods which man has found\\nto be of value in securing and holding the rights\\nof society and of person. It represents, also, the\\nresults which have followed from the use of these\\nmethods. Trivial as many statutes are, temporary\\nas certain laws must be, unworthy as much of our\\nlaw-making is, yet the great body of the common\\nlaw and the great body of the statute law are the\\ndeposit of the best living of humanity. It bears\\nto humanity in its intellectual conditions a relation\\n1 Keport of the Commissioner of Public Education, 1893-94, Vol.\\nI, p. 995.\\n302", "height": "3192", "width": "2109", "jp2-path": "collegeadministr01thwi_0320.jp2"}, "321": {"fulltext": "of the Twentieth Century\\nsimilar to that which, the cathedral bore to society\\nin the ecclesiastical civilization of the middle ages.\\nThe law, more than any other resultant, represents\\nthe sum and substance of humanity s struggles and\\nattainments.\\nTherefore it is of extreme importance that the\\ncourts which interpret such a body of jurisprudence\\nshould be wise and learned as well as honest.\\nTherefore it is also of extreme importance that\\nthose who apply these laws to present conditions\\nshould be able, wise, intelligent, and well trained,\\nas well as faithful in all intellectual and human re-\\nlations. The law without the lawyer is simply the\\nskeleton without life, an outline of thought with-\\nout content, a method of using force without the\\nforce itself. Without the lawyer the law would\\nhave slight or no value to humanity. It is, there-\\nfore, of the very first importance that the lawyer\\nhimself should be a man of large and liberal and\\nnoble training.\\nAkin to this condition, as an element in the im-\\nportance of the profession of the law to the Ameri-\\ncan people, is another element it is the importance\\nof justice to the American nation. It is expressing\\na very sad but at the same time a very patent fact\\nto say that in many instances the law is not an in-\\nstrument for securing justice. This proposition is\\nmore evident to those who deal with the law than\\nto those who are not immediately and constantly\\nconcerned with the administration of law. Those\\nwho desire to obtain or to maintain their rights\\noften, and justly, hesitate to submit their claims to\\n303", "height": "3161", "width": "1957", "jp2-path": "collegeadministr01thwi_0321.jp2"}, "322": {"fulltext": "Administrative and Scholastic Problems\\nthe expense and the doubts that belong to the\\nmethods and results of the courts. In an address\\nmade before the American Bar Association in 1894\\nFrank C. Smith of New York said: Of the\\n29,942 cases decided, I ascertained that 14,447, or\\nforty-eight per cent., were upon points of proce-\\ndure or other matters not involving the merits of\\nthe controversy. Mr. Smith further says It is\\nessential that the bar shall know how to employ\\nthe rules of legal procedure so as to most com-\\npletely and surely serve principle. But so far has\\nthe profession fallen from this ideal that, judged\\nby the results of its service in actual litigation, it\\nis to-day a monstrous charlatan. What would be\\nsaid of a trade or craft against which it could be\\nproven that in an average of nearly fifty per cent,\\nof the attempts it made to serve its patrons it\\nfailed to secure just results because its craftsmen\\ndid not understand how to use its machinery, or,\\nunderstanding this, failed to employ it so as to\\nattain the end promised when it was trusted to do\\nthe service I Such a trade could not retain public\\nrespect and confidence an hour after its inefficiency\\nwas known. No more can one of the learned pro-\\nfessions. Yet this is the exact condition of the\\npractice of law in this country to-day.\\nThe simple truth is that the profession of the law\\nis not an instrument of justice in any such degree\\nas the American people have a right to demand\\nof it.\\n1 Report of the Commissioner of Education, 1893-94, Vol. I, pp.\\n996, 997.\\n304", "height": "3192", "width": "2115", "jp2-path": "collegeadministr01thwi_0322.jp2"}, "323": {"fulltext": "of the Twentieth Centtiry\\nThe importance of the medical profession to the\\nlife of the American people may likewise be made\\nthe basis of a statement to prove that doctors\\nshould also have a liberal education before they\\nenter into the pursuit of their professional educa-\\ntion. It goes without saying that the medical pro-\\nfession is important not only to the individual life\\nbut also to the life of the whole community. The\\nplace occupied by the doctor has greatly changed\\nand enlarged in the course of the last generation.\\nThe doctor has become a public servant, as he was\\nbefore a servant of the individual. The doctor is\\nnow set not simply to cure the ills of one member\\nof the human family, but he is also set to keep all\\nmen from being sick. He is a trustee for the health\\nof the community. He has become the apostle\\nof health and healthfulness. He is an unofficial\\nmember of an unofficial board of health in every\\ncommunity, and in not a few communities he is a\\nmember of a properly constituted board of health.\\nThe importance of his profession to the community\\nis made still more evident by the increasing intri-\\ncacy and complexity of modern life. A complex\\ncivilization creates diseases from which a simple\\ncommunity is free. The crowding of great popu-\\nlations promotes unhealthful conditions. The pres-\\nence of disease becomes more perilous as the people\\nbecome more compact. The discoveries made in\\nmateria medica in the last decade have increased\\nthe duties which the doctor owes to himself and\\nto the community. The discoveries in the art\\nof surgery render operations now common and\\n20 305", "height": "3185", "width": "1924", "jp2-path": "collegeadministr01thwi_0323.jp2"}, "324": {"fulltext": "Administrative and Scholastic Problems\\ncommonplace whicli a short time ago were regarded\\nas either unique or as absolutely impossible. These\\nchanges have put upon every physician the obli-\\ngation of being broad-minded and exact in obser-\\nvation and inference. The age of the specialist\\nhas come. Every doctor in ordinary practice must,\\nin a sense, be a union of all the specialists. So\\nwide a range of functions, each of which is of pecu-\\nliar importance, as important at times as is human\\nlife itself, makes evident the proposition that the\\nphysician should have the most liberal, the most\\nprofound, and the most disciplinary of trainings\\nbefore he enters into his professional studies.\\nA further reason for giving our students a\\nthorough training before entering into the profes-\\nsional studies of the law or medicine lies in the\\nscholastic training which similar students in France\\nand Germany are obliged to obtain. In France\\nthe candidate for admission to the medical schools\\nmust have secured the degree of bachelor of arts\\nor of bachelor of science. In Germany he must\\nhave completed the course in the gymnasium, which\\nrepresents a training certainly equivalent to that\\nobtained in the first half of the course in the better\\nA.merican colleges. In order to enter into the prac-\\ntice of law, in most Continental countries, a man\\nmust be a graduate of the department of law in the\\nuniversity. In order to enter into the department of\\nlaw in the university he must be a graduate of the\\ngymnasium, that itself prepares for the university.\\nThese conditions apply in particular to Germany,\\nAustria, and Switzerland. In France, Italy, Spain,\\n306", "height": "3192", "width": "2116", "jp2-path": "collegeadministr01thwi_0324.jp2"}, "325": {"fulltext": "of the Twentieth Centti^ry\\nBelgium, Holland, Denmark, Sweden, Norway, and\\nRussia, the course preparatory to the study of law\\nembraces the ancient languages, the higher mathe-\\nmatics, and natural sciences, in addition to history\\na course that is probably not of an educational\\nvalue equal to that given in the best American\\ncolleges, but that is probably equivalent to that\\nembraced in the first two years of the college.\\nIn England the course of study is not so ex-\\ntended. The English language, the Latin language,\\na knowledge of some other language, either Grreek,\\nFrench, G-erman, or Italian, and English history\\nrepresent the subjects in which the student is\\nobliged to pass examinations before he can enter\\nupon the study of the law.\\nIt is therefore evident that the preparation which\\nwe are demanding of those who are to become stu-\\ndents of law or of medicine is very much inferior\\nto the preparation which most nations require.\\nThe movement, therefore, in American life looking\\nto the requiring of a more adequate training of\\nthose who purpose to enter the study of law or\\nmedicine represents ia movement on the part of the\\nAmerican people for putting itself into relationship\\nwith the best movements of the best nations.\\nThe question of the time necessary for securing\\nan adequate preparation for professional studies\\nis, as I have already intimated, of grave impor-\\ntance both to those who propose to become law-\\nyers and to those who propose to become doctors.\\nBut the question of time has larger significance\\nfor the doctor than for the lawyer. The aver-\\n307", "height": "3169", "width": "2039", "jp2-path": "collegeadministr01thwi_0325.jp2"}, "326": {"fulltext": "Administrative and Scholastic Problems\\nage age of the graduates of most colleges is be-\\ntween twenty-two and twenty -three years. In the\\nbetter law schools the course of study occupies\\nthree years. In the larger part of the schools it is\\nstill only two years, and in a very few\u00e2\u0080\u0094 and the\\nworst it is only one year. In certain States as\\nOhio, for instance three years of the study of law\\nare required by statute before the candidate is\\nallowed to present himself for admission to the bar.\\nThe student of law is therefore twenty-six years\\nold before he can enter into his professional career.\\nBut the student who proposes to become a physi-\\ncian finds himself at once obliged to spend at least\\none year, and, if he be worthy and of high purpose,\\ntwo or three years more than his legal brother has\\nspent. For the course of medical education, in\\nall schools of any degree of worthiness, occupies\\nfour years. If the candidate wish to give to him-\\nself the best preparation, on receiving his medical\\ndegree he spends a year or a year and a half in a\\nhospital. If he be still further determined to pos-\\nsess himself of the best training, he will spend\\nanother year or year and a half in European\\nschools and hospitals. The best-trained medical\\nstudent has, therefore, usually reached the age of\\ntwenty-eight or thirty before he begins his profes-\\nsional career.\\nThe question at once emerges Is the age of\\ntwenty-eight too old for the doctor, or the age\\nof twenty-six too old for the lawyer, to enter into\\nlife s work? This question suggests a second:\\nToo old for what! Is the age too great for the\\n308", "height": "3231", "width": "2039", "jp2-path": "collegeadministr01thwi_0326.jp2"}, "327": {"fulltext": "of the Twentieth Century\\ncandidate, or is it too great for the interests of\\nAmerican life? The important question is, of\\ncourse, whether the candidate is too old for the in-\\nterests of American life. I cannot believe that he\\nis. For American life has need of wise counsel-\\nors and directors both in respect to person and\\nproperty. The need of American life is not of\\nmore lawyers, but of better ones. In the United\\nKingdom there is 1 medical student to 5286 of the\\npopulation in France, 1 to 7776 of the population\\nin Germany, 1 to 5757 of the population in the\\nUnited States and Canada there is 1 medical stu-\\ndent to 3365 of the population.^ America has,\\nspeaking in round numbers, twice as many doctors\\nas have the older nations of Europe. There is\\nhardly a town or city in the United States in which,\\nif the number of doctors and lawyers were cut\\ndown one-half, the one-half could not well and\\nwithout difficulty meet all the requirements of pro-\\nfessional service. It would be a distinct advantage\\nto American life if the doctors who have graduated\\nfrom the farm or from the grocery store into the\\nmedical school or if the lawyers who have come\\nup or down from clerkships in drug stores would\\nreturn to their farms or their counters. Discipline\\nas well as culture, training as well as intellect, rep-\\nresent elements which every man should possess\\nwho dares to offer himself as the savior of people s\\nproperty and lives. In all cases of litigation and\\ndisease no service is too good, no training too fine,\\n1 Eeport of the Commissioner of Public Education, 1893-94, Vol.\\nI, p. 982.\\n309", "height": "3192", "width": "1977", "jp2-path": "collegeadministr01thwi_0327.jp2"}, "328": {"fulltext": "Administrative and Scholastic Problems\\nno discrimination too exact. But in unique cases\\nthe demand for training and wisdom and discrim-\\nination is absolutely imperative. In human life,\\nand in what goes along with human life, are the most\\nprecious material treasures in the natural world.\\nLet us, therefore, give to human life the wisest\\nskill unto its preservation and enrichment.\\nTherefore, for the advantage of American life,\\nthe age of twenty-eight or thirty is not one whit\\ntoo advanced for the doctor, or the age of twenty-\\nsix for the lawyer, to begin his professional career.\\nBut is this age, be it asked, too old for the advan-\\ntage of the student himself? The man of thirty\\nhas, according to the life-insurance tables, 34.43\\nyears to live. He may, therefore, look forward\\nwith reason to thirty years of service. Should he\\nbegin his service four years sooner he would simply\\nhave four years more for service. Now four years\\nare of value. They represent a certain quantity\\nof a whole career. But it is to be at once and\\nstrongly said that to put these four years into en-\\nriching the quality of the service which the doctor\\nor the lawyer is to render is far better than to de-\\nvote them to the extension of the time of that ser-\\nvice. It is far better for the practitioner, and also\\nfor the community, to make the service abler and\\nwiser than to make it longer.\\nBut, of course, it is to be desired that law-\\nyers and doctors and clergymen and all men\\nshould enter their callings at as early an age as\\nis right. Let us make the term of service which\\nall good men render to humanity as long as it can\\n310", "height": "3239", "width": "2039", "jp2-path": "collegeadministr01thwi_0328.jp2"}, "329": {"fulltext": "of the Twentieth Centtiry\\nbe made. For securing this result, however, it is\\nmore im.portant to improve the education of the\\nprimary school and the grammar than to abbrevi-\\nate the undergraduate course, strong as may be\\nthe reasons for this shortening.\\nThe question, therefore, of the medical school and\\nthe law school receiving only those who have given\\nthemselves the advantage of a liberal education is\\na question of profound significance to American\\nlife. It is also, in particular, a question of gravity\\nfor every member of the professional Faculty and\\nfor every member of the Board of Trust which\\nmanages a school of law or a school of medicine.\\nFor if the student is to give so large a share of his\\nlife s time to the preparation for his life s service,\\nif he come up to the law school or to the school of\\nmedicine with powers well trained, with the capacity\\nof appreciation large, with his character matured,\\nhe has a right to demand of the professional school\\nthat it shall give to him advanta.ges adequate to\\nthe ripeness, richness, and maturity of his char-\\nacter. It is simply absurd for a medical school or\\na law school, such as can be found in many of our\\nStates, to demand that candidates for admission\\nshall have a college training for the schools cannot\\noffer adequate opportunities to men of these ad-\\nvanced attainments. For medical schools, such as\\ncan be found in many of the great cities of this\\ncountry, to ask that students who are admitted\\nshall be liberally educated is quite as absurd as\\nfor a high school in New York or Boston to re-\\nquire that candidates for its junior class shall", "height": "3228", "width": "1934", "jp2-path": "collegeadministr01thwi_0329.jp2"}, "330": {"fulltext": "Administrative and Scholastic Problems\\nhave already taken a college course. The medical\\ncollege which demands a liberal education from\\ncandidates for admission should offer as good teach-\\ning in the fundamental branches of anatomy, physi-\\nology, bacteriology, chemistry, histology, materia\\nmedica, therapeutics, and in special branches, as\\nthese candidates themselves have received in Latin,\\nmathematics, philosophy, German, and history in\\nthe undergraduate colleges. These schools, fur-\\nthermore, should offer the student a fitting scho-\\nlastic environment. The medical college should\\noffer to him hospitals and clinics having many cases\\nand unique, and the law school should put into his\\nhands a properly equipped library.\\nFor schools of medicine and of law to offer the stu-\\ndent such opportunities requires, primarily, money\\n\u00e2\u0080\u0094and money, too, in large amounts. Professional\\neducation in this country has not yet received, with\\nthe exception of theological education, a fitting en-\\ndowment. The theological schools of this country\\nare now possessed of about $20,000,000 of endow-\\nment, and the value of their buildings and grounds\\nis about $12,000,000. Be it said, also, that one-\\nhalf of this amount is found vested in the theolog-\\nical seminaries of the North Atlantic States. Of\\nthe seminaries of the various churches the Presby-\\nterian are the best endowed. About one-fifth of\\nthe entire amount of endowment funds of churches\\nin America are found belonging to the Presbyte-\\nrian Church. This endowment allows each profes-\\nsorship in these seminaries to have about $40,000\\nin case there were an equal division of these funds.\\n312", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0330.jp2"}, "331": {"fulltext": "of the Twentieth Century\\nIn the Congregational and Episcopal dinrches the\\nendowment would be about $35,000 for each chair.\\nBut the endowment of the medical and law schools\\nis so slight that one hesitates to give any figures at\\nall. In fact, the endowment is so slight that some\\nschools of law and of medicine are unwilling to re-\\nveal their poverty. The largest endowment in this\\ncountry belongs to the medical school of Johns\\nHopkins University; the next largest is that of\\nHarvard Medical School and the next largest, so far\\nas reported, is that of Western Reserve University\\nMedical College. In a recent year $1,500,000 was\\ngiven to endow professional education in this coun-\\ntry, and of this sum sixty-three per cent, was given\\nto schools of theology, seventeen per cent, to schools\\nof medicine, fourteen per cent, to schools of tech-\\nnology, and about one per cent, to schools of law.\\nFor the improvement of professional education in\\nmedicine and law the American people must give\\nof their wealth with a generosity akin to that with\\nwhich they have poured out their millions each\\nyear to the undergraduate colleges. The great\\nneed of American life at the present time is better-\\ntrained doctors and better-trained lawyers. This\\nneed can be met only by the rich endowment of\\nschools for the training of doctors and lawyers\\nfor it is only such schools, well endowed and well\\nequipped, that can worthily and fittingly ask men\\nof a liberal education to become their students.\\nThe next movement in the endowment of American\\neducation should be directed toward the schools of\\nlaw and the schools of medicine.\\n3U", "height": "3192", "width": "1928", "jp2-path": "collegeadministr01thwi_0331.jp2"}, "332": {"fulltext": "Administrative and Scholastic Problems\\nFor the solution of all tliese administrative and\\nscholastic questions the nineteenth century will\\ntransmit to the new age one condition which will\\nprove to be of value simply priceless. It is the\\npublic and special interest in education. Educa-\\ntion has come to be recognized as one of the\\nelemental and fundamental forces in life. It has\\nalways been an elemental and fundamental force,\\nbut it has not always been recognized as such.\\nIt now takes its deserved place with the greatest.\\nIt may now be said that it has become a stronger\\nforce than the church, of which it was formerly\\na function. The schoolmaster is indeed abroad.\\nHe was formerly abroad on foot he is now abroad\\nin the saddle he is a commander and director and\\nleader. In no department of life has there been a\\nlarger increase of enthusiasm or a nobler develop-\\nment of interest or an adoption of wiser methods.\\nSuch a condition represents the best force for the\\nsolution of the problems which the old century\\ngives to the new.\\n514", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0332.jp2"}, "333": {"fulltext": "INDEX", "height": "3121", "width": "1928", "jp2-path": "collegeadministr01thwi_0333.jp2"}, "334": {"fulltext": "", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0334.jp2"}, "335": {"fulltext": "INDEX\\nAcademic freedom, value of, 90\\nAcademy during work of Freshman\\nyear, 292\\nAdelbert College of Western Reserve\\nUniversity, appointment of pro-\\nfessors, 25, 26\\nAdministration, college, special con-\\nditions and methods of, 85\\nAdministrative problems of college\\nin twentieth century, 261\\nAge of students, 8, 307\\nAlabama, University of, allusion to,\\n119\\nAlumni associations, 39\\nAlumni in relation to fraternities, 103,\\n104\\nAmen, Principal, quotation from,\\n292, 293\\nAmerican life, need of, 277\\nAmherst College, system of fines in,\\n117 aid for students, 205\\nAndover Theological Seminary, 235\\nAndrews, President, resignation of,\\n94\\nAntioch College, Horace Mann at, 146\\nArnold, Matthew, quotation from,\\n277\\nAustin, Edward, allusion to, 173, 214\\nBaird, William E., quotation from\\nAmerican College Fraternities,\\n105\\nBaldwin, Simeon E., quotation from,\\n64\\nBalfour, F. M., allusion to, 286\\nBarnard, President, allusion to, 73\\nBeers, Professor H. A., quotation\\nfrom, 99\\nBenefactions made by women, 170,\\n171\\nBenevolence, motives to, 178 con-\\nditional, 186 forms of, 213\\nBowdoin College, aid for students, 205;\\nlocation of, 253\\nBriggs, Dean, of Harvard, quotation\\nfrom, 98, 99\\nBrown University, appointment of\\nprofessors, 24 aid for students, 205\\nBryn Mawr College, allusion to, 244\\nBuchtel College, location of, 253\\nBureau of Education, allusion to, 1\\nextracts from Reports of, 300, 302,\\n304, 309\\nCalifornia, University of, appoint-\\nment of professors, 28; allusion to\\nproperty of, 162; beneficences to,\\n178 Regents, 41\\nCambridge, city of, seat of, 246, 248\\nCambridge (England) University, gov-\\nernment of, 43 property of, 166, 167\\nCarnegie, Andrew, allusion to, 172,\\n174\\nCarter, President, reference to life of\\nMark Hopkins by, 127\\nCattell, President, of Lafayette, allu-\\nsion to, 66\\nCharity Commissioners, English, 233\\nChicago, University of, appointment\\nof professors, 26 foundation of, 176\\nClap, President, allusion to, 236\\nClergymen as college officers, 34\\nColby College, allusion to, 70, 179\\nCollege, three types of, 15 constitu-\\ntion of, 21 difference of, from a\\nuniversity, 96 integrity of, 292\\nCollege course, shortening of, 2 3\\nColonial Government, studies in, 272\\nColumbia University, appointment\\nof professors, 24, 25; aid for stu-\\ndents, 205\\nConditional benevolence, 186\\nConnecticut laws of freedom from\\ntaxation, 241, 242\\nConstitution, of different States on\\nfreedom from taxation, 240\\nConstitution of the college, 21\\nCornell, Ezra, allusion to, 174\\nCornell University, reserve fund of,\\n163, 164; aid for students, 205; pro-\\nfessional spirit in, 273\\n3^1", "height": "3192", "width": "1940", "jp2-path": "collegeadministr01thwi_0335.jp2"}, "336": {"fulltext": "Index\\nDartmouth College, appointment of\\nprofessors, 24; of trustees, 40; aid\\nfor students, 205\\nDay, President, of Yale, characteriza-\\ntion of, 78\\nDifferentiation in education, 293, 294\\nDormitories in relation to taxation,\\n244, 245\\nDrexel Institute, allusion to, 172\\nDudley, Paul, will of, 235\\nDunster, President, allusion to, 49\\nDwight, President, judgment of, 29, 39\\nDwight, President (elder), allusion\\nto, 50\\nEconomics, value of study of, 272, 280\\nEducated leadership, need of, 183\\nEducation, Bureau of, 1\\nEducation, liberal, value of, to pro-\\nfessional students, 302\\nEducation, organization of, 1; differ-\\nentiation in, 293 public interest in,\\n314\\nElective system of studies, 268\\nEUot, President, Report of 1874-75, 8\\nallusion to, 65; quotation from, 72,\\n194 opinion expressed by, 158\\nEndowment, amount of, 155 made by\\nlotteries, 163 misuse of, 165 origin\\nand conditions of, 169 made by those\\nnot graduates, 173 useless though\\nwell meant, 223 need of, in medical\\nand law schools, 311\\nEnglish benevolence, charitable and\\ndomestic, 234\\nEnglish Charity Commissioners, 233\\nEnglish education, 3, 4\\nEnglish, value of study of, 272, 281,\\n282\\nEverett, Edward, allusion to, 38\\nFaculty, nature and work of, 22, 23, 29\\nPawcett, Henry, allusion to, 71\\nPayerweather, D. B., allusion to, 172,\\n173, 177\\nFinch, Judge F. M., quotation from,\\n175, 176\\nFines, pecimiary, 115\\nFisher, Professor George P., quota-\\ntion from, 76, 77\\nFoxwell, Professor, 8t. John s Col-\\nlege, quotation from, 95, 96\\nFrance, professional training in, 306,\\n307\\nFraternity, 99\\nFreedom from taxation, 240\\nFreedom in college, 90, 149\\nFriendship in college, 103\\nGeorgia, University of, 196\\nGermany, education in, 4; profes-\\nsional training in, 306, 307\\nGUman, President, quotation from, 2,\\n3,208\\nGladstone, W. E., allusion to, 286\\nGood-fellowship, value of, in college,\\n101\\nGordon, General, memorial to, 181\\nGovernment, Colonial, studies in, 272\\nGovernment of students, 113\\nGraduate School, position of, 98, 99,\\n286, 287\\nHallam, Arthur, allusion to, 102, 286\\nHamilton College, allusion to, 163\\nHappiness of college officers and stu-\\ndents, value of, 88\\nHarper, President W. R., allusion to,\\n55 quotation from, 165\\nHarvard College, clubs in, 99 early\\ngovernment of students, 113 rebel-\\nlion in, 120 proportion of students\\nfrom different schools, 134; Ad-\\nvisers at, 138 property of, 158, 159\\nincrease of property of, 166 aid for\\nstudents, 205; Dudleyan foundation,\\n235, 236; exemption from taxation,\\n243, 248 elective system, 268 doc-\\ntors of philosophy at, 287\\nHinsdale, Professor B. A., compen-\\ndiums by, 167\\nHistory, value of study of, 272, 280,\\n281\\nHitchcock, Professor K. D., allusion\\nto, 177\\nHopkins, President Mark, wisdom of,\\n127\\nniinois. University of, appointment\\nof professors, 26, 27 of trustees, 40\\nIncome spent in two forms, 164\\nIndigent students, aid to, 199; loans\\nto, 215 principles about giving, 222,\\n223\\nIndividuality, principle of, 262\\nInvestments, forms of, 157; regular\\nincome from, 158 good character of,\\n161 for indigent students, 199\\nJohns Hopkins University, appoint-\\nment of professors, 25\\nJordon, President D. 8., quotation\\nfrom, 72, 73\\nJudgment, good, value of, 183\\n318", "height": "3240", "width": "2039", "jp2-path": "collegeadministr01thwi_0336.jp2"}, "337": {"fulltext": "Index\\nJustice, importance of, to American\\npeople, 303\\nKansas, University of, appointment\\nof professors, 27\\nKeane, Eight Eev. Bishop, 236\\nKenny, C. 8., quotations from, 223, 228\\nKings] ey, W. L., references to history\\nof Yale College, 77, 78\\nKipling, Eudyard, allusion to, 288\\nKirbland, President, allusion to, 50\\nLadd, Professor G. T., ctuotations\\nfrom, 11\\nLawrence, Abbott, letter to, 197, 198\\nLawrence, Amos, letter from, 197, 198\\nLaw schools, 297\\nLeadership, educated, need of, 183, 285\\nLibrary college, object of benevolence,\\n191\\nLoans to students, 215 rules about\\nmaking, 220\\nLotteries as a method ol endowing\\ncolleges, 163\\nLow, President Seth, allusion to, 74;\\nquotation from, 192\\nLoyalty to college, value of, 87\\nMaine, laws of, on taxation of college\\nproperty, 255, 256\\nMann, Horace, work of, at Antioch\\nCoUege, 146\\nMassachusetts General Hospital, suit\\nof, 247\\nMassachusetts Institute of Technolo-\\ngy, allusion to, 214\\nMassachusetts, laws of, on freedom\\nfrom taxation, 241\\nMathematics, value of, in training,\\n279\\nMcCay, Charles P., Fund, 196, 197\\nMcCosh, President, allusion to, 55, 73\\nMedical schools, 297\\nMemorial motive in benevolence, 179\\nMill, John Stuart, quotation from,\\n238, 239\\nMinnesota, University of, appoint-\\nment of professors, 27, 28; of Ee-\\ngents, 41\\nMoney, good and evil of, 178, 179\\nMorley, Professor E. W., allusion to,\\n74\\nMotives to benevolence, 178\\nNebraska, University of, appoint-\\nment of professors, 27 of Eegents, 41\\nNeed, financial, relative term, 211\\nNewman, J. T., quotation from, 72, 73,\\n158, 159\\nNew York laws on freedom from taxa-\\ntion, 242\\nNormal schools, 14\\nNorthwestern University, exemption\\nof, from taxation, 243, 250\\nNorton, Andrews, allusion to, 38\\nNott, President E., allusion to, 129\\nOhio, laws of, on taxation of college\\nproperty, 242, 250\\nOrganization of education in United\\nStates, 1\\nOxford, Aspects of Modern, quota-\\ntion from, 44\\nOxford University, government of,\\n43 property of, 166, 167\\nParsons College, location of, 253\\nPattison, Mark, allusion to, 68, 69\\nPeabody, George, allusion to, 172\\nPearsons, Dr. D. K,, allusion to, 174\\nPeirce, Benjamin, suit of, versus Cam-\\nbridge, 246\\nPeirce, B. O., allusion to, 74\\nPennsylvania, University of, appoint-\\nment of professors, 25; of trustees,\\n40 aid for students, 205\\nPepper, Provost, allusion to, 66, 75, 76\\nPersonality of teacher, 5\\nPersonality, worth of, 66, 103\\nPhi Beta Kappa, 108\\nPhillips Academy, Andover, quota-\\ntion from constitution of, 212\\nPhillips Exeter Academy, quotation\\nfrom principal of, 292, 293\\nPhilosophy, value of, in training, 283\\nPhysician, public trustee, 305, 306\\nPorter, President, quotation from, 30,\\n31, 34-36\\nPratt Institute, allusion to, 172\\nPresident, the college, types of, 49;\\nas an administrator, 53 as a finan-\\ncier, 53 holding relations with Fac-\\nulty, Trustees, students, alumni,\\npeople, 55 coijperation of, 62 as a\\nleader, 64; personality of, 66 in re-\\nlation to whole educational system,\\n67 independence of, 68 as a judge\\nof men, 71 as a scholar, 73 com-\\nmanding public confidence, 74 as a\\ntrustee for the people, 75; wisdom\\nof, 77, 78; satisfaction of being, 78\\nPrice Greenleaf Aid Fund, 211, 214\\nPrinceton University, source of Ses-\\n319", "height": "3192", "width": "1965", "jp2-path": "collegeadministr01thwi_0337.jp2"}, "338": {"fulltext": "Index\\nQuicentennial Fund of, 177 aid for\\nstudents, 205\\nProfessional sciiool in relation to col-\\nlege, 292\\nProfessional scliools, of law, medicine,\\ntteology, 297\\nProfessional students, 297\\nProfessors, metliods of appointment,\\n23; as college governors, 38; liappi-\\nness of, 88, 89\\nQuincy, President Josiai, allusion to,\\n49 quotation from, 114 reference\\nto History of Harvard University,\\n236\\nEebellions, college, 118\\nEights, natural, of students, 118\\nEolbinson, President, allusion to, 51\\nEochester University, allusion to, 155,\\n159\\nEockefeller, John D., aUusion to, 186\\nEogers, President W. B., quotation\\nfrom, 70\\nSage, H. W., allusion to, 175, 176, 191\\nSalaries of college officers, 164, 165\\nScholastic questions of twentieth cen-\\ntury, 261\\nScience, value of, in training, 278, 279\\nScientific schools, 291\\nScott, Walter, allusion to, 286, 288\\nSeelye, President J. H., quotation\\nfrom, 104\\nSewall, Judge, quotation from his\\ndiary, 113\\nSheffield Scientific School, allusion to\\ngift to, 198\\nSlocuni, President, allusion to, 75\\nSmith, Adam, quotation from, 225\\nSmith College, allusion to, 244\\nSomerville, city of, suit of, 247\\nStanford, Leland, University, endow-\\nment of, 177, 178\\nState, each an educational unit, 1\\nStephen, Leslie, quotation from, 71\\nStudents, indigent, aid to, 199 loans\\nto, 215 principles ahout giving, 222,\\n223\\nStudents, unit of education, 4 age of,\\n8 happiness of, 89, 90 government\\nof, 113 freedom of, 149 supervision\\nof, 295, 296\\nStudies, law of returns of, 266; in\\nEnglish, economics, history, 272\\ndivisions of, 278\\nSturtevant, President J. M., quota-\\ntion from, 206, 207\\nSupervision of students greater in\\npreparatory school, 295, 296\\nTappan, President, allusion to, 66\\nTaxation, freedom from, 240\\nTeacher, personality of, 5; training\\nof, 12; importance of vitality of,\\n288\\nTheological schools, 297\\nTime, value of, to professional stu-\\ndents, 307\\nTrustees, nature and wort of hoards\\nof, 21\\nTucker, President, quotation from, 40\\nTulane University, allusion to, 155\\nTurgot, allusion to, 224\\nTwentieth century, educational prob-\\nlems of, 261\\nTyler s History of Amherst College,\\nquotations from, 104, 118\\nUnion Theological Seminary, allusion\\nto. 172\\nUnit of education, the student, 4\\nUnity, value of, in college, 85; prin-\\nciple of, 262\\nUniversities, English, government of,\\n43 property of, 166, 167\\nUniversities, German, government\\nof, 45 resources of, 167\\nUniversity, difference of, from a col-\\nlege, 96\\nVassar College, first president of, 65;\\nallusion to, 244\\nVirginia, University of, rebellion in,\\n124\\nVitality in the teacher, 288\\nWabash College, allusion to, 157\\nWallace, G. R., quotation from, 107\\nWare, Henry, allusion to, 38\\nWaring, George E., allusion to, 181\\nWashington and Lee University, 159\\nWayland, President, allusion to, 50,\\n75\\nWebster, Professor, of Clark Univer-\\nsity, 74\\nWellesley College, allusion to, 244\\nWesleyan Academy, Wilbraham, suit\\nof, 247\\nWesleyan University, allusion to, 155\\nWestern Eeserve University, appoint-\\nment of professors, 25, 26\\nWilbraham, town of, suit of, 247\\n320", "height": "3240", "width": "2039", "jp2-path": "collegeadministr01thwi_0338.jp2"}, "339": {"fulltext": "Index\\nWilliam and Mary College, Phi Beta Wood.President, of Bo wdoin, allusion\\nKappa at, 108 to, 73\\nWilliams College, appointment of pro- Woolsey, President T. D., quotation\\nfessors, 23, 24 of Trustees, 39 rebel- from, 78 allusion to, 282\\nlion in, 125; suit of, 247, 248\\nWilliamstown, town of, suit of, 248 Yale University, appointment of pro-\\nWisconsin, University of, appoint- fessors, 23 of Trustees, 39 purpose\\nment of professors, 27 of Regents, of foundation, 76, 77 clubs in, 99\\n40, 41 rebellions in, 120 increase of funds\\nWitherspoon, President, allusion to, of, 165 aid for students, 205 gifts\\n74 to reflect contemporary conditions,\\nWomen, college benefactors, 170, 171 236\\n321", "height": "3192", "width": "1863", "jp2-path": "collegeadministr01thwi_0339.jp2"}, "340": {"fulltext": "", "height": "3183", "width": "2101", "jp2-path": "collegeadministr01thwi_0340.jp2"}, "341": {"fulltext": "", "height": "3192", "width": "2039", "jp2-path": "collegeadministr01thwi_0341.jp2"}, "342": {"fulltext": "J, 9 c\\\\\\n0^\\ni", "height": "3233", "width": "2039", "jp2-path": "collegeadministr01thwi_0342.jp2"}, "343": {"fulltext": ",-.v\\nry -Svj\\nc ^H K-^.\\n..^0\\ns^^\\nof-\\ny tp\u00e2\u0080\u009e\\nCl|Xf^ .j^ Bill\\ni\\n9 1\\n\u00e2\u0096\u00a0Vv^\\ns\\ntP\\ni,\\nV^^\\n,-V-\\nA^ -.P\\nm\\nSy o v. s\\n-f^\\nv\\nx^\\nci-.\\nc.\\n.C^\\n0 x", "height": "3192", "width": "1836", "jp2-path": "collegeadministr01thwi_0343.jp2"}, "344": {"fulltext": "LIBRARY OF CONGRESS\\n019 754 734", "height": "3117", "width": "2029", "jp2-path": "collegeadministr01thwi_0344.jp2"}}