diff options
| author | nfenwick <nfenwick@pglaf.org> | 2025-01-22 08:42:54 -0800 |
|---|---|---|
| committer | nfenwick <nfenwick@pglaf.org> | 2025-01-22 08:42:54 -0800 |
| commit | 7a8576eede8693883f17537ed12bde3109cda7fd (patch) | |
| tree | 8388d53f897175e7868536d3541846fb2bbc0af5 | |
| parent | 5246f201b2d3639b7cd87e62a32ac78deae68fd7 (diff) | |
| -rw-r--r-- | .gitattributes | 4 | ||||
| -rw-r--r-- | LICENSE.txt | 11 | ||||
| -rw-r--r-- | README.md | 2 | ||||
| -rw-r--r-- | old/67088-0.txt | 4465 | ||||
| -rw-r--r-- | old/67088-0.zip | bin | 81024 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h.zip | bin | 2574261 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/67088-h.htm | 6478 | ||||
| -rw-r--r-- | old/67088-h/images/cover.jpg | bin | 86556 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/frontis.jpg | bin | 142020 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_003.jpg | bin | 148847 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_021.jpg | bin | 125553 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_036.jpg | bin | 192179 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_044.jpg | bin | 122299 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_053.jpg | bin | 192657 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_067.jpg | bin | 148804 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_081.jpg | bin | 142342 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_096.jpg | bin | 124607 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_113.jpg | bin | 146624 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_123.jpg | bin | 139038 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_141.jpg | bin | 145130 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_155.jpg | bin | 191738 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_165.jpg | bin | 155157 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_179.jpg | bin | 144649 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/i_193.jpg | bin | 159646 -> 0 bytes | |||
| -rw-r--r-- | old/67088-h/images/titlepage.jpg | bin | 39838 -> 0 bytes |
25 files changed, 17 insertions, 10943 deletions
diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..20ee3a5 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #67088 (https://www.gutenberg.org/ebooks/67088) diff --git a/old/67088-0.txt b/old/67088-0.txt deleted file mode 100644 index ec7899c..0000000 --- a/old/67088-0.txt +++ /dev/null @@ -1,4465 +0,0 @@ -The Project Gutenberg eBook of Why go to College?, by Clayton -Sedgwick Cooper - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: Why go to College? - -Author: Clayton Sedgwick Cooper - -Release Date: January 2, 2022 [eBook #67088] - -Language: English - -Produced by: Charlene Taylor, hekula03 and the Online Distributed - Proofreading Team at https://www.pgdp.net (This file was - produced from images generously made available by The - Internet Archive/American Libraries.) - -*** START OF THE PROJECT GUTENBERG EBOOK WHY GO TO COLLEGE? *** - - - - - -WHY GO TO COLLEGE - - - - -[Illustration: The Chapel at West Point as seen from an Entrance to -the Area of the Cadet Barracks] - - - - - WHY GO TO COLLEGE - - BY - CLAYTON SEDGWICK COOPER - Author of “College Men and the Bible” - - _ILLUSTRATED_ - - [Illustration: (Publisher colophon.)] - - NEW YORK - THE CENTURY CO. - 1912 - - - - - Copyright, 1912, by - THE CENTURY CO. - - - _Published, October, 1912_ - - - - - WITH GRATEFUL REMEMBRANCE - THIS BOOK IS DEDICATED TO MY - COLLEGE TEACHER AND FRIEND - E. BENJAMIN ANDREWS - - - - -CONTENTS - - - CHAPTER PAGE - - I GENERAL CHARACTERISTICS 3 - - II EDUCATION À LA CARTE 51 - - III THE COLLEGE CAMPUS 93 - - IV REASONS FOR GOING TO COLLEGE 135 - - V THE COLLEGE MAN AND THE WORLD 173 - - INDEX 203 - - - - -LIST OF ILLUSTRATIONS - - - The Chapel at West Point as seen from an Entrance to - the Area of the Cadet Barracks _Frontispiece_ - - PAGE - - Old South Middle, Yale University 8 - - A Protest against Prosiness 21 - - University Hall, University of Michigan 37 - - The Serpentine Dance after a Foot-ball Game 45 - - Johnston Gate from the Yard, Harvard University 55 - - The Library, Columbia University 66 - - A Popular Professor of Chemistry and his Crowded Lecture-Room 80 - - Student Waiters in the Dining-Hall of an American College 97 - - Amateur College Theatricals 112 - - The Main Hall, University of Wisconsin 122 - - Blair Arch, Princeton University 143 - - Editors of the Harvard _Lampoon_ making up the “Dummy” - of a Number 154 - - The Library and the Thomas Jefferson Statue, University of - Virginia 164 - - Harper Memorial Building and the Law Building, University of - Chicago 178 - - The Arch between the Dormitory Quadrangle and the Triangle, - University of Pennsylvania 192 - - - - -PREFACE - - -The characteristics of a college course demanded by our American -undergraduates is determined by two things; first, by the character -of the man who is to be educated, and second, by the kind of world -in which the man is to live and work. Without these two factors -vividly and practically in mind, all plans for courses of study, -recreation, teaching, or methods of social and religious betterment -are theoretical and uncertain. - -After ten years of travel among American college men, studying -educational tendencies in not less than seven hundred diverse -institutions in various parts of the United States and Canada, it -is my deep conviction that the chief need of our North American -Educational system is to focus attention upon the individual -student rather than upon his environment, either in the curriculum -or in the college buildings. - -A few great teachers in every worthy North American institution -who know and love the boys, have always been and doubtless will -continue to be the secret of the power of our schools and -colleges. There are indications that our present educational system -involving vast endowments will be increasingly directed to the end -of engaging as teachers the greatest men of the time, men of great -heart as well as of great brain who will live with students, truly -caring for them as well as teaching them. We shall thus come nearer -to solving the problem of preparing young men for leadership and -useful citizenship. - -That this is the sensible and general demand of graduates is easily -discovered by asking any college alumnus to state the strongest -and most abiding impression left by his college training. Of -one hundred graduates whom I asked the concrete question, “What -do you consider to be the most valuable thing in your college -course?”--eighty-six said, substantially: “Personal contact with a -great teacher.” - - CLAYTON SEDGWICK COOPER. - -March 12th, 1912. - - - - -GENERAL CHARACTERISTICS - - - - - Colleges, in like manner, have their indispensable - office,--to teach elements. But they can only highly - serve us when they aim not to drill, but to create; when - they gather from far every ray of various genius to their - hospitable halls, and by the concentrated fires, set the - hearts of their youth on flame. Thought and knowledge are - natures in which apparatus and pretension avail nothing. - Gowns and pecuniary foundations, though of towns of gold, - can never countervail the least sentence or syllable of - wit. Forget this, and our American colleges will recede in - their public importance, whilst they grow richer every year. - - EMERSON. - - - - -I - -GENERAL CHARACTERISTICS - - -The American college was recently defined by one of our public men -as a “place where an extra clever boy may go and still amount to -something.” - -This is indeed faint praise both for our institutions of higher -learning and for our undergraduates; but judging from certain -presentations of student life, we may infer that it represents a -sentiment more or less common and wide-spread. Our institutions -are criticized for their tendency toward practical and progressive -education; for the views of their professors; for their success -in securing gifts of wealth, which some people think ought to -go in other directions; and for the lack of seriousness or the -dissipation of the students themselves. Even with many persons who -have not developed any definite or extreme opinions concerning -American undergraduate life, the college is often viewed in the -light in which Matthew Arnold said certain people regarded Oxford: - - Beautiful city! so venerable, so lovely, so unravaged by - the fierce intellectual life of our century, so serene! - There are our young barbarians, all at play! - -Indeed, to people of the outside world, the American undergraduate -presents an enigma. He appears to be not exactly a boy, certainly -not a man, an interesting species, a kind of “Exhibit X,” permitted -because he is customary; as Carlyle might say, a creature “run by -galvanism and possessed by the devil.” - -The mystifying part of this lies in the fact that the college man -seems determined to keep up this illusion of his partial or total -depravity. He reveals no unchastened eagerness to be thought good. -Indeed, he usually “plays up” his desperate wickedness. He revels -in his unmitigated lawlessness, he basks in the glory of fooling -folks. As Owen Johnson describes Dink Stover, he seems to possess -a “diabolical imagination.” He chuckles exuberantly as he reads in -the papers of his picturesque public appearances: of the janitor’s -cow hoisted into the chapel belfry; of the statue of the sedate -founder of the college painted red on the campus; of the good -townspeople selecting their gates from a pile of property erected -on the college green; or as in graphic cartoons he sees himself -returning from foot-ball victories, accompanied by a few hundred -other young hooligans, marching wildly through the streets and cars -to the martial strain, - - There’ll be a hot time in the old town to-night! - -In other words, the American student is partly responsible for the -attitude of town toward gown. He endeavors in every possible way to -conceal his real identity. He positively refuses to be accurately -photographed or to reveal real seriousness about anything. He is -the last person to be held up and examined as to his interior moral -decorations. He would appear to take no thought for the morrow, -but to be drifting along upon a glorious tide of indolence or -exuberant play. He would make you believe that to him life is just -a great frolic, a long, huge joke, an unconditioned holiday. The -wild young heart of him enjoys the shock, the offense, the startled -pang, which his restless escapades engender in the stunned and -unsympathetic multitude. - -This perversity of the American undergraduate is as fascinating to -the student of his real character as it is baffling to a chance -beholder, for the American collegian is not the most obvious thing -in the world. He is not discovered by a superficial glance, and -surely not by the sweeping accusations of uninformed theoretical -critics who have never lived on a college campus, but have gained -their information in second-hand fashion from _question-naires_ or -from newspaper-accounts of the youthful escapades of students. - -We must find out what the undergraduate really means by his -whimsicalities and picturesque attitudinizing. We must find out -what he is thinking about, what he reads, what he admires. He seems -to live in two distinct worlds, and his inner life is securely shut -off from his outer life. If we would learn the college student, -we must catch him off guard, away from the “fellows,” with his -intimate friend, in the chapter-house, or in his own quiet room, -where he has no reputation for devilment to live up to. For college -life is not epitomized in a story of athletic records or curriculum -catalogues. The actual student is not read up in a Baedeker. -His spirit is caught by hints and flashes; it is felt as an -inspiration, a commingled and mystic intimacy of work and play, not -fixed, but passing quickly through hours unsaddened by the cares -and burdens of the world-- - - No fears to beat away--no strife to heal, - The past unsighed for, and the future sure. - -It is with such sympathetic imagination that the most profitable -approach can be made to the American undergraduate. To see him -as he really is, one needs to follow him into his laboratory or -lecture-room, where he engages with genuine enthusiasm in those -labors through which he expresses his temperament, his inmost -ideals, his life’s choice. Indeed, to one who knows that to -sympathize is to learn, the soul windows of this inarticulate, -immature, and intangible personality will sometimes be flung wide. -On some long, vague walk at night beneath the stars, when the -great deeps of his life’s loyalties are suddenly broken up, one -will discover the motive of the undergraduate, and below specious -attempts at concealment, the self-absorbed, graceful, winsome -spirit. Here one is held by the subtle charm of youth lost in -a sense of its own significance, moving about in a mysterious -paradise all his own, “full of dumb emotion, undefined longing, and -with a deep sense of the romantic possibilities of life.” - -[Illustration: Old South Middle, Yale University] - -In this portrait one sees the real drift of American undergraduate -life--the life that engaged last year in North American -institutions of higher learning 349,566 young men, among whom were -many of America’s choicest sons. Thousands of American and Canadian -fathers and mothers, some for reasons of culture, others for social -prestige, still others for revenue only, are ambitious to keep -these students in the college world. Many of these parents, whose -hard-working lives have always spelled duty, choose each year to -beat their way against rigid economy, penury, and bitter loss, that -their sons may possess what they themselves never had, a college -education. And when we have found, below all his boyish pranks, -dissimulations, and masqueradings, the true undergraduate, we may -also discern some of the pervasive influences which are to-day -shaping life upon this Western Continent; for the undergraduate is -a true glass to give back to the nation its own image. - - -HIS PASSION FOR REALITY - -Early in this search for the predominant traits of the college -man one is sure to find a passion for reality. “We stand for him -because he is the real thing,” is the answer which I received from -a student at the University of Wisconsin when I asked the reason -for the amazing popularity of a certain undergraduate. - -The American college man worships at the shrine of reality. -He likes elemental things. Titles, conventions, ceremonies, -creeds--all these for him are forms of things merely. To him - - The rank is but the guinea’s stamp, - The man’s the gowd for a’ that. - -The strain of the real, like the red stripe in the official -English cordage, runs through the student’s entire existence. His -sense of “squareness” is highly developed. To be sure, in the -classroom he often tries to conceal the weakness of his defenses -with extraordinary genius by “bluffing,” but this attitude is -as much for the sake of art as for dishonesty. The hypocrite is -an unutterable abomination in his eyes. He would almost prefer -outright criminality to pious affectation. Sham heroics and mock -sublimity are specially odious to him. The undergraduate is still -sufficiently unsophisticated to believe that things should be what -they seem to be: at least his entire inclination and desire is to -see men and things as they are. - -This passion for reality is revealed in the student’s love of -brevity and directness. He abhors vagueness and long-windedness. -His speeches do not begin with description of natural scenery; he -plunges at once into his subject. - -A story is told at New Haven concerning a preacher who, shortly -before he was to address the students in the chapel, asked the -president of the university whether the time for his address would -be limited. The president replied, “Oh, no; speak as long as you -like, but there is a tradition here at Yale chapel that no souls -are saved after twenty minutes.” - -The preacher who holds his sermon in an hour’s grip rarely holds -students. The college man is a keen discerner between rhetoric -and ideas. No decisions are more prompt or more generally correct -than his. He knows immediately what he likes. You catch him or -you lose him quickly; he never dangles on the hook. The American -student is peculiarly inclined to follow living lines. He is -not afraid of life. While usually he is free from affectation, -he is nevertheless impelled by the urgent enthusiasm of youth, -and demands immediate fulfilment of his dreams. His life is not -“pitched to some far-off note,” but is based upon the everlasting -now. He inhabits a miniature world, in which he helps to form a -public opinion, which, though circumscribed, is impartial and sane. -No justice is more equal than that meted out by undergraduates -at those institutions where a student committee has charge of -discipline and honor-systems. A child of reality and modernity, -he is economical of his praise, trenchant and often remorseless -in his criticisms and censures, for as yet he has not learned to -be insincere and socially diplomatic. This penchant for reality -emerges in the platform of a successful college athlete in a New -England institution who, when he was elected to leadership in one -of the college organizations, called together his men and gave them -two stern rules: - -First, stop apologizing! Second, do a lot of work, and don’t talk -much about it! - - -HIS NATURALNESS - -The undergraduate’s worship of reality is also shown in his -admiration of naturalness. The modern student has relegated into -the background the stilted elocutionary and oratorical contests -of forty years ago because those exercises were unnatural. The -chair of elocution in an American college of to-day is a declining -institution. Last year in one of our universities of one thousand -students the course in oratory was regularly attended by three. - -The instructor in rhetorical exercises in a college to-day usually -sympathizes with the remarks of one Professor Washington Value, -the French teacher of dancing at New Haven when that polite -accomplishment was a part of college education. At one time when -he was unusually ill-treated by his exuberant pupils, he exclaimed -in a frenzy of Gallic fervor: “Gentlemen, if ze Lord vere to come -down from heaven, and say, ‘Mr. Washington Value, vill you be -dancing mast’ at Yale Collège, or vill you be étairnally dam’?’ I -would say to Him--‘’Sieur, eef eet ees all ze sem to you, I vill be -étairnally dam’.’” The weekly lecture in oratory usually furnishes -an excellent chance for relaxation and horseplay. A college man -said to me recently: “I wouldn’t cut that hour for anything. It is -as good as a circus.” - -The student prefers the language of naturalness. He is keen for -scientific and athletic exercises, in part at least because they -are actual and direct approaches to reality. His college slang, -while often superabundant and absurd, is for the sake of brevity, -directness, and vivid expression. The perfect Elizabethan phrases -of the accomplished rhetorician are listened to with enduring -respect, but the stumbling and broken sentences of the college -athlete in a student mass-meeting set a college audience wild with -enthusiasm and applause. - -Henry Drummond was perhaps the most truly popular speaker to -students of the last generation. A chief reason for this popularity -consisted in his perfect naturalness, his absolute freedom from -pose and affectation. I listened to one of his first addresses in -this country, when he spoke to Harvard students in Appleton Chapel -in 1893. His general subject was “Evolution.” The hall was packed -with Harvard undergraduates. Collegians had come also from other -New England institutions to see and to hear the man who had won -the loving homage of the students of two continents. As he rose to -speak, the audience sat in almost breathless stillness. Men were -wondering what important scientific word would first fall from the -lips of this renowned Glasgow professor. He stood for a moment with -one hand in his pocket, then leaned upon the desk, and, with that -fine, contagious smile which so often lighted his face, he looked -about at the windows, and drawled out in his quaint Scotch, “Isn’t -it rather _hot_ here?” The collegians broke into an applause that -lasted for minutes, then stopped, began again, and fairly shook -the chapel. It was applause for the natural man. By the telegraphy -of humanness he had established his kinship with them. Thereafter -he was like one of them; and probably no man has ever received more -complete loyalty from American undergraduates. - - -HIS SENSE OF HUMOR - -Furthermore, the college man’s love of reality is kept in balance -by his humorous tendencies. His keen humor is part of him. It -rises from him spontaneously on all occasions in a kind of -genial effervescence. He seems to have an inherent antagonism -to dolefulness and long-facedness. His life is always breaking -into a laugh. He is looking for the breeziness, the delight, the -wild joy of living. Every phenomenon moves him to a smiling mood. -Recently I rode in a trolley-car with some collegians, and could -not but notice how every object in the country-side, every vehicle, -every group of men and women, would draw from them some humorous -sally, while the other passengers looked on in good-natured, -sophisticated amusement or contempt. The whole student mood is as -light and warm and invigorating as summer sunshine. He lives in a -period when - - ’tis bliss to be alive. - -Rarely does one find revengefulness or sullen hatred in the -American undergraduate. When a man with these traits is discovered -in college, it is usually a sign that he does not belong with -collegians. His place is elsewhere, and he is usually shown the -way thither by both professors and students. Heinrich Heine said -he forgave his enemies, but not until they were dead. The student -forgives and usually forgets the next day. The sense of humor is -a real influence toward this attitude of mind, for the student -blots out his resentment by making either himself or his antagonist -appear ridiculous. - -He has acquired the fine art of laughing both at himself and -with himself. A story is told of a cadet at a military school -who committed some more or less trivial offense which reacted -upon a number of his classmates to the extent that, because of -it, several cadets were forced to perform disciplinary sentinel -duty. It was decided that the young offender should be forthwith -taken out on the campus, and ordered to kiss all the trees, -posts, telegraph-poles, and, in fact, every free object on the -parade-ground. The humorous spectacle presented was sufficient -compensation to sweep quite out of the hearts of his classmates any -possible ill feeling. - -The faculty song, the refrain of which is - - Where, oh, where is Professor ----? - Way down in the world below, - -and is indulged in by many undergraduate students, usually -covers all the sins and foibles of the instructors. One or two -rounds of this song, with the distinguished faculty members as -audience, is often found sufficient to clear the atmosphere of any -unpleasantness existing between professors and students. - -Not long ago, in an institution in the Middle West, this common -tendency to wit and humor came out when a very precise professor -lectured vigorously against athletics, showing their deleterious -effect upon academic exercises. The following day the college -paper gave on the front page, as though quoted from the professor’s -remarks, “Don’t let your studies interfere with your education.” - -The student’s humor is original and pointed. Not long ago I saw a -very dignified youth solemnly measuring the walks around Boston -Common with a codfish, keeping accurate account of the number of -codfish lengths embraced in this ancient and honorable inclosure. -His labors were made interesting by a gallery of collegians, who -followed him with explosions of laughter and appropriate remarks. - -Not long ago in a large university, during an exceedingly long -and prosy sermon of the wearisome type which seems always to be -coming to an end with the next paragraph, the students exhibited -their impatience by leaning their heads over on their left hands. -Just as it seemed sure that the near-sighted preacher was about to -conclude, he took a long breath and said, “Let us now turn to the -_other side_ of the character of Saint Paul,” whereupon, suiting -the action to the word, every student in the chapel shifted his -position so as to rest his head wearily upon the other hand. - -[Illustration: A Protest against Prosiness] - - -RELIGION AND THE COLLEGE MAN - -I have often been asked by people who only see the student in such -playful and humorous moods, “Is the American college man really -religious?” The answer must be decidedly in the affirmative. The -college boy--with the manner of young men somewhat ashamed of -their emotions--does not want to talk much about his religion, -but this does not prove that he does not possess the feeling or -the foundation of religion. In fact, at present there is a deep -current of seriousness and religious feeling running through the -college life of America. The honored and influential students in -undergraduate circles are taking a stand for the things most worth -while in academic life. - -The undergraduate’s religious life is not usually of the -traditional order; in fact it is more often unconventional, -unceremonious, and expressed in terms and acts germane to student -environment. College men do not, for example, crowd into the -church prayer-meetings in the local college town. As some one -has expressed it, “You cannot swing religion into college men, -prayer-meeting-end-to.” When the student applies to people such -words as “holy,” “saintly,” or “pious,” he is not intending to -be complimentary. Furthermore, he does not frequent meetings “in -derogation of strong drink.” His songs, also, are not usually -devotional hymns, and his conversation would seldom suggest that he -was a promoter of benevolent enterprises. - -Yet the undergraduate is truly religious. Some of the things which -seem at first sight quite out of the realm of the religious are -indications of this tendency quite as much as compulsory attendance -upon chapel exercises. Dr. Henry van Dyke has said that the college -man’s songs and yells are his prayers. He is not the first one who -has felt this in listening to Princeton seniors on the steps of -Nassau Hall singing that thrilling hymn of loyalty, “Old Nassau.” - -I have stood for an entire evening with crowds of students about -a piano as they sang with a depth of feeling more readily felt -than described. As a rule there was little conversing except a -suggestion of a popular song, a plantation melody, or some stirring -hymn. One feels at such times, however, that the thoughts of -the men are not as idle as their actions imply. As one student -expressed it in a college fraternity recently, “When we sing like -that, I always keep up a lot of thinking.” - -Moreover, if we consider the college community from a strictly -conventional or religious point of view, the present-day -undergraduates do not suffer either in comparison with college men -of other days, or with other sections of modern life. The reports -of the last year give sixty out of every one hundred undergraduates -as members of churches. One in every seven men in the American -colleges last season was in voluntary attendance upon the Bible -classes in connection with the College Young Men’s Christian -Association. - -The religious tendencies of the American undergraduates are also -reflected in their participation in the modern missionary crusades -both at home and abroad. Twenty-five years ago the entire gifts of -North American institutions for the support of missions in foreign -lands was less than $10,000. Last year the students and alumni of -Yale University alone gave $15,000 for the support of the Yale -Mission in China, while $131,000 represented the gifts of North -American colleges to the mission cause in other countries. The -missionary interests of students on this continent are furthermore -revealed in the fact that 11,838 men were studying modern missions -in weekly student mission study classes during the college season -of 1909-10. At Washington and Lee University there were more -college men studying missions in 1910 than were doing so in the -whole United States and Canada sixteen years ago. - -During the last ten years 4338 college graduates have gone to -foreign lands from North America to give their lives in unselfish -service to people less fortunate than themselves. Six hundred of -these sailed in 1910 to fill positions in foreign mission ports -in the Levant, India, China, Japan, Korea, Africa, Australia, and -South America. - - -THE BACCHIC ELEMENT - -Furthermore, the standards of morals and conduct among the American -undergraduates are perceptibly higher than they were fifty years -ago. There is a very real tendency in the line of doing away -with such celebrations as have been connected with drinking and -immoralities. To be sure, one will always find students who are -often worse for their bacchic associations, and one must always -keep in mind that the college is on earth and not in heaven; but -a comparison of student customs to-day with those of fifty years -ago gives cause for encouragement. Even in the early part of the -nineteenth century we find conditions that did not reflect high -honor upon the sobriety of students; for example, in the year 1814 -we find Washington Irving and James K. Paulding depicting the usual -sights about college inns in the poem entitled “The Lay of the -Scottish Fiddle.” The following is an extract: - - Around the table’s verge was spread - Full many a wine-bewildered head - Of student learn’d, from Nassau Hall, - Who, broken from scholastic thrall, - Had set him down to drink outright - Through all the livelong merry night, - And sing as loud as he could bawl; - Such is the custom of Nassau Hall. - No Latin now or heathen Greek - The senior’s double tongue can speak. - Juniors from famed Pierian fount - Had drank so deep they scarce could count - The candles on the reeling table. - While emulous freshmen, hardly able - To drink, their stomachs were so full, - Hiccuped, and took another pull, - Right glad to see their merry host, - Who never wine or wassail crost; - They willed him join the merry throng - And grace their revels with a song. - -There has probably never been a time in our colleges when such -scenes were less popular than they are to-day. Indeed, it is -doubtful whether the American college man was ever more seriously -interested in the moral, social, and religious uplift of his times. -One of his cardinal ambitions is really to serve his generation -worthily both in private and in public. In fact, we are inclined to -believe that serviceableness is to-day the watchword of American -college religion. This religion is not turned so much toward the -individual as in former days. It is more socialized ethics. The -undergraduate is keenly sensitive to the calls of modern society. -Any one who is skeptical on this point may well examine the -biographies in social, political, and religious contemporaneous -history. In a recent editorial in one of our weeklies it was -humorously stated that “Whenever you see an enthusiastic person -running nowadays to commit arson in the temple of privilege, -trace it back, and ten to one you will come against a college.” -President Taft and a majority of the members of his Cabinet are -college-trained men. The reform movements, social, political, -economic, and religious, not only in the West, but also in the -Levant, India, and the Far East, are being led very largely by -college graduates, who are not merely reactionaries in these -national enterprises, but are in a very true sense “trumpets that -sing to battle” in a time of constructive transformation and -progress. - - -THE PLAY LIFE OF THE AMERICAN UNDERGRADUATE - -Undoubtedly one of the reasons which helps to account for the -lack of knowledge on the part of outsiders concerning the revival -in college seriousness is found in the fact that the play life -of American undergraduates has become a prominent factor in our -educational institutions. Indeed, there is a general impression -among certain college teachers and among outside spectators of -college life that students have lost their heads in their devotion -to intercollegiate athletics. And it is not strange that such -opinions should exist. - -A dignified father visits his son at college. He is introduced -to “the fellows in the house,” and at once is appalled by the -awestruck way with which his boy narrates, in such technical -terms as still further stagger the fond parent, the miraculous -methods and devices practised by a crack short-distance runner -or a base-ball star or the famous tackle of the year. When in an -impressive silence the father is allowed the unspeakable honor of -being introduced to the captain of the foot-ball team, the autocrat -of the undergraduate world, the real object of college education -becomes increasingly a tangle in the father’s mind. As a plain -business man with droll humor expressed his feelings recently, -after escaping from a dozen or more collegians who had been -talking athletics to him, “I felt like a merchant marine without -ammunition, being fired into by a pirate ship until I should -surrender.” - -Whatever the undergraduate may be, it is certain that to-day he -is no “absent-minded, spectacled, slatternly, owlish don.” His -interest in the present-day world, and especially the athletic -world, is acute and general. Whether he lives on the “Gold Coast” -at Harvard or in a college boarding-house in Montana, in his -athletic loyalties he belongs to the same fraternity. To the -average undergraduates, athletics seem often to have the sanctity -of an institution. Artemus Ward said concerning the Civil War that -he would willingly sacrifice all his wife’s relatives for the sake -of the cause. Some such feeling seems to dominate the American -collegian. - - -CONCERNING ATHLETICS - -Because of such athletic tendencies, the college student has been -the recipient of the disapprobation of a certain type of onlookers -in general, and of many college faculties in particular. - -President Lowell of Harvard, in advocating competitive scholarship, -in a Phi Beta Kappa address at Columbia University, said, “By free -use of competition, athletics has beaten scholarship out of sight -in the estimation of the community at large, and in the regard of -the student bodies.” Woodrow Wilson pays his respects to student -athleticism by sententiously remarking, “So far as colleges go, the -side-shows have swallowed up the circus, and we in the main tent do -not know what is going on.” - -Professor Edwin E. Slosson, who spent somewhat over a year -traveling among fourteen of the large universities, utters a -jeremiad on college athletics. He found “that athletic contests -do not promote friendly feeling and mutual respect between the -colleges, but quite the contrary; that they attract an undesirable -set of students; that they lower the standard of honor and honesty; -that they corrupt faculties and officials; that they cultivate -the mob mind; that they divert the attention of the students -from their proper work; and pervert the ends of education.” And -all these cumulative calamities arrive, according to Professor -Slosson, because of the grand stand, because people are _watching_ -foot-ball games and competitive athletics. The professor would have -no objection to a few athletes playing foot-ball on the desert -of Idaho or in the fastnesses of the Maine woods, provided no one -was looking. “If there is nobody watching, they will not hurt -themselves much and others not at all,” he concedes. - - Meanwhile, regardless of their doom, - The little victims play. - -In fact, such argument appeals to the average collegian with about -the same degree of weight as the remark of the Irishman who was -chased by a mad bull. The Irishman ran until out of breath, with -the bull directly behind him; then a sudden thought struck him, and -he said to himself: “What a fool I am! I am running the same way -this bull is running. I would be all right if I were only running -the other way.” - -It will doubtless be conceded by fair-minded persons generally -that in many institutions of North America athletics are being -over-emphasized, even as in some institutions practical and -scientific education is emphasized at the expense of liberal -training. It is difficult, however, to generalize concerning either -of these subjects. Opinion and judgment vary almost as widely as -does the point of view from which persons note college conditions. -A keen professor of one of the universities where athletics too -largely usurped the time and attention of students, justifiably -summed up the situation by saying: - - The man who is trying to acquire intellectual experience - is regarded as abnormal (a “greasy grind” is the elegant - phrase, symptomatic at once of student vulgarity, - ignorance, and stupidity), and intellectual eminence falls - under suspicion as “bad form.” The student body is too much - obsessed of the “campus-celebrity” type,--a decent-enough - fellow, as a rule, but, equally as a rule, a veritable - Goth. That any group claiming the title _students_ should - thus minimize intellectual superiority indicates an - extraordinary condition of topsyturvydom. - -During the last twelve months, however, I have talked with several -hundred persons, including college presidents, professors, alumni, -and fathers and mothers in twenty-five States and provinces of -North America in relation to this question. While occasionally a -college professor as well as parent or a friend of a particular -student has waxed eloquent in dispraise of athletics, by far the -larger majority of these representative witnesses have said that in -their particular region athletic exercises among students were not -over-emphasized. - -[Illustration: University Hall, University of Michigan] - -Yet it is evident that college athletics in America to-day are -too generally limited to a few students who _perform_ for the -benefit of the rest. It is also apparent that certain riotous -and bacchanalian exercises which attend base-ball and foot-ball -victories have been very discouraging features to those who are -interested in student morality. In another chapter I shall treat -at some length of these and other influences which are directly -inimical to the making of such leadership as the nation has a right -to demand of our educated men. In this connection, however, I wish -to throw some light upon the student side of the athletic problem, -a point of view too often overlooked by writers upon this subject. - -In the first place, it needs to be appreciated that student -athletics in some form or other have absorbed a considerable amount -of attention of collegians in American institutions for over half -a century. Fifty years ago, even, we find foot-ball a fast and -furious conflict between classes. If we can judge by ancient -records, these conflicts were often quite as bloody in those days -as at present. An old graduate said recently that, compared with -the titanic struggles of his day, modern foot-ball is only a -wretched sort of parlor pastime. In those days the faculty took -a hand in the battle, and a historical account of a New England -college depicts in immortal verse the story of the way in which a -divinity professor charged physically into the bloody savagery of -the foot-ball struggle of the class of ’58. - - Poor ’58 had scarce got well - From that sad punching in the bel-- - Of old Prof. Olmstead’s umberell. - -It will be impossible to fully represent the values of athletics -as a deterrent to the dissolute wanderings and immoralities common -in former times. Neither can one dwell upon the real apotheosis of -good health and robust strength that regular physical training has -brought to the youth of the country through the advent of college -gymnasiums and indoor and outdoor athletic exercises. Much also -might be said in favor of athletics, especially foot-ball, because -of the fact that such exercises emphasize discipline, which, -outside of West Point and Annapolis, is lamentably lacking in this -country both in the school and in the family. While there is much -need to engage a larger number of students in general athletic -exercises, it is nevertheless true that even though a few boys play -at foot-ball or base-ball, all of the students who look on imbibe -the idea that it is only the man who trains hard who succeeds. - -There is, too, a feeling among those who know intimately the -real values of college play life, when wholesale denunciations -are made of undergraduate athletics, that it is possible for -one outside of college walls or even for one of the faculty to -produce all the facts with accuracy, and yet to fail in catching -the life of the undergraduate at play. Inextricably associated -with college athletics is a composite and intangible thing known -as “college spirit.” It is something which defies analysis and -exposition, which, when taken apart and classified, is not; yet -it makes distinctive the life and atmosphere of every great seat -of learning, and is closely linked not only with classrooms, -but also with such events as occur on the great athletic grand -stands, upon fields of physical contest in the sight of the college -colors, where episodes and aims are mighty, and about which -historical loyalties cling much as the old soldier’s memories are -entwined with the flag he has cheered and followed. While we are -quoting from Phi Beta Kappa orators, let us quote from another, a -contemporary of Longfellow, Horace Bushnell, whom Henry M. Alden -has called, next to Emerson, the most original American thinker -of his day. In his oration before the Phi Beta Kappa Society of -Harvard sixty years ago, Dr. Bushnell said that all work was for -an end, while play was an end in itself; that play was the highest -exercise and chief end of man. - -It is this exercise of play which somehow gets down into the very -blood of the American undergraduate and becomes a permanently -valuable influence in the making of the man and the citizen. It -is difficult exactly to define the spirit of this play life, but -one who has really entered into American college athletic events -will understand it--the spirit of college tradition in songs and -cheers sweeping across the vast, brilliant throng of vivacious -and spell-bound youth; the vision of that fluttering scene of -color and gaiety in the June or October sunshine; the temporary -freedom of a thousand exuberant undergraduates; pretty girls vying -with their escorts in loyalty to the colors they wear; the old -“grad,” forgetting himself in the spirit of the game, springing -from his seat and throwing his hat in the air in the ebullition -of returning youth; the mercurial crowd as it demands fair play; -the sudden inarticulate silences; the spontaneous outbursts; the -disapprobation at mean or abject tricks,--or that unforgettable -sensation that comes as one sees the vast zigzagging lines of -hundreds of students, with hands holding one another’s shoulders -in the wild serpentine dance, finally throwing their caps over the -goal in a great sweep of victory. One joins unconsciously with -these happy spirits in this grotesque hilarity as they march about -the stadium with their original and laughable pranks, in a blissful -forgetfulness, for the moment at least, that there is any such -thing in existence as cuneiform inscriptions and the mysteries of -spherical trigonometry. Is there any son of an American college -who has really entered into such life as this who does not look -back lingeringly to his undergraduate days, grateful not only -for the instruction and the teachers he knew, but also for those -childish outbursts of pride and idealism when the deepest, poignant -loyalties caught up his spirit in unforgettable scenes: - - Ah! happy days! Once more who would not be a boy? - -A friend of mine had a son who had been planning for a long time -to go to Yale. Shortly before he was to enter college he went with -his father to see a foot-ball game between Yale and Princeton. -On this particular occasion Yale vanquished the orange and black -in a decisive victory. After the game the Yale men were marching -off with their mighty shouts of triumph. The Princeton students -collected in the middle of the foot-ball-field, and before singing -“Old Nassau,” they cheered with even greater vigor than they -had cheered at any time during the game, and this time not for -Princeton, but for Yale. The sons of Eli came back from their -celebration and stopped to listen and to applaud. As the mighty -tiger yell was going up from hundreds of Princetonian throats, and -as the Princeton men followed their cheers by singing the Yale -“Boolah,” the young man who stood by his father, looked on in -silence, indeed, with inexpressible admiration. Suddenly he turned -to his father and said: “Father, I have changed my mind. I want to -go to Princeton.” - -[Illustration: The Serpentine Dance after a Foot-ball Game] - -Such events are associated (in the minds of undergraduates) not -only with the physical, but with the spiritual, with the ideal. The -struggle on the athletic-field has meaning not simply to a few men -who take part, but to every student on the side-lines, while the -pulsating hundreds who sing and cheer their team to victory think -only of the real effort of their college to produce successful -achievement. - -Standing beneath a tree near Soldiers’ Field at Cambridge, with -undergraduates by the hundred eager in their athletic sports on one -side, and the ancient roofs of Harvard on the other, there is a -simple marble shaft which bears the names of the men whom the field -commemorates, while below these names are written Emerson’s words, -chosen for this purpose by Lowell: - - Though love repine and reason chafe, - There came a voice without reply-- - ’Tis man’s perdition to be safe, - When for the truth he ought to die. - -Not only upon the shields of our American universities do we find -“veritas”; in spirit at least it is also clearly written across -the face of the entire college life of our times. Gentlemanliness, -open-mindedness, originality, honor, patriotism, truth--these are -increasingly found in both the serious pursuits and the play life -of our American undergraduates. The department in which these -ideals are sought is not so important as the certainty that the -student is forming such ideals of thoroughness and perfection. -This search for truth and reality may bring to our undergraduates -unrest or doubt or arduous toil. They may search for their answer -in the lecture-room, on the parade-ground, in the hurlyburly of -college comradeships, in the competitive life of college contests, -or even in the hard, self-effacing labors of the student who -works his way through college. While, indeed, it may seem to many -that the highest wisdom and the finest culture still linger, one -must believe that the main tendencies in the life of American -undergraduates are toward the discovery of and devotion to the -highest truth--the truth of nature and the truth of God. - - - - -II - -EDUCATION À LA CARTE - - -“If I were to return to college, I should take nothing that was -practical,” remarked a recent college graduate. This attitude -reveals by contrast a somewhat wide-spread tendency of opinion -toward practical and progressive studies. - -At a public gathering not long since, the president of a great -State institution in the Middle West said that he believed within -another decade every course in the institution of which he was the -head would be intended simply to fit men to earn a livelihood. A -cultivated disciple of quiet and delightful studies who overheard -this remark was heard to say almost in a groan, “If I thought that -was true of American education generally, I should want to die.” - -An even more significant note of warning against merely -bread-and-butter studies comes from Amherst College, where the -class of 1885 recently presented to the governing board the radical -plan of abolishing entirely the degree of bachelor of science, -with the purpose of building up a strictly classical course for a -limited number of students admitted to college only by competitive -examinations. The plan provides for the raising of a fund to meet -any deficiency caused by the temporary loss of students and also -for the increase of teachers’ salaries. The general idea in the -mind of the Amherst committee is expressed as follows: - - The proposition for which Amherst stands is that - preparation for some particular part of life does not make - better citizens than “preparation for the whole of it”; - that because a man can “function in society” as a craftsman - in some trade or technical work, he is not thereby made - a better leader; that we have already too much of that - statesmanship marked by ability “to further some dominant - social interest,” and too little of that which is “aware - of a world moralized by principle, steadied and cleared of - many an evil thing by true and catholic reflection and just - feeling, a world not of interest, but of ideas.” Amherst - upholds the proposition that for statesmen, leaders of - public thought, for literature, indeed for all work which - demands culture and breadth of view, nothing can take - the place of the classical education; that the duty of - institutions of higher education is not wholly performed - when the youth of the country are passed from the high - schools to the universities to be “vocationalized,” but - that there is a most important work to be performed by an - institution which stands outside this straight line to - pecuniary reward; that there is room for at least one great - classical college, and we believe for many such. - -[Illustration: Johnston Gate from the Yard, Harvard University] - -These opinions are impressive. No one can visit widely our American -colleges without feeling the appropriateness of such warnings and -demands. A story is told of the president of a college praying in -chapel for the prosperity of his school and all new and “inferior” -institutions. The prayer would seem to have been answered in the -last decade, which marks the marvelous growth of modern technical -institutions in America. This growth has been specially pronounced -in the great State universities and in the institutions fitted to -train men in practical education. - - -GROWTH OF PRACTICAL EDUCATION - -Dr. William R. Harper is quoted as saying shortly before his death -that “no matter how liberally the private institution might be -endowed, the heritage of the future, at least in the West, is to -be the State university.” An ex-president of a State university -has given the following indication of ten years of advance in -attendance of students at fifteen State universities in comparison -with attendance at fifteen representative Eastern colleges and -universities: - - 1896-97 1906-07 - State universities 16,414 34,770 - Increase 112% - Eastern institutions 18,331 28,631 - Increase 56% - -Almost any one of our great universities at present has many times -the wealth, equipment, and students of all of our colleges fifty -years ago. Our American agricultural and mechanical colleges, -the greater number of which have arisen within ten years, now -enroll more than 25,000 students. In 1850 there were only eight -non-professional graduate students in the United States. In 1876, -when Johns Hopkins opened, there were 400 such students. There are -now at least 10,000 students of this class, and every year finds an -additional number of our larger institutions including graduate -courses preparing for practical vocations, with many of them adding -facilities for graduate study during the summer. - -The following more concrete comparison by Professor E. E. Slosson -reveals the manner in which the new State institutions are rapidly -meeting the demands of modern times for technical and professional -education; for the chief progress in these institutions has -been not in the old-fashioned culture studies, but in special -departments, including well-nigh everything from engineering and -dairying to music and ceramics: - - Total Annual Total Average - Annual Appropriation Instructing Expenditure - Income. for Salaries Staff in for Instruction - of Instructing University. per Student. - INSTITUTIONS. Staff. - - Columbia University - $1,675,000 $1,145,000 559 $280 - Harvard University - 1,827,789 841,970 573 209 - University of Chicago - 1,304,000 699,000 291 137 - University of Michigan - 1,078,000 536,000 285 125 - Yale University - 1,088,921 524,577 365 158 - Cornell University - 1,082,513 510,931 507 140 - University of Illinois - 1,200,000 491,675 414 136 - University of Wisconsin - 998,634 489,810 297 157 - University of Pennsylvania - 589,226 433,311 375 117 - University of California - 844,000 408,000 350 136 - Stanford University - 850,000 365,000 136 230 - Princeton University - 442,232 308,650 163 235 - University of Minnesota - 515,000 263,000 303 66 - Johns Hopkins University - 311,870 211,013 172 324 - - -WHAT IS THE CHIEF END OF AN AMERICAN COLLEGE? - -This sudden and enormous advance in the pursuit of technical -studies, which have made the State universities formidable -rivals to our older, privately endowed institutions, has aroused -uncertainty as to the real object of collegiate training. Modern -commercialism, which has said that you must touch liberal studies, -if at all, in a utilitarian way, has swept in a mighty current -through our American universities. The undergraduate is feeling -increasingly the pressure of the outside modern world--the world -not of values, but of dollars. The sense of strain, of rush, and of -anxiety which generally pervades our business, our public and our -professional life, has pervaded the atmosphere in which men should -be taught first of all to think and to grow. - -The present tendency of students is to feel that any form of -education that does not associate itself directly with some form -of practical and significant action is artificial, unreal, and -undesirable. Last winter I visited an institution on the Pacific -coast where literary studies were considered, among certain -classes of students, as not only unpractical, but almost unmanly. -As a result of such drift in educational sentiment, the American -undergraduate is in danger of getting prepared for an emergency -rather than for life. He is losing, - - In action’s dizzying eddy whirled, - The something that infects the world. - -The student leads his life noisily and hurriedly. He scarcely takes -time to see it all plainly without dust and confusion. There is -all about him a blurred sense of motion and duties. His culture -lies upon him in lumps. He does not allow it time to impress him. -College is a bewildering episode rather than a place of clear -vision. - - -THE NEED OF LEADERS RATHER THAN MONEY-MAKERS - -It is far easier to turn out of our colleges mechanical experts -than it is to create men who are thoughtful, men who know -themselves and the world. The value of the modern man to society -does not depend upon his ability to do always the same thing -that everybody else is doing. College men should be fitted to -_make_ public sentiment as well as to follow it. The educated -leader should be in advance of his period. Independence born -of thoughtfulness and self-control should mark his thought and -decision. The world looks to him for assistance in vigorously -resisting those deteriorating influences which would commercialize -intellect, coarsen ideas, and dilute true culture. His hours of -insight and vision in the world of art, ideas, letters, and moral -discipline should assist him to will aright when high vision is -blurred by the duties of the common day. His clearer conception -of highest truth should lead him to hope when other men despair. -Our colleges should train men who will be “trumpets that sing to -battle” against all complacency, indifference, and social wrong. - -When a student, however, puts his profession of medicine or -engineering before that of responsible leadership in social, -political, moral, and industrial life, he ceases to be a real -factor in the modern world. We already have a thousand men who can -make money to one man who can think and make other men think. We -have a thousand followers to one genuine leader who incorporates -in his own mind and heart a high point of view and the ability -to present it in an attractive way. It is one thing for an -undergraduate to go out from his institution expert in electrical -science; it is quite another thing for him to so truly discover -the spirit of life itself, as to be able to harmonize his expert -ability with the broader and deeper life of the age in which he -lives. - -The present undergraduate often fails lamentably at this very -point. He frequently reminds one of the remark of an old gentleman -to an old lady whom I saw at a backwoods railway-station in Oregon -watching a small white dog chasing with great zeal an express-train -which had surged past the station. The old lady, turning to her -companion, said eagerly, “Do you think he will catch it?” The old -man answered, “I am wondering what he will do with the blamed thing -if he _does_ catch it.” The college undergraduate likewise is often -uncertain about what he is to do with his profession beyond making -a living with it. Our colleges, with their technical training, -should give the conviction that a physician in a community is more -than a medical practitioner. His success as a physician brings with -it an obligation of interest and leadership in all of the social, -civic, and philanthropic movements of the town or city in which he -works. He should discover in college that he is to be more than -a doctor; that he is to be also a man and a citizen. In the last -analysis, for real success it is not a question whether a man is a -great engineer or a great electrician or a great surgeon; it is the -question of individual character. - -The pressing inquiry, then, for all undergraduate training is, -Are we giving to our boys the kind of education which will fill -their future life with meaning? A man must live with himself. He -must be a good companion for himself. A college graduate, whatever -his specialty, should be able to spend an evening apart from the -crowd. The theater, the automobile, the lobster-palace, were -never intended to be the chief end of collegiate education. A -college course should give the undergraduate tastes, temperament, -and habits of reading. A graduate who studies to be a specialist -in any line needs also the education which will give him depth, -background, and the historical significance of civilization and -life in general. - -A lady at a dinner-party was making desperate attempts to interest -in her conversation a certain business man who had been introduced -to her as a graduate of a prominent university. She talked to -him of books, education, theater, races, pictures, society, and -out-of-door life. All of her efforts were futile. Finally he -said, “Try me on leather; that’s my line.” This college graduate -lost something important in his incompetency for general and -intelligent conversation. His loss was more tragic, however, -as a representative of the so-called college-educated classes, -exponents of specialistic training, who have become materially -successful, but who are without those personal resources necessary -for their own enjoyment and profit, and who find themselves utterly -inadequate for guidance or incentive to their fellowmen. - - -ELECTIVE STUDIES - -The system of elective studies which now widely characterizes -the training in our higher educational institutions has made it -increasingly difficult for the college man to secure a clear idea -of a college course and the comprehensive training which is his -due. In many institutions the whole curriculum is in a state of -unstable equilibrium. The endeavor to follow the demands of the -times and the desire to secure patrons and students, have often -brought to both the faculty and the undergraduate an uncertainty as -to the true meaning of the college. Even in freshman and sophomore -years the arrangement of studies is often left to the choice of -the immature student. In one of our oldest universities there is -at present only one prescribed course of study. For the rest, the -students are allowed to choose at their own sweet will, and their -choice, while dictated by a variety of motives, is influenced -in no small degree by the preponderance of emphasis, both in -buildings and faculty, upon technical education. Students are left -to flounder about in their selection of courses, guided neither by -curriculum nor life purpose. Recently I asked twenty-six students -why they chose their studies. Sixteen of them gave monetary or -practical reasons; six answered that the studies chosen furnished -the line of least resistance as far as preparation was concerned; -and only four had in mind comprehensive culture and preparation for -life. - -I sympathize with the educator who said recently: - - Is it not time that we stop asking indulgence for learning - and proclaim its sovereignty? Is it not time that we remind - the college men of this country that they have no right to - any distinctive place in any community unless they can show - it by intellectual achievement? that if a university is a - place for distinction at all, it must be distinguished by - conquest of mind? - -While these tendencies threaten, instead of criticizing too -severely our universities and our undergraduates, we should strive -first to find the reason for these modern scientific and practical -lines of work; and second, to suggest, if possible, definite ways -by which a truer harmony in educational studies may be brought -about. - - -EDUCATION TO MEET POPULAR DEMANDS - -The rapid extension of natural-physical science in the last fifty -years has had much to do with the change of accent in American -education. This change of emphasis has effected a distinct -transformation in the curriculum, in the college teacher and in the -student ideal. - -Should one care to get one’s fingers dusty with ancient documents, -one might turn to an old leaflet in the files of the library at -Columbia, dated November 2, 1853. It is the report of the trustees -of Columbia College upon the establishment of a university system. -Among other things this report outlines, in accordance with the -ideas of the trustees, “the mission of the college.” - -[Illustration: The Library, Columbia University] - -This mission is, “to direct and superintend the mental and moral -culture. The design of a college is to make perfect the human -intellect in all its parts and functions; by means of a thorough -training of all the intellectual faculties, to obtain their full -development; and by the proper guidance of the moral functions, -to direct them to a proper exertion. To form the mind, in short, -is the high design of education as sought in a College Course.” -The report hereupon proceeds to note that unfortunately this -sentiment, “manifest and just” though it be, “does not meet with -universal sympathy or acquiescence.” On the contrary, the demand -for what is termed progressive knowledge ... and for fuller -instruction in what are called the useful and practical sciences, -is at variance with this fundamental idea. The public generally, -unaccustomed to look upon the mind except in connection with the -body, and to regard it as a machine for promoting the pleasures, -the conveniences, or the comforts of the latter, will not be -satisfied with a system of education in which they are unable to -perceive the direct connection between the knowledge imparted and -the bodily advantages to be gained. The committee therefore “think -that while they would retain the system having in view the most -perfect intellectual training, they might devise parallel courses, -having this design at the foundation, but still adapted to meet the -popular demand.” - -We have here one of the early indications of “parallel courses” -in one of our institutions of higher learning as a concession to -popular demands. But this concession at Columbia was made before -the immense extension and development of modern natural, physical, -and industrial science. Education or culture in the early fifties -was something easy to define. It included logic, literature, -oratory, conic sections, and religion. Since that date, however, -the American undergraduate has discovered modern research work at -the German university. Cecil Rhodes has opened Oxford for American -students with his “golden key.” The American student has been -called upon to match with his technical ability the enormous and -rapid development of a new material civilization, and educational -institutions take color from the social and political media in -which they exist. In fact, it cannot be easily estimated how real -or how comprehensive a factor the college graduate has been in -guiding and shaping this practical and progressive awakening. - -The American undergraduate is more than ever before contemporaneous -with all that is real and important in modern existence. He -is filled with enthusiasm for civic and social and religious -investigation and improvement. With self-reliant courage he works -his way through college, tutoring, waiting on table, and performing -other real services. He debates with zeal economics, immigration, -and labor questions. Indeed, the modern American university is -taking increasingly firmer hold upon the life of the nation. The -college graduate of fifty years ago was more or less a thing -apart. If he was strong in his literary studies, he was also weak -in his attachment to life itself, where education really has its -working arena. In comparison with him, the student to-day spends a -greater proportion of his time in the study of political science. -One feels the limitation of the modern undergraduate especially in -the sweep of his literary knowledge, and in his acquaintance with -abstract thought, art, and poetry. But when we see student and -professor working together on our American farms, bringing about -a new and higher type of rural life; when we find our mechanical -engineers not only in the mountains and on the Western prairies, -but in the heart of India or inland China or South Africa, building -there their bridges and railroad tunnels according to the ideas -seen in the vision of their new practical educational training, -we are bound to ask whether the modern undergraduate is not truly -interested in the deep aim of all true scholarship, namely, the -spiritual and concrete construction of life by means of ideas made -real. Ambassador Bryce’s opinion of the American universities -carries weight, and of them he has said: - - If I may venture to state the impression which the - American universities have made upon me, I will say that - while of all the institutions of the country they are - those of which the American speaks most modestly, and - indeed deprecatingly, they are those which seem to be at - this moment making the swiftest progress, and to have - the brightest promise for the future. They are supplying - exactly those things which European cities have hitherto - found lacking to America; and they are contributing to her - political as well as to her contemplative life elements of - inestimable worth. - -But since undergraduate training must deal not simply with the -theory of education, but also with the imperative demands and -conditions of a new time, there must be discovered practical ways -by which our undergraduates may save their literary ideals at -the same time that they enlarge their practical and progressive -knowledge; means by which they may discover literary, historical, -linguistic, and philosophical values without losing their -mathematics and their physical and material sciences. - -To the end, therefore, of making cultural studies as strong, -attractive, and profitable to our undergraduates as practical and -scientific training, our institutions should train men of large -caliber to teach English and belles-lettres. They should discover -great teachers and inspiring personalities. - - -PERSONALITY OF GREAT TEACHERS - -President Gilman of Johns Hopkins University took as his motto, -“Men before buildings.” The subject of securing great teachers for -students is perhaps the most vital topic which can be considered, -since from the point of view of undergraduates a professor, whether -teaching civil engineering or Greek, is invariably influential -because of what he is personally. - -In a large university which I recently visited I was told that -there were three thousand students and five hundred instructors -and professors, an average of a professor to every six students. -Upon asking several of the undergraduates how many professors they -knew personally, I was somewhat astounded to find that less than a -dozen of these six hundred teachers came into personal contact with -the students outside of the classes. One graduate told me that he -had not been in the home of more than three professors during his -college course. - -There are undoubtedly reasons for this lack of association between -the professors and the undergraduates. In a large university, the -demand upon the teacher for more work than he should rightfully -undertake, the ever-increasing interest of the student in college -affairs, with many other influences, are constantly presented as -difficulties in the way of the teacher’s close relationship with -the student. But the important point in this association between -student and professor is that in many cases the professor has -nothing vital and individual to give the undergraduate when he -meets him. In too many cases he is a dry and weary man, living -his life in books rather than in men. A. C. Benson has described -a Cambridge don in terms that at times we fear fit some college -professors of our own land. He sits “like a moulting condor in -a corner, or wanders seeking a receptacle for his information.” -The American college teacher has too often been chosen simply -because of his scholarship. Our institutions of learning have been -obsessed with the mere value of the degree of doctor of philosophy. -As a consequence, many a young professor is scholarly and expert -in his knowledge of his subject, but utterly without ability to -impart it with interest. He lacks driving force as well as guiding -and regulating force. He seems at times without the capacity for -real feeling. He is not alive to the issues of the time in which -he lives. He starts his subject a century behind the point of -view in which his scholars are interested. Too often, alas! he -misses the chief opportunity of a college teacher in not becoming -friendly with his undergraduates; for there is no comradeship like -the comradeship of letters, the comradeship of knowledge, the -comradeship of those whose lives are united in the higher aims of -serious education. - -Letters have never lacked their fascination when they have been -embodied in the thought and personalities of great teachers. Albert -Harkness, with his face aglow with literary enthusiasm, reading -“Prometheus Bound,” in his lecture-room in the old University Hall -at Providence, is one of the unfading memories of my undergraduate -days. When Tennyson said, “I am sending my son not to Marlborough, -but to Bradley, the great teacher,” it was not a _subject_ he had -in mind, but a _personality_. In one institution which I visit, -virtually the entire undergraduate body elects botany. A student -said to me one day, “We do not care especially for botany, but -we would elect anything to be under Dr. ----.” Not long ago, -attending a college dinner at the University of Minnesota, I heard -a professor at my side lamenting the tendency to irreverence on the -part of American college men. While we were speaking, ex-President -Northrop came into the room, and the entire crowd of students were -on their feet in an instant, cheering their beloved president. One -of the undergraduates closed his remarks by saying that the deepest -impression of his college days had occurred in the chapel when -their honored president prayed; and he quoted the following verse: - - When Prexy prays - Our heads all bow, - A sense of peace - Smooths every brow, - Our hearts, deep stirred, - No whisper raise - At chapel time - When Prexy prays. - - -THE PROFESSOR IN THE LECTURE-ROOM - -The classroom presentation of the college professor is also highly -important. Many a subject is spoiled for a student because of -the pedantic, priggish, or solemn manner of the teacher. Many a -teacher is devoted to his subject and painstaking, but his lack of -knowledge as to the use of incident, epigram, and enticing speech -in presenting his subject, prevents his popularity and power as a -teacher. Woodrow Wilson says that he had been teaching for twenty -years before he discovered that the students forgot his facts, -but remembered his stories. We realize that tables of population, -weights, and measures, temperatures, birth-rates, and dimensions, -are at times necessary, but these should be used in the classroom -with moderation. - -Too often a teacher takes for granted that he has an uninteresting -subject, and therefore gives up the task of making it attractive. -A professor of mathematics, endeavoring to evade the obligation -for good teaching, gave to a professor of chemistry, whose -lecture-room was always crowded with interested students, the -following reason for the unpopularity of his subject: “The trouble -with mathematics is that nothing ever happens. If, when an equation -is solved, it would blow up or give off a bad odor, I should get as -many students as you.” The real reason, however, was deeper than -the nature of his subject. It lay in the nature of the man. He did -not have the power to bring his subject into vital contact with -reality and with the life of his students. - -The lecture plan also handicaps many a teacher in this important -task of getting near the student and drawing him out. The seminar -of our larger universities and graduate schools help much in -individualizing the students. Students may be talked to death. They -themselves often want to talk. An undergraduate in the South, after -hearing a professor who was without terminal facilities, told me -the old story of Josh Billings, who defined a bore as a man who -talked so much about himself that you couldn’t talk about yourself. - -In many institutions the students also are forced to take too many -lectures. Their minds become jaded. Thinking is the last thing -they have power to do in the lecture-room. There is little desire -or opportunity for intellectual reaction; as one professor of a -Western university humorously remarked: - - They do not listen, however attentive or orderly they may - be. The bell rings, and a troop of tired-looking boys, - followed perhaps by a larger number of meek-eyed girls, - file into the classroom, sit down, remove the expressions - from their faces, open their note-books on the broad - chair-arms, and receive. It is about as inspiring an - audience as a room full of phonographs holding up their - brass trumpets. - - -TWO WAYS OF TEACHING HISTORY - -The most discouraging moments of my college days occurred during -the lecture hours of history, not because I did not have a natural -bent for history, but because the professor made the topic, for me, -uninteresting. My mind became a blank almost as soon as I entered -the classroom. Lecture days in history covered me with a darkness -beyond that which I had ever imagined could emanate from the world -of fallen spirits. My powers went into eclipse. There seemed to be -a kind of automatic cut-off between my brains and my note-book. -My only source of comfort consisted in the fact that my miseries -had companionship. In some examinations, I remember, only a small -remnant of the class succeeded in satisfying the demands of our -scholarly teacher. - -I can only remember flashes and hints of a long, solemn, student -face, shrouded with whiskers, bending with piercing eye over books -which seemed only slightly less dry than a remainder biscuit, -droning, in “hark-from-the-tombs-a-doleful-sound” incantation, -words, which to our vagrant attention were just words, belonging to -remote centuries, while about me my companions shivered audibly, -waiting to be called up. The professor was called a great student -of history. He might have been. We gladly admitted this: it was -the chief compliment we could pay him. As a teacher and inspirer -of boys, however, he was a good example of the way to make history -impregnable. - -[Illustration: A Popular Professor of Chemistry and his Crowded -Lecture-Room] - -I hold in memory, also, another professor who taught history. -He was seldom called a professor. The students called him “Benny.” -There was a kind of lingering affection in our voices as we spoke -his name. His lecture-room was always crowded. No student ever -went to sleep, no student became so frightened that he lost his -wits, no student ever took himself too seriously. There was an -element of humor and humanness which was constantly kindled by this -great, manly teacher and which fired at frequent intervals every -student heart. His illustrations were not confined to Horatius on -the bridge, Garibaldi promising his soldiers disaster and death, -or Luther at Worms. He attached history to modern themes. His -historical situations were described not in the terms of tedious -systems, but in the personalities of great men. We somehow felt -that he himself was greater than anything he said; that he himself -was a great man. He found interest in the _life_ of college as -well as in the work of college. He talked about the last foot-ball -game and the reason why the college was defeated and the lessons -that men should draw from their failure. The value of his remarks -was enhanced by the fact that most of the men had seen him on the -running-track in the gymnasium, or on the front row of the grand -stand, cheering patriotically with both voice and arms. I remember -how he used to add driving power to our awakening resolves and -ambitions. We were quite likely to forget that we were learning -history. To-day at alumni dinners the mere mention of the name -“Benny” brings an enthusiasm which the most eloquent speech of any -other man seems incapable of invoking. Here was a man who also -taught history; but the man was more than his book, he was more -than his subject: he was the light and the blood of it, and the -glory of that theme still brightens the path of every one of those -hundreds of students who caught a new and radiant vision of the -march of events in the light of a great man’s eyes. It was of such -teachers that Emerson must have been thinking when he said, “There -is no history, only biography,” and again, “An institution is but -the lengthened shadow of a man.” - -It is of such men that other college graduates think to-day, even -as Matthew Arnold thought of Jowett at Balliol: - - For rigorous masters seized my youth, - And purged its faith, and trimmed its fire, - Shew’d me the high, white star of truth, - There bade me gaze, and there aspire. - - -WANTED: THE GREAT TEACHER - -But how are we to train such teachers for our undergraduates? -This is no child’s task. It is the matchless opportunity of the -college; it is the crying need of our times. A large proportion of -undergraduates in college lecture-rooms are virtually untouched -in either their feelings or their intellects by the ministry of -the church. Whatever the ministry may have been in our father’s -times, it is not to-day significant or effective in imparting its -message to students. The fact is periodically demonstrated by test -questions of teachers to their students concerning the Bible, -English literature, and church history. I have recently visited -a dozen of the leading preparatory schools whose headmasters -and teachers quite invariably unite in lamenting the inadequacy -of the Sunday-schools and of religious training in the home. -Indeed, many students go up to our best preparatory schools in -almost a heathenish condition as regards religion and Christian -knowledge. It is the day and time of the teacher’s ministry in both -secondary schools and in colleges. No pulpit in our day is more -far-reaching and decisive than the desk of the college teacher. -The college professor who does not forget that he is first a man, -then a professor, and who can get past the friendship of books and -knowledge to a genuine friendship with students, can be the highest -force in our present day civilization. But the teacher says: “I am -only a teacher of literature, or of chemistry, or of engineering, -or of bridge-building. I am not an evangelist or a moral reformer, -or a promoter of polite accomplishments or of social service.” Much -of this is true also of the great teachers of history. Yet somehow -these men found in their specialty the door through which they -entered into the very hearts and lives of their school-boys. - -A short time ago at the University of Iowa I had the opportunity -of meeting at luncheon thirty members of the faculty. The subject -for discussion was: “What can the professor do really to assist -students at the University of Iowa in discovering the values worth -while in college life?” Approximately one-half of the teachers -for various reasons prayed to be excused from the discussion. I -was specially interested in the answers of the other men--among -whom were the men, according to student testimony, who had a real -hold upon the university life. One man was of the department of -chemistry. He was prominent in student activities. When he was -introduced, a student said, “There is no man more truly liked in -the university than Professor ----.” As he talked, we felt that, -while he might be a good teacher of chemistry, his department was -chiefly important in giving him a point of departure from which he -could go forth to interest himself in the life of young men. After -the conference he said to me: “If professors want influence with -students, let them appear at debates, at athletic games, and at -student mass-meetings; let them show real interest in undergraduate -activities of all sorts, even at personal sacrifice.” - -Another professor was a teacher of English. He was not interested -in athletics or in the religious life of the students so much as -in revealing to students in the classroom as well as outside the -classroom the charm of literary things. That was his message--his -individual message to his college. His life-work was more than -presenting the evolution of the English novel: it was a mission -to students to secure on their part habits of reading and a taste -for genuine literature which in after years would be to many the -most priceless reward of their college days. It is not necessary -that two college teachers should present the same truth in the -same way, but when college professors and instructors, presidents, -deans, and tutors, realize that teaching to-day as in former days -is a calling, not simply a means of livelihood, and that every -man who holds any such position must somehow discover how to -reach personally at least a small circle of students, then our -colleges will not longer be defined as “knowledge shops,” but as -the homes of those inspirations and friendships, those ideals and -incitements, which make life more than meat and the body than -raiment. - -While the drift of our modern life in the outside world may be -toward technical and scientific education, the drift in college is -still toward the great teacher--the man of thought-provoking power -and of spiritual capacity; sincere and genuine both in scholarship -and manhood, of whom one can speak, as Carlyle spoke of Schiller, -“a high ministering servant at Truth’s altar, and bore him worthily -of the office he held.” - - - - -III - -THE COLLEGE CAMPUS - - -Rudyard Kipling speaks of four street corners of four great cities -where a man may stand and see pass everybody of note in the world. -There are likewise vantage-points in our American colleges from -which one may discover not only the influential undergraduate -types, but also the real life of their environment. One of these -places is the college campus. - -Undergraduate life falls into two broad divisions: college work, -pertaining to the study and the classroom; and college relaxation, -centering upon the campus. The latter includes social life, -amusements, athletics, and the other voluntary exercises in which -students meet for fellowship and competition. The close tie between -college work and college play is often shown. A change in student -sentiment has instant effect on student work, while no rules of -the faculty can nullify those deeply rooted principles of student -life which make all college men akin. - - -A WEST POINT INCIDENT - -This relation of student feeling to college authority was shown not -long ago at West Point. The cadet corps was under arrest for having -given the “silence” to an officer in the mess-hall during supper, -for reasons deemed by the cadets to be vital to corps honor and -dignity. The first silence occurred at supper. The whole corps of -cadets, 450 men, were marched back to barracks supperless, and were -placed under arrest in their rooms. Again at breakfast the cadets -repeated the silence, for which they were returned to barracks, but -not until they had been made to “double time” up and down the road -for about twenty minutes. That morning the cadets had virtually -no breakfast. At the next formation for midday dinner an incident -occurred which struck a chord even deeper than discipline and -authority, and broke the insubordination of the students. In the -autumn one of the cadets had brought from home a graphophone, -and among the comic-song cylinders was one which pictured a -non-domestic husband about to slip quietly away from home for an -evening at the club, when his wife confronted him with the command, - - Put on your slippers; you’re in for the night. - -This song was very popular with the cadets. They were drawn up -in front of the barracks, every man indignant, obstinate, and -determined to repeat the silence, and to continue it even at the -risk of starvation and confinement. At this critical moment the -graphophone, which had been set to begin its work five minutes -after its humorous owner had left his room, began to sing in a -high-pitched voice through the open window directly above the lines -of cadets, - - Put on your slippers; you’re in for the night. - -[Illustration: Student Waiters in the Dining-Hall of an American -College] - -The effect was irresistible. It was like the changing of a current -in an electric battery. The eyes of the cadets, despite the fact -that they were at attention, sought the eyes of their fellows; -their faces relaxed, then broke into a smile. By the time they -reached the mess-hall the whole corps was laughing, and their -sense of humor had swept away the sense of anger and pride. This -was the beginning of the restoration of the traditional West Point -discipline. The campus had spoken to the classroom. - - -“GROWN-UP” COLLEGIANS - -It is through an understanding of this spirit of the campus that -the work of American undergraduates can be adjusted to modern -demands. The work of the classroom and examination-hall makes -for democracy, while the social life of the college makes for -conservatism and aristocracy. Campus life is increasingly difficult -to understand because of its growing complexity. The material needs -of our time have created a class of undergraduates bent on becoming -specialists, and these men have increasingly less time for either -college work or college life; for them the undergraduate course -is something to be hurried through as a short cut to professional -efficiency. Even athletics and college affairs have only a slender -hold upon these utilitarian specialists. They have a “grown-up” -look on their faces as, eager for scientific research, they rush to -and fro between their rooms and their laboratories. - -Undergraduate life is now likewise influenced by the influx -of students who are not the sons of college men, but who come -from homes the chief ideals of which have been derived from -counting-rooms and laboratories, from brokers’ and railroad -offices. These students, scions of a property-getting class, in -conjunction with the social and the scientific students in college, -help to change the classical traditions. They emphasize the campus -side of college life more than that of the lecture-room. Their eyes -are upon the stadium rather than upon the library; the delights -of scholarship influence them less than ambition for leadership -and the importance of “making good” in student affairs. They are -in college for “popular” reasons, and too often fail to learn how -to think. But they are eager, versatile, adaptable, with a ready -capacity for social adjustment and modern expression. - - -COSMOPOLITAN LIFE AT COLLEGE - -Furthermore, the student world has been subdivided until it is a -wholly different thing from what it was fifty or even twenty years -ago. While in the seventies the college student knew every man in -his class, in the large institution to-day an undergraduate will -meet in the college yard scores of classmates who are perfect -strangers, and to whom he has no more idea of speaking than to -persons whom he has never seen before. The student who has been -brought up always to dine in a dinner-coat will have for his -table-companions men who have never owned a dress-coat and who see -no immediate prospect of needing one. - -The influx of foreign students has added to the cosmopolitan life -of American institutions. So far as they are Orientals, the English -departments are specially modified both in the character of the -attendance and the instruction by their presence. The professor’s -task of adjusting instruction to a mixed assembly of American, -Indian, Mohammedan, Porto Rican, Chinese, and Japanese students may -be inferred from the answer of a young East Indian student who was -asked to describe in English his daily routine: - - At the break of day I rises from my own bed, then I employ - myself till 8 o’clock, after which I employ myself to - bathe, then take for my body some sweetmeat, and just at 9½ - I came to school to attend my class duty, then, at 2½ P. M. - I return from school and engage myself to do my further - duties then I engage for a quarter to take my tiffin, then - I study till 5 P. M., after which I began to play anything - which comes in my head. After 8½ half pass to eight we are - began to sleep, before sleeping I told a constable just 11 - o’ he came and rose us from half pass elevan we began to - read still morning. - -The familiar din of dishes at the commons of Columbia, as -well as at the University of California, serves to raise the -pitch of a polyglot table-talk that often represents a dozen -nationalities. Last year in American colleges there were hundreds -of undergraduates of alien speech, customs, ideals, temperaments, -and religion. Among these were a specially important delegation -of three hundred Chinese young men who were beneficiaries of the -Boxer indemnity fund. These students from foreign nations still -further subdivide undergraduate life through their race clubs, -societies for learning English, special religious conferences, and -new studies. - - -COLLEGE TRADITIONS - -College tradition adds its distinctive and forceful factor to the -campus life of the undergraduate, particularly in the older seats -of learning. A good tradition makes it easy to accomplish things -worth while without the spasmodic campaigns that characterize many -younger institutions. Students are often more zealous to uphold -the ancient customs of their college than anything else connected -with it. The annual conflicts between freshmen and sophomores have -become a part of the institution. Certain traditional habits, often -humorous, sometimes doubtful, in character, have grown up in nearly -every North American college. An old account of life at Cambridge -tells of the manner in which both occupant and furniture of a -freshman’s room were menaced by a missile as big as a cantaloupe -that was thrown into it. It was described as a _transmittendam_ -(it went with the room), and was handed down in some such forcible -manner from one generation of freshmen to another. The desire -to link the past with the present at Harvard is also shown in -the custom of registering the name of each occupant on the doors -of certain old frame buildings long used as lodging-houses by -students. The old college pump has been a traditional means of -grace to many freshmen, and the customary restriction to upper -classmen of caps, canes, and pipes has added pugilistic zest to -undergraduate life. - -College tradition is not an unmixed blessing when it results in -provincialism and the loss of that breadth of mind and appreciative -sympathy which should characterize educated men. When any -undergraduate body becomes blindly a law unto itself, refusing to -learn from other institutions; when faculty and students take the -position that because certain ideas have never prevailed at their -college, therefore they never should and never shall prevail, they -show their unfitness for leadership in an age of vast and varied -opportunity. - -The students of the Middle West and the Far West are more sensible -of their freedom from the past than are our Eastern undergraduates. -They realize that they are at least a hundred years behind Eastern -colleges in the dignity of their traditions, and they therefore -seek to crystallize college spirit about college customs; but their -customs do not interfere with progress, as sometimes happens in the -East, and a question is decided on its merits quite regardless of -precedent or policies. If a proposition seems sensible and right, -it is adopted, despite its novelty or its conflict with tradition. -Keeping close to modern needs, those colleges have gone ahead and -accomplished things while more conservative institutions have been -leisurely thinking about them. It is this audacity of spirit, this -dash and action, which endear to the undergraduates of the West all -men of achievement. When among them one thinks of the old verse: - - Oh, prudence is a right good thing - And those are useful friends, - Who never make beginnings - Until they see the ends, - But now and then give me a man - And I will make him king, - Just to take the consequences, - Just to _do_ the thing. - - -THE GAIETY OF UNDERGRADUATES - -Traditions are closely connected with college gaiety, and gaiety -forms a real part of the comprehensive life of the American -student. “Cheerfulness,” says Arnold Bennett, “is a most precious -attainment.” The undergraduate cultivates it as an art, puts worry -behind him, and faces the world with a laugh. - -About his gaiety there is a kind of humorous bravado. He likes -to defy the lightning. An old graduate of Princeton relates how, -in 1857, when the paper called _The Rake_, because of its daring -criticisms, had brought its editors under the ban of suspension by -the faculty, the editors injected fun into the dismal situation by -printing the statement, “We have authority for supposing that even -the faculty do not coöperate as heartily with our undertaking as -they could and should.” - -At the University of Michigan a professor, lecturing on -electricity, wished to show that the fur of a cat is raised by an -electrical current. He asked one day, “Will some student bring a -cat to-morrow, in order that we may show this experiment?” The next -day every one of the forty students entered the lecture-room with a -cat under his arm! - -Mechanical laws seem never to baffle the collegian in search of -gaiety. Indeed, when one studies some of the mysterious happenings -on and about the college campus, one ceases to wonder at the -mechanical triumphs of the Egyptians. At one college which I -visited, the stilly night was disturbed by half a hundred students -who, with riotous yells, ran a two-horse wagon back and forth -on an upper story of a college dormitory, to which place they -had succeeded in hoisting it. This occurred at midnight, for the -delectation of three hundred students and members of the faculty -who were sleeping below. Next day the college paper declared that -the president of the institution had been seen at his bedside -supplicating against earthquakes and thunderbolts. - -I once visited a small college where the chapel exercises were -abruptly ended because six or eight barn-yard fowl had been placed -inside the pipe-organ. As several hundred students marched into the -chapel, the old German professor, who was deaf, began to play the -organ. The commingled sounds that issued from that instrument when -the levers began to work were described as extraordinary. - -Much of the enduring loyalty of college men clings about the -memories of such events. A college president once said to me that -some of the most important gifts to his institution came from -men who remembered college fun and “idlesse” long after time had -blotted out the serious impressions of the classroom. As one -apostle of the easy-going side of student days has said: - -“There is some chill and arid knowledge to be found upon the -summits of formal and laborious science; but it is all around about -you, and for the trouble of looking that you will acquire the warm -and palpitating facts of life.” - -Still, there is the duty of drawing a distinct line between college -fun and fundamental decency and good order. When this line is -crossed, all the authority of the faculty and, if necessary, the -laws of the land should be brought to bear upon the offenders. -There should be no dallying with undergraduate law-breakers, no -special exemptions for students. Reprehensible and even criminal -acts have been committed by college men in the last few years which -called for severer punishment than seemingly they received. It is -no kindness to the undergraduate to overlook acts of dishonesty, -ruthless destruction of property, or dissipated license. Respect -for property and conventions should be impressed upon a boy -before he reaches college age. It is because lawlessness has been -tolerated by parents in the home, as well as by over-lenient -masters at boarding-school, that we read continually of offenses -against common sense and respectability, committed by persons of -supposed cultivation. Few things are more needed in American life -to-day than strengthening the respect for discipline and lawful -authority. - - -COLLEGE MEN’S HONOR - -Such abuses of liberty, as well as nearly all other college -delinquencies, can be largely prevented by a consistent appeal to -the undergraduate’s sense of honor. Recently I asked the president -of a North Carolina college what he regarded as the chief -characteristic of American students. He replied promptly, “College -honor.” At Princeton, at the University of Virginia, at Amherst, -and at many other institutions, the honor system in examinations -arranged and managed by students, represents the deliberate -intention of the undergraduates to do the square thing. These laws, -which the students voluntarily impose upon themselves, are enforced -more vigorously than the rules of the faculty. - -A few years ago I visited a university at a time when the -entire undergraduate body was deeply stirred over a matter that -involved college honor. A senior of high standing socially and -intellectually, the son of a prominent family, high in popular -favor, was overheard to use disrespectful language to his landlady. -The senior was summoned before the student committee having charge -of undergraduate affairs, confronted with the charges, allowed -to make answer, and, being found guilty, was asked to leave the -institution. His family and friends, incensed by this demand, which -seemed to them both harsh and unjust, appealed to the faculty for -redress. The chairman of the faculty replied that the matter -was entirely in the hands of the students. Application was then -made to the student committee to present the young man’s side of -the question to the whole college. The student council readily -acceded to this request, saying that they were perfectly willing to -consider the charges more at length, as their only desire was to be -absolutely just. When he went up for a new trial the young man’s -family engaged a lawyer. The student body also engaged counsel. The -trial was held in one of the largest halls in the university town, -and virtually the whole student body sat through the evening and -far into the morning listening to the presentations of both sides. -A judge who told me of the incident said that during those hours, -looking into those student faces, he did not remember seeing any -man change his expression, but that every one sat in the attitude -of seeking only the truth. The jury, which was chosen from the -faculty and from impartial men in the town, found that the young -man had actually used the words attributed to him, and therefore -pronounced him guilty of the charge. - -A few months ago an incident occurred at a Southern college that -impressed me deeply. At one of a series of meetings which I was -holding, a student rose and said that he wished to make confession -to the student body. He had recently won the sophomore-junior -debate, but wished to confess that he had gained it unfairly. He -had overheard his opponent rehearsing his debate in an adjoining -room, and although he stopped his ears and refused to listen, his -room-mate took down the points. Afterward, the debater said, the -temptation was so subtle that he took the notes, arranged his own -debate accordingly, and won. “But,” he said with deep feeling, “I -stole it, and I have come to plead the forgiveness of the student -body.” - -Very early the next morning a young man called at the house where -I was being entertained, to tell me that he was the room-mate who -had taken the notes mentioned in the confession. He, too, wished an -opportunity to speak to the students. At the public meeting that -evening, before three hundred college men, he rose and told of his -all-night fight for character on the college campus. He described -the humiliation which he saw confronting him if he should tell of -his part in the dishonorable proceeding, and said: - -“I was helped by a power beyond myself to make a clean breast of -it. I am here to tell the students that I, rather than the man who -spoke last night, should take the blame for stealing that debate.” - -I do not remember ever having witnessed such deep feeling, or heard -such applause in any assembly, as greeted that sturdy confession. -It was a triumph of college honor and integrity, rooted in manhood, -conscience, and religion. - -[Illustration: Amateur College Theatricals] - - -SOCIETY LIFE AMONG UNDERGRADUATES - -But the supreme opportunity for the inculcation and employment of -honesty is not reserved for examinations and public presentations; -it also belongs to the complex social life of the colleges, which -has become important. The club-book of an Eastern university, -for example, records the existence at that institution of ninety -different social organizations, the object of most of them being -to bring men together sociably. Such intermingling is vital for -college friendship. It is true, as former Dean Henry P. Wright of -Yale has said, that, to a student, a friend is a “fellow whom you -know all about, and still like,” and for that reason the social -organizations which bring men together in an intimacy closer than -is found anywhere else are indispensable aids in the formation of -lasting friendships. - -The social groupings of college life are also important because -they give an opportunity for concrete and tangible success through -student leadership. College society, in fact, has brought into -being a restricted, but very real, world, with special laws and a -kind of public opinion founded on student initiative and sentiment. -Responsibility and leadership in college affairs have given many -an undergraduate the initial stir to the qualities which make him -successful in after life. These fraternal bodies, democratic, -discriminatingly alert for the best men, and usually emphasizing -worth rather than birth, are vital not only in the discovery -of individuality, but also in their unique contribution to the -corporate strength and unity of college life. - - -COLLEGE FRATERNITY LIFE - -The Greek-letter society is found at the heart of these -undergraduate social activities. Indeed, fraternities have become -in many institutions as much the center of the college itself as -of college society. So far as social and moral influences go, the -character of the fraternity which a young man joins is quite as -important as the college or university he selects. The fraternity -students represent the “system” in college: they choose athletic -managers, they exert the “pull” which controls editorship upon the -college papers, they determine largely the presidents of classes, -and in some cases the elections to senior societies. - -The membership of the thirty-five national Greek-letter -fraternities (not to mention a hundred or more local fraternities -or the fifty fraternities of the professional schools) now -comprises 200,000 undergraduates and graduates. These figures do -not include the twenty intercollegiate sororities that claim 250 -chapters and 25,000 members. Three hundred and seventy colleges and -universities at present contain chapters of national Greek-letter -fraternities, and millions are invested in the buildings of these -societies. An almanac for 1911 ascribes 1013 fraternity-houses -to American colleges. Half a million dollars is invested in -chapter-houses at the University of Michigan alone. The property of -the eleven fraternities at Amherst had twenty times greater money -value than Yale’s available funds in 1830; and the property of the -fraternities at Columbia, valued at a million dollars, are as great -as the total productive funds of all the colleges at the beginning -of the last century. - -The college fraternity or the college club becomes responsible -for a large and representative part of the undergraduate life -in America. It is usually responsible for the histrionics in -university life, and there is perhaps no literary tendency more -pronounced in our colleges to-day than that toward the making of -the drama. Several important plays of recent years may be traced -to graduates who were members of such clubs as “The Hasty Pudding” -of Harvard and “The Mask and Wig” of Pennsylvania. At a time when -confessedly there is a crying demand for good, strong plays at the -theater, it is agreeable to hear that the classes of professors of -dramatic literature are crowded. - -Furthermore, the fraternity is no longer simply a debating society; -it is also a student-home. There is an increasing tendency, -especially on the part of state institutions, to make it possible -for college fraternities to erect their buildings on the campus. -Every fraternity-house is the product of much thought, liberal -support, and often sacrifice, on the part of influential alumni. -College authorities are seriously considering the many problems -connected with these organizations, for thousands of undergraduates -find their homes in them for four very impressionable years. The -general attitude of the faculties is wisely not one of repression -or of drastic regulation by rules, but, as President Faunce of -Brown has expressed it, of “sympathetic understanding, constant -consultation, and the endeavor to enlist fraternities in the best -movements in college life.” - -There is, moreover, a plain tendency on the part of members of -college fraternities to face the dangers as well as to enjoy -the advantages connected with such societies. They realize -that these organizations can be effectively influenced only by -a leavening process within the fraternity itself, for external -pressure and rules have never yet succeeded in forming or changing -student sentiment. The fraternity can establish manliness and -decency, or sportiness and laziness, as its ideals, and these -ideals are clearly reflected in the membership. The inclination -of these bodies to assume definite responsibility for the moral -welfare of their members is indicated by the action of some -of the old national fraternities, which have chosen efficient -field-secretaries to travel among the chapters in order to study -conditions and to assist in the direction, control, and general -betterment of fraternity activities. The type of men selected for -membership is being more carefully scrutinized. In a considerable -and growing number of institutions, students are not chosen for -membership until the end of the freshman year; there is thus -needful opportunity on both sides for more intelligent choice. - -More and more the coöperation of fraternity alumni is being -sought by the authorities. These graduates, who are often largely -responsible for the fine houses of the fraternities, are justly -called upon by the college to assist in maintaining proper -regulations within them. Moreover, assurance is given that the -fraternity itself wishes to coöperate with the faculty in securing -a higher grade of scholarship, which fraternity life too frequently -menaces, and in demanding the reform of conditions leading to -delinquency of all kinds. There is no police force really effective -for a college community but a student police force, and this -operates not by external pressure, but by internal persuasion. - -A real danger of the modern college fraternity lies in its -distraction from the real work of the college--study and the -intellectual life--through habits of indifference, laziness, -or immorality. The chapter-house tends to suggest that college -work is optional, not imperative. “Thou shalt not loaf!” as an -eleventh commandment, written across the doorposts of a fraternity -club-house in the Middle West, is no inappropriate injunction. The -undue and distressing waste of time in inconsequent and foolish -play, the inevitable interruptions, the dissipations of social -events, the inane profligacy, the autocracy of athletics, the -feeble conversations that “skim like a swallow over the surface -of reality”--all these are too often the doubtful compensations -received by the college man as fraternity privileges. - -“The modern world is an exacting one,” says ex-President Woodrow -Wilson, “and the things that it exacts are mostly intellectual.” -One often wonders, in visiting the fraternities of America, how -large a place this intellectual work holds in college life. Was -that Eastern college professor justified in saying that some -fraternity men are not unlike the old farmer down East who was -usually to be found in a comfortable arm-chair in the post-office, -and when asked what he did, replied, “I just set and think, and -set and think, and sometimes I just _set_.” The fraternity-house -that becomes a place to “set” rather than a place to work is hardly -a credit to a college campus. As President Northrop said to some -society men at the University of Minnesota, “If your fraternity -is not a place for intellectual and moral incitements, it is a -failure, and it must go the way of all failures.” - -Among other gifts, the American college fraternity may justly -be expected to bestow upon its members devoted friendship, the -ability to live successfully with other men, and such habits of -application, industry and sobriety as develop ideas and character. - - -THE UNDERGRADUATE’S PHILOSOPHY OF LIFE - -But this hint at the somewhat free-and-easy life of the fraternity -chapter-house should not leave the impression that the American -undergraduate is, as a rule, a thoughtless creature or that he -fails to formulate a philosophy of life. Gilbert K. Chesterton -remarks, “There are some people, and I am one of them, who think -that the most practical and important thing about a man is still -his view of the universe.” Certain beholders of collegiate -conditions have evidently become acquainted with only those -students who have thoughtlessly taken their serious views, -in second-hand fashion, from their ancestors or from current -opinion. These spectators have perhaps justly concluded that the -undergraduate has no view of life--no view, at least, which is -complimentary to him. - -[Illustration: The Main Hall, University of Wisconsin] - -Such an impression is not general among those who are familiar -with the inner working of the undergraduate mind and have watched -the result of his philosophy in practical works. Many of the -vital movements of the time have originated among these seemingly -thoughtless college men. It was in a small room at Princeton, in -the year 1876, that Cleveland H. Dodge, W. Earl Dodge, and Luther -D. Wishard, after earnest conversation regarding the moral and -religious life of the institution, decided to send delegates to -the next year’s Convention of the International Committee of Young -Men’s Christian Associations, held in Louisville, Kentucky. This -delegation presented to the International Committee plans for the -Student Young Men’s Christian Association at Princeton. Other -groups of undergraduates took similar action both in America and -in other countries, until at present the World’s Student Christian -Federation includes 148,300 students and professors in its -membership. These federated movements represent twenty-one nations. -In connection with these societies during the last college season -66,000 students met regularly for Bible study. - -These associations at the colleges have given rise to many other -organizations which have stimulated the educated life of the -world. The Student Volunteer Movement for Foreign Missions, which -originated in connection with a student conference at Mount -Hermon, Massachusetts, in the year 1886, has been responsible for -enlisting thousands of collegians who have been sent by churches -and Christian organizations to serve in foreign lands. This student -missionary organization is also accomplishing an educational work -in familiarizing undergraduates with the social, political, and -religious conditions of foreign nations. The college Christian -associations now have 163 graduates among their employed officers -in the institutions of higher learning in North America. - -Undergraduate philosophy of life is an evolution. It consists of -three stages: the first is characterized by a sense of calamity or -fear as the student leaves behind the observances and conventional -creeds of childhood, held with unquestioning and often unthinking -assent. He begins to think for himself. He enters an atmosphere of -thoughtfulness and scientific discovery, an environment in which -facts come before opinions. His first alarm is because he thinks he -is losing his religion. He says, like the prophet Micah, when the -hostile Danites took away his images, “Ye have taken away my gods -... what have I more?” - -In the second period of his thinking he changes his early -ceremonial god for breadth of mind. He revels in his impartial view -of men and the universe. By turns he calls himself a pantheist, -a pragmatist, or an agnostic. His religious position is at times -summed up in the description of a young college curate by a bishop -who said the young man arose in his pulpit with a self-confidence -begotten of fancied wisdom, saying to his expectant hearers: -“Dearly beloved, you must repent--as it were; and be converted--in -a measure; or be damned--to a certain extent!” - -The third stage of the undergraduate’s philosophy is usually in -line with constructive action. He begins to be interested in doing -something, and practice for him, as for men generally, helps to -solve the riddle of the universe. The best test of college theology -or college philosophy is its serviceableness, its power to attach -the student to something which needs to be done, and which he -can do. Many an undergraduate whose college course has seemed an -intellectually unsettling period has found himself upon solid -ground as soon as he has begun seriously to engage in the world’s -work. - -Indeed a strikingly aggressive social propaganda is now in -operation in the North American colleges. The college student, -like the modern American, is a practical being and is interested -in securing practical results. His first question regarding any -movement usually is, “What is it doing that is really worth while?” -Recently a graduate of an Eastern university was secured to give -his entire time to the study and promotion of social service in the -colleges of the United States and Canada. - -An example of such service is demonstrated by the social work that -the University of Pennsylvania is doing in connection with its -settlement house in Philadelphia, which is owned and conducted -by the Christian Association of the university. The settlement, -erected in the river-front district, immediately opposite the -university, at Lombard and Twenty-sixth streets, consists of -a group of buildings built at a cost of $60,000; a children’s -playground adjoining the house; an athletic field across the river; -and, forty miles from Philadelphia, a beautifully situated farm of -sixty-four acres, used for a camp for boys and girls, for mothers -and children, in the summer months. Every year one hundred students -and members of the faculty take part in the active service and -support of the settlement. Among the activities are the following: -Boys’ and girls’ and adults’ clubs; industrial classes; athletics; -dispensary; modified milk station; visiting physician; resident -nurse; public lectures; entertainments; religious meetings; -social investigation; political work; and the usual activities of -a playground, athletic field, and summer camp. Former residents -and volunteer workers of the settlement are scattered throughout -the world engaging in social and religious work. Four are medical -missionaries in China, one is a missionary in Persia, another -in Honolulu, another in South America, while three are holding -prominent positions in social work in this country. - - -PHILOSOPHY OF SERVICEABLENESS - -Such works, with numerous other tendencies which might be -mentioned in the line of unpaid and voluntary service for college -publications, musical organizations, debating organizations, -and athletics, lead one to define the American undergraduate’s -philosophy of life as one of service. Unlike the German or Indian, -his seriousness is not associated with metaphysical or theological -discussion or expression. He asks not so much _What?_ as _What -for?_ His aims belong to “a kingdom of ends.” Student theory -operates in a real world--a world where contact is not so marked -with creeds and laws as with virile movements and living men. The -undergraduate is enamoured of a gospel of action. To him “deeds -are mightier things than words” are. His spirit slumbers under -sermons and lectures upon dogma and description, but rises with -an heroic call to give money, time, and life for vital college -or world enterprises. Difficulties stir him as they always stir -true men. He admires the power that is “caught in the cylinder and -does not escape in the whistle.” More and more plainly in all his -undergraduate and graduate work the American student is revealing -his love and ability for that serviceableness to the state, to -the church, and to industrial life which, though often unpaid and -unappreciated, brings to the servant a satisfying reward in the -doing. - -A few years ago a Harvard athlete played in a hard and exciting -foot-ball game against Yale. Toward the end of the game, when it -was nearly dark, this man was fairly hurled through the Yale line -in a play that shortly afterward resulted in giving the game to the -Cambridge men. It seemed a strange irony of circumstance that just -before time was called the heroic player was disqualified. When the -game was over and the crimson men were marching wildly about the -field, yelling for Harvard and carrying the foot-ball players on -their shoulders, the man whose playing was largely contributory to -this triumph was down in the training-quarters, almost alone, but -with the satisfaction that, although forgotten by the crowd, he had -“played the game.” Certain alumni, who had seen this man’s plucky -but unpraised fight for his Alma Mater, sent to him these words of -Kipling: - - And only the Master shall praise us, and only the Master shall - blame; - And no one shall work for money, and no one shall work for fame, - But _each for the joy of the working_.... - -We must admit that the undergraduate’s philosophy of life may be -obscure at times, even to himself; that it is as subtle and evasive -as the moods of youth; and that its expression is as cosmopolitan -as nationality, and as varied as human nature. For some students, -too, we must conclude that trivialities and immoralities bury far -out of sight the true meaning of college training and life-work; -but in other students, and these are the majority, underneath his -curriculum and his customs, his light-heartedness, his loves, -and his seeming listlessness, one may discern the real American -undergraduate, energetic, earnest, expectant, and strenuously eager -for those great campaigns of his day and generation in which the -priceless guerdon is the “joy of the working.” - - - - -IV - -REASONS FOR GOING TO COLLEGE - - -Recently I attended the commencement exercises at one of our large -universities. As undergraduates and friends of the graduating -class were gathered in a large church awaiting the arrival of the -procession, in a seat directly in front of me sat a middle-aged -woman and a man whose appearance and nervous expectation drew -general attention. The man’s clothes were homely and of country -cut. His face was deeply lined, and wore the tan of many summers. -I noted his hard, calloused hand resting on the back of the seat -as he half rose to look at the door through which the seniors were -to enter. The woman by his side was a quiet, sympathetic person to -whom a phrase from Barrie would be applicable: she had a “mother’s -face.” - -While many eyes were turned toward the old couple, the commencement -procession entered the church. The two seemed scarcely to notice -the dignitaries who led the procession, but their eyes were -straining to catch the first glimpse of the seniors. At least half -of the audience were now interested in this father and mother. The -latter suddenly placed both hands upon the man’s arm. Her face -beamed, and an answering light appeared in the face of a strong -young man who marched near the head of the seniors. That day some -persons in the audience heard only listlessly the commencement -speeches. Instead, they were picturing the couple back on an upland -farm of New England, dedicating their lives to the task of giving -their boy the advantages which they had never received, and which -they must have felt would separate him forever from their humble -life and surroundings. It had been no easy path up which this pair -had struggled to the attainment of that ambition. This was the day -of their reward. All the gray days behind were lost in the radiance -of pride and love. The father was full of joy because he had had -the privilege of working for the boy, while to the mother it was -enough that she had borne him. - -Such scenes are still frequent in commencement time, and they -are significant. Does it really pay to send boys to college in -America? Is the game worth the candle? Is the contemptuous notice -placed by Horace Greeley in his newspaper office still applicable: -“No college graduates or other horned cattle need apply”? We can -probably take for granted, as we consider the vast expenditure of -money and time and men in the cause of American education, that the -people of the country are believing increasingly in the value of -college training; but to many persons there arises the question, To -what college shall we send our young hopeful? There is even a more -basic question, Why go to college at all? - -Rather than theorize on this subject, I asked one hundred recent -graduates of North American colleges to tell me what decided -their choice of an institution, the chief values derived from -their college course, and the effect of college training upon -their life-work. The following is a summary of the testimony thus -obtained: - - -GRADUATE TESTIMONY CONCERNING COLLEGE - - I. What were the reasons that led you to choose - your college? - Financial reasons 40 - Influence of friends or relatives 18 - Type of the alumni 32 - Standing of the institution 10 - - II. What do you consider the most important values - received from your college course? - Broader views of life 21 - Friendships formed 18 - Training or ability to think 7 - General education as foundation for life-work 11 - Influence of professors 36 - Technical training 7 - - III. In the light of your experience, what would - you suggest to a boy relative to the kind of - preparatory school to choose? - High school or public school 45 - Academy or private school 33 - A school emphasizing athletics 22 - - IV. Did your college training decide your life-work? - Decision before going to college 32 - Decision during college 38 - Decision after graduation 2 - Not yet fully decided 28 - -The values of a college course are strikingly presented by the -following answers: A Johns Hopkins man attributes to his university -“a desire for, search after, and acceptance of the truth regardless -of the consequences.” A recent alumnus of Boston University -says: “I learned to have a far broader view of what teaching (my -profession) really is. When I entered college I regarded it as a -process of instilling a knowledge of facts in a young person’s -mind; when I was graduated I knew that this was a very small part, -merely a means to the great end--the development of personality.” -A graduate of the University of Georgia says that his college -course meant to him “a self-unfoldment, a diversity of interests -in life, a growth of ideals, of purposes, and of judgment; strong -convictions and friendships.” A student from the School of Mines in -Colorado considers the chief value of his college training was the -giving him “a vision of a life-work instead of a job”; a graduate -of the University of Louisiana writes that the chief value to him -was “a realization that I was worth as much as the average man”; -while an alumnus of Vanderbilt University said that his course gave -him “the feeling of equality and of opportunity to do things and -be something along with other men. It has meant, perhaps, a greater -chance to do my best.” - - -CHOOSING A COLLEGE - -The choice of a college, according to this testimony, is -largely dependent upon one of three things,--the location of -the institution (involving expense), the influence of friends -or relatives, and the advantages the institution may offer for -special training. The selection of the college, however, is not -so important as formerly. Every prosperous institution now gives -sufficient opportunity for the acquirement of knowledge and -training. Apart from the prestige which the name of a large and -well-known university or college gives to its graduates in after -life, the difference between the values imparted by scores of -American institutions is not considerable. There are at least a -hundred institutions in America sufficiently well equipped to give -a boy the foundation of mental training that a college education is -intended to supply. Their libraries are filled with books; their -laboratories contain expensive and elaborate modern appliances; -their gymnasiums are preëminent in equipment; their instructors -are drawn from the best scholars in the country and also from -the finishing schools of Europe; the spirit of athletics and -undergraduate leadership are, as a rule, strongly emphasized, while -the fraternity and social systems afford rare opportunities for -friendship. Temptations and college evils vary comparatively little -in different institutions. - -[Illustration: Blair Arch, Princeton University] - -The advantages of contact and the acquirement of experience -through the laboratory of a big city institution are frequently -more than counterbalanced by the close fellowship and the lack -of distractions in a small country college. It is true that the -investigators of the Carnegie Foundation found a large variation in -the amount of money expended by different institutions to educate -a student. It is my belief, after visiting more than five hundred -institutions in North America, that the quality of instruction in -any one of these institutions of the first grade does not vary -sufficiently to render the choice of a college on the ground of -educational advantages a matter of great moment. The values which -the small college loses from inferior equipment are usually offset -by the more direct access of the student to the personality of the -teacher, and often by closer friendships with fellow-students. - -Indeed, educational results are not always commensurate with -material advantages. As President Garfield said, a man like Mark -Hopkins on one end of a bench and a student on the other end is -still the main essential of a college. Many years ago Henry Clay -visited Princeton, and was asked by President McLean (Johnnie, -as he was familiarly and popularly called) to sit down in the -president’s study. The furniture was not elaborate in those days, -nor did it consist of the most solid material. Mr. Clay sat down, -and the rickety old chair which was proffered him sank beneath his -weight. The statesman, rising from the floor, said solemnly, “Dr. -McLean, I hope that the other chairs of this institution are on a -more permanent foundation.” Indeed, the foundation of learning in -those days was laid upon the personality of great teachers who, -like Dr. McLean, had personal contact with the students, making up -in individual interest what was lacking in material equipment. - -It is important that the student should choose instructors quite -as carefully as institutions. What a man selects when he gets to -college--his studies, his teachers, and his friends--will prove far -more vital to him than the institution he happens to choose. - - -IDEALS JOINED TO ACTION - -Whether in college or out in the world, the important thing is -that college gives an opportunity not only for the acquirement of -knowledge, but also for the matching of that knowledge against -real problems. Something definitely good is derived from new -adjustments. Education can never be completed at home. The college -boy returns to his old home with new reverence, with a new -conception of its meaning. He has secured a vision that enriches -and liberates by getting in touch with universal interests. He has -gotten out of himself into the life of others. - -College brings together ideas and action. It is the practice-ground -for honor and square-dealing. A championship base-ball game was -played recently between Wesleyan and Williams at Williamstown. -This game was the last one of a series, and it was to decide which -college should hold the championship for the coming year. The -tension was naturally great. At the end of the seventh inning the -score stood 1 to 0 in favor of Wesleyan. The last Williams man at -the bat knocked a slow “grounder” to the short-stop. In throwing -it to first base, he drove it so high that the first baseman, in -attempting to get it, stepped about an inch off the base. The -umpire called the man out, but the Wesleyan first baseman, going up -to the umpire, said, “That man was not out.” Williams finally won -that day, but Wesleyan had the satisfaction of knowing that their -man had “played the game.” - - -TRAINING OF THE INDIVIDUAL - -One of the chief functions of the American college is to discover -the man in the student, and to train him for citizenship and -public service. President Hadley of Yale points out the fact that -of the twenty-six presidents of the United States, seventeen -were college men, and of these seventeen, fourteen were graduates -of the old-fashioned classical colleges. Grant was a West Point -man, Monroe and McKinley left college before the end of their -junior year, one to go to the army, and one to teach school. This -contribution of individual leadership to a nation seems to be -proper and fitting, as Dr. Hadley says: - - If a college man has used the opportunities offered by - the faculty, he has acquired a wide knowledge of history - and a broad view of public affairs. If he has utilized - the opportunities offered by his fellow-students, he has - acquired the democratic spirit, has gotten a grip upon - public opinion, and has had considerable experience in - dealing with a large variety of men. All these things give - him an advantage in the race, and statistics show that he - makes good use of this advantage. - -This power of the American college to develop individual initiative -and leadership has been decidedly enhanced in recent years. The -college in the United States has gradually developed from a -quasi-family institution for growing school-boys to a small world -of wide, voluntary opportunity for young men. There is a decided -difference between American undergraduate life to-day and that of a -century ago, or even of fifty years ago. Then boys were graduated -at eighteen or nineteen years of age, and they were under the -watchful eye of presidents, professors, and tutors, who were _in -loco parentis_. The earlier period was a period of flogging and -fagging and “freshmen servitude rules.” Indeed, the age was one -of black-and-blue memories derived from those educational lictors -who with their rods made deeper impressions than all the Roman -Cæsars. Freshmen were forbidden to wear hats in the president’s or -professors’ dooryards or within ten yards of a president, eight -rods of a professor, or five of a tutor. These young men were -forbidden to run in the college yard or up or down stairs or to -call to any one through a college window. Seniors had the power to -regulate the dress and the play of underclass members. In those -early days fines and penalties for misdemeanors ran from half -a penny up to three shillings, while sophomores had their ears -boxed before the assembled college by the president or a member -of the faculty. The conclusion of the college prayer indicated -the enforced humility of students in those days: “May we perform -faithfully our duties to our superiors, our equals, and our -inferiors.” - -American college life had its rise in New England institutions -presided over by rigorous Puritans whose hands were as hard as -their heads, who believed in total depravity and original sin, and -who held the young sternly to account for any remissness. In those -early days student community life differed little from student home -life; both failed dismally to develop initiative or individual -responsibility. They were characterized by strict authority on the -part of the parent and teacher, and ingenious attempts to outwit -this authority on the part of the young. It was this conception -of the college which led the Massachusetts legislature to give -the Harvard faculty authority to inflict corporal punishment -upon Harvard students. At that time it was easy for a student to -determine his life-work, for the great majority of boys either -entered the ministry, or studied law or medicine. The whole college -living was simple and homogeneous. - - -GOVERNMENT BY UNDERGRADUATES - -Existence in the modern American college is quite another thing. -In the college itself there has arisen an interminable round -of activities which make demands on the talents and abilities -of students. Managerial, civic, social, religious, athletic, -and financial leadership is exemplified in almost all colleges. -Undergraduate leadership is the most impressive thing in college -life. One reason for the sway of athletics over students exists in -the fact that through these exercises the student body recognizes -real leadership. Loyalty to it is repeatedly seen. At a small -college the students may elect their best pitcher as the president -of the senior class; their best jumper for the secretary; and, -regardless of the subtlety of the humor, may choose their best -runner for the treasurer of the class. The president of another -college has estimated that in his institution the regular college -activities outside of the curriculum reached a grand total of -twenty-seven, and included everything from the glee-club leader -to the chairman of an old-clothes committee. The dean of another -institution who felt this overwhelming change in student affairs is -quoted as recommending “a lightening of non-academic demands upon -the students.” - -A college man is surrounded, therefore, with ample opportunity for -individual development. His habits and his executive abilities -are considered quite as important as his “marks” when the final -honors are awarded. In short, the real government of our large -North American institutions is to-day in the hands of the students, -however much the faculty may think that they wield the scepter. -Honor systems, athletics, college journalism, fraternity life, -self-support, curriculum, seminars, unrestrained electives, student -researches, and laboratory methods--all these are signs of the new -day of student individualism. The parental form of government is -less popular; the self-government idea is now the slogan in student -life. The dogmatic college president whom I met recently in a -Western State who insisted that in _his_ college there shall be no -fraternities or no athletics is marching among the belated leaders -of modern education. Meanwhile embryonic statesmen and railroad -managers are discovering themselves and their life-work in the -society and politics of undergraduate days. In the ninety per cent. -of his time which it is estimated the American undergraduate spends -outside of his recitations, there is increasingly the tendency to -make the college a practice-ground for the development of personal -enterprise, individuality, and efficiency. - - -LEARNING TO THINK - -At least twelve college presidents have said to me during the last -year that in their judgment the chief advantage of a college course -is learning to think. It has been stated by Dr. Hamilton Wright -Mabie that to Americans no conquests are possible save those which -are won by superiority of ideas. Professor George H. Palmer tells -an anecdote of a Harvard graduate who came back to Cambridge and -called upon him to express his gratitude for certain help which had -come to him in Professor Palmer’s classroom, and which had directly -influenced his life. The professor, naturally elated, hastened to -inquire what particular remark had so influenced the young man’s -career. The graduate replied: “You told us one day that John Locke -insisted on _clear ideas_. These two words have been transforming -elements in my life and work.” - -The colleges liberate every year a tremendous vital force, which -is a prodigious energy. It may drive men aimlessly into all kinds -of trifling, display, and doubtfully acquired possessions, or it -may be harnessed to clear ideas and sturdy convictions on the -great subjects of nationalism, industrialism, and enlightenment -through schools and art and literature and religion. Education -in the fullest meaning of the term is the source and secret of -American success. Some of our colleges are older than the nation. -Harvard was founded in 1636, William and Mary in 1693, Yale in -1701, Princeton in 1746, all before our distinctively national -life began. The colleges are the training centers of the nation’s -life, and to the trained men of any nation belong increasingly -the opportunities and the prizes of public life. Bismarck was -sagaciously prophetic when he said that one-third of the students -of Germany died because of overwork, one-third were incapacitated -for leadership through dissipation, and the other third ruled -Germany. The future welfare of the peoples of the earth is in the -hands of the men who are being trained by the schools for service -and public leadership. The power of leadership is developed in -part at least by the expression of ideas in writing and speaking. -President Eliot is quoted as saying that the superior effectiveness -of some men lies not in their larger stock of ideas, but in their -greater power of expression. Many a student has learned to give -expression to his ideas and convictions, and many an editor has -found his vocation, by writing for the college journals. - -[Illustration: Editors of the Harvard _Lampoon_, making up the -“Dummy” of a Number] - - -COLLEGE JOURNALISM - -But the condition of college journalism at present does not confer -high honor on the American undergraduate or on American colleges. -When we look beyond the college daily, we find literary periodicals -nearly at a standstill as to funds and ideas. In the Middle West -especially, the editors of literary journals spend a good part -of their time in drumming up delinquent subscribers. The principal -activity manifested by many a college literary magazine is to start -and to stop. They resemble the ephemeral Edinburgh university -magazine, described by Robert Louis Stevenson: “It ran four months -in undisturbed obscurity and died without a gasp.” To the modern -era of literary productiveness the college man, at least while -in college, seems to be a comparatively small contributor. The -best men are needed to make college journalism popular, for deep -within most students’ hearts is a love for real literature; as -one student said recently, “Many a man is found reading classic -literature on the sly.” It may seem to an outsider that the -student usually prefers his heroes to be visible and practical, -jumping and fighting about on the athletic field, much as certain -persons prefer to hear a big orchestra, the players in which can -be seen sawing and blowing and perspiring, rather than to listen -to mysterious, sweet, but unseen music. Some day strong college -leaders will rise up to champion college journalism and college -reading as to-day they fight for athletics. Then college sentiment -will make popular the pen and the book. - -When book-life is as popular as play-life, college conversation -will have new point; the fraternity man will be able to spend an -hour away from the “fellows” and the rag-time piano, and the docile -professor, starting out reluctantly to visit his students, will -not need to pray “Make me a child again just for to-night!” as he -immolates himself for a long, dreary evening trying to smile and -talk wisely of college politics and base-ball averages. - - -A NEW REALISM IN LITERATURE - -How is the undergraduate to be interested in writing? How -can college journalism be made to take a real hold on the -undergraduate’s life? One might answer, present literature and -writing in an interesting manner, bring out the humanity in it; -for, above all, the undergraduate is intensely human. New college -ideals and interests have been born, and have grown up in a new -age of literary aspiration and method. The times demand literature -instinct with human interest, vital with reality. We may quarrel -with the type; we may call it vulgar and yellow and thin and -realistic, but the fact remains that it is the literary temper -of the day; and there are those whose opinions are worthy of -consideration who believe that this new realism in literature is by -no means to be treated lightly, even in comparison with the poetic -and stately form of Elizabethan letters. - - -BOOKS AND THE UNDERGRADUATE - -The opportunity offered for cultivating acquaintance with good -books is not the least reason for spending four years in a college -atmosphere. In the year 1700, when William and Mary were on the -throne of England, James Pierpont selected eleven trustees, nine -of whom were graduates of Harvard, who, it is recorded, met at -Branford, Connecticut. Each of the eleven brought a number of -books, and, laying them on the table, said, “I give these books -for the foundation of a college in this colony.” This was the -early foundation of Yale. The influence of such foundations upon -the ideals of American students has been considerable. Many -a man has discovered in college what Thackeray meant when he -wrote to his mother in 1852, “I used, you know, to hanker after -Parliament, police magistracies, and so forth; but no occupation -I can devise is so profitable as that which I have at my hand in -that old inkstand.” Robert Louis Stevenson--and who can forget him -in thinking of books?--said twenty years after his school-days, “I -have really enjoyed this book as I--almost as I used to enjoy books -when I was going twenty to twenty-three; and these are the years -for reading. Books,” he continued, “were the proper remedy: books -of vivid human import, forcing upon the minds of young men the -issues, pleasures, business, importance, and immediacy of that life -in which they stand; books of smiling, or heroic temper, to excite -or to console; books of a large design, shadowing the complexity of -that game of consequences to which we all sit down, the hanger-back -not least.” - - -HOW TO INTEREST STUDENTS IN GOOD READING - -Some critics tell us that the undergraduate of to-day reads -only his required books, and talks nothing but athletics. One -gets the impression that the average college man feels about his -prescribed work in literature much as D. G. Rossetti felt about -his father’s heavy volumes. “No good for reading.” The fault is -not wholly with the undergraduate. There is need for a change of -method in interesting students in books. Too early specialization -has frustrated the student’s literary tendencies. College men are -forced into “original research” before they know the meaning of -the word bibliography. They rarely read enough of any one great -author to enter into real friendship with him. Classroom study -is often microscopic. Literature is made easy for the student by -the innumerable sets of books giving dashes of the world’s best -literature, and chosen from an utterly different point of view than -the student would take were he to make his own choice, thus often -prejudicing him against an author whom he might otherwise have -loved. - -Grammatical and syntactical details too often obstruct the path to -the heart of classical education. A student in one of our colleges -had read the first six books of Vergil’s Æneid in a preparatory -school, and when his father asked him what it was about, answered, -“I hadn’t thought about that.” The real charm and interest of this -classic had entirely escaped him. It had been buried beneath a -mountain of philology. When we fail to make the student realize -that the best literature of the world is interesting, why should -we wonder that the student’s literary realm is invaded by the -pseudo-psychological novel, the humanly human though indelicate -memoirs which tend frequently to keep the mind in the low and -morbid levels? - -Emphasis is needed on a few great books, not upon everything. -The student is often discouraged by long lists of books, and it -frequently happens that he reads without assimilating. A college -friend of mine became an example of devotion to Bacon’s injunction -about reading until one becomes a “full man.” He was literally -full to the brim and running over with reading. He rarely laid -down his books long enough to prepare for his course lectures; he -certainly never stopped long enough to think about what he had -read. His chief delight was in recounting the titles of the books -he had consumed in a given period. He was something like Kipling’s -traveler in India, who spent his time gazing intently at the names -of the railway stations in his Baedeker. When the train rushed -through the station he would draw a line through the name, saying -in a satisfied manner, “I’ve done that.” - -The undergraduate’s reading may be made pleasurable instead -of being a painful duty. Books ought to open new rooms in his -house of thought, start new trains of ideas and action, help him -to find his own line, give just views of the nation’s history -and destinies, impart a mental tone, and give a real taste for -literature, inspired by intellectual curiosity. College reading -should also awaken the soul of the student and attach his faith to -the loyalties of life. A foot-ball coach said to me recently that -his team was defeated in the last half of the game because of a -lack of physical reserve. His men were equal, if not superior, to -the other team in their technic, they followed the signals, but -they had not trained long enough to secure the physical stamina -which is always an element of success in the last half of the game. -Good reading is good training. Good books give mental and spiritual -reserve. They fill the reservoirs of the mind and heart with the -kind of knowledge that arouses, sustains, and steadies a man in -a crisis. The best books assure power in the right direction. A -student whose mind is filled with the best will have neither time -nor inclination for the literature that appeals only to a liking -for the commonplace and the sensational. It will be unfortunate if -Tennyson’s indictment against an English university become true of -our American teachers: - - Because you do profess to teach, and teach us nothing. - Feeding not the heart. - -[Illustration: The Library and the Thomas Jefferson Statue, -University of Virginia] - -To find not simply the laws of chemical and electrical action, but -also the laws of the mind and the spirit, the nature of life and -death, and the character of “that power not ourselves that makes -for righteousness”--all this should determine the lines of reading -for students outside of their specialty. Such reading is not for -acquisition, for attainment, or for facts alone; it is for -inspiration and ideals, and a realizing sense of that passionate -joy derived from all things real and beautiful. - - -THE PIONEER SPIRIT - -College training brings with it responsibility and reward. The -responsibility is that of leadership--the kind of leadership which -comes to the man of advanced knowledge and unusual advantages, who -sees the needs of his time and does not flinch from the hardest -kind of sacrifice in view of those needs. The reward is not always -apparent to the world, but it is more than sufficient for the -worker. Indeed, the American undergraduate is becoming more and -more aware that his pay is not his reward. He is learning that -the world is not keen to pay the cost of new ideas or to reward -professional leadership with material values. Furthermore, his -half-paid service does not tell the whole story of his sacrifice. -His work is often lost in the successes of some other man who -follows him. But the college-trained man who has weighed well -these needs, and has deliberately chosen, is not to be pitied. -Indeed, it is doubtful whether any one is more to be envied. He is -under the impulsion of an inner sense of mission. The college has -given him faith in himself and his mission. Many a graduate, going -out from American halls of learning, feels somewhat as Carlyle -felt when he said: “I have a book in me; it must come out,” or as -Disraeli intimated in his answer when he was hissed down in the -House of Commons, “You will not hear me now, but there will come a -time when you will hear me.” - -The undergraduate, spending laborious days upon the invention which -shall make industrial progress possible in lands his eyes will -never see, is carried along by an impulse not easily expressed. -He realizes the feeling that Robert Louis Stevenson expressed -when he said about his writing that he felt like thanking God -that he had a chance to earn his bread upon such joyful terms. He -has deliberately turned his back upon certain temporalities in -order to face the sunrise of some new ideal for social betterment -or national progress. He has heard the gods calling him to some -far-reaching profession that is more than a position. There is -stirring in him always the sense of message. He has caught the -clear, captivating voice of a unique life-work. It urges him on to -the occupation of his new land of dreams. Is this leader worried -because some one misunderstands him? Does he envy the man who, -following another ideal, sweeps by in an automobile which perhaps -his own particular genius has made possible? The pioneer of letters -who has known the sweetness and light of literary satisfaction, the -fine frenzy of that creative, imaginative activity in which ideas -are caught and crystallized in words, does not despair when his -earthly rewards seem to linger. - -The college, then, is a means only to the larger life of spirit and -service. It exists to point out the goal the attainment of which -lies inherent in the student. The college is like the tug-boat that -pulls the ship from the harbor to the clear water of the free, open -sea. The curriculum, the play-life, the laboratory, the patriotism -of the college spirit, the buildings, and the men, are only torches -gleaming through the morning shadows of the student’s coming day. - - - - -V - -THE COLLEGE MAN AND THE WORLD - - -“How crooked can a modern business man be and still be straight?” - -This question was propounded at a college dinner in New York by a -young lawyer who, in behalf of the recent graduates of an Eastern -university, had been asked to give utterance to some of the first -impressions of a young alumnus upon his entrance into the life of -the world. The question was not asked in a trifling manner, but -it represented the query which inevitably arises in the mind of -the graduate of ideals and high desires who to-day leaves his alma -mater to plunge into the confused business and professional life of -our times. - -The question awakens the inquiry as to whether the colleges of -America are to-day sending into the world trained leaders or -subservient followers; whether graduates enter their special -careers with a real message and mission, or whether, however -optimistically they may begin their work, their high purposes are -buried or not beneath the rush of practical and material affairs. - -More than half a million students are to-day studying in our -secondary schools and institutions of higher learning, with a -money expense to the nation involving many millions dollars. Tens -of thousands of teachers and trained educators are devoting years -of hard and faithful service in preparing these American youths -for life. Are these students, after graduation, assuming real -leadership? Are they contributing vision, judgment, and guidance in -great national enterprises sufficiently definite and valuable to -compensate the country for the sacrifices in time, money, and life -that are made for the support and continuance of our educational -institutions? - -There seems to be a difference of opinion concerning this subject -even in these times of vast educational enterprises. A business man -of high repute wrote to me recently as follows: - - I do not consider that our colleges are meeting the - requirements of modern business life. From your own - observation you must know that the most conspicuously - successful people in business were conspicuously poor - at the start, both financially and educationally. Grover - Cleveland, who was not a college graduate, once said that - the perpetuity of our institutions and the public welfare - depended upon the simple _business-like_ arrangement of the - affairs of the Government. - -This is the frequently expressed opinion of men of business and -affairs, who present the successful careers of self-made men as -an argument against collegiate education. This argument, however, -fails to take into account that the same dogged persistence -which has brought success to many of our present-day leaders in -industrial and national life would have lost nothing in efficiency -by college training. - -Ask these masters of the business world who have risen by their -individual force what they most regret in life. In nine cases -out of ten the answer will be, “The lack of an opportunity for -education.” And they will usually add: “But my sons shall have an -education. _They_ shall not be handicapped as I have been.” For the -practical proof of the genuineness of this feeling, one has simply -to read over the names in the catalogues of the great universities -and colleges of America, where the names of the sons of virtually -all the great business and professional men will be found. - -While, therefore, we must take it for granted that Americans -generally believe in a collegiate education, we may still question -whether the colleges are really equipping for leadership the -young men whom they are sending into our modern life. What, after -all, do the colleges give? Out of one hundred graduates whom I -asked what they had gained in college, twenty-one said, “Broader -views of life,” or perspective. Long ago John Ruskin said that -the greatest thing any human being can do in the world is to see -something, and then go and tell what he has seen in a plain way. -To make the undergraduate see something beyond the commonplace is -still the purpose of education. This enlarged vision is often the -salvation of the individual student. It furnishes the impulse of a -new affection. It attaches him to some great, uncongenial task. It -gives him a mission great enough and hard enough to keep his feet -beneath him. It saves him by steadying him. - - -THE ART OF RELAXATION - -But no graduate is equipped for either mental or moral leadership -until he has learned the art of relaxation. Both his health and his -efficiency wait upon his ability to rest, to relax, to be composed -in the midst of life’s affairs. A real cause of American physical -breakdown has been attributed by a famous physician “to those -absurd feelings of hurry and having no time, to that breathlessness -and tension, that anxiety of feature and that solicitude of -results, that lack of inner harmony and ease, in short, by which -with us the work is apt to be accompanied, and from which a -European who would do the same work would, nine times out of ten, -be free. It is your relaxed and easy worker, who is in no hurry, -and quite thoughtless most of the while of consequence, who is your -most efficient worker. Tension and anxiety, present and future all -mixed up together in one mind at once, are the surest drags upon -steady progress and hindrances to our success.” - -We find that one of the supreme purposes of education in ancient -Greece was to prepare men to be capable of profiting by their -hours of freedom from labor. In his writing upon education, Herbert -Spencer gives special attention to the training that fits citizens -for leisure hours. - -[Illustration: Harper Memorial Building and the Law Building, -University of Chicago] - -The American college graduate is quite certain to receive early -the impression that efficiency is synonymous with hustling; that -modern life, in America at least, as G. Lowes Dickinson has said, -finds its chief end in “acceleration.” His danger is frequently -in his inability to concentrate, to compose himself for real -thoughtful leadership. Many a graduate takes years to get over that -explosive energy of the sophomore, which spends itself without -result. He takes display of energy for real force. His veins are -filled with the hot blood of youth. He has not learned to wait. He -is inclined to put more energy and nervous force into things than -they demand. Like all youth, he is inclined to scatter his energy -in all directions. He is therefore in danger sooner or later of -breaking down physically or mentally, or both, and in spending the -time which should be utilized in serviceableness in repairing the -breakages of an uneconomic human machine. The average American -graduate rarely needs Emerson’s advice for a lazy boy, which was, -“Set a dog on him, send him West, do something to him.” - -College training must give a man permanent idealism. Too often the -graduate is inclined to fall into the line of march. He begins to -worry and to lose his attractive gaiety and buoyancy. His habits -of thought and study are soon buried beneath the myriad details of -business life or nervous pleasures. He becomes anxious about things -that never happen. His anxiety about future happenings or results -takes his mind from present efficiency. He becomes tense and tired -and irritable. The attitude of composure and self-assurance which -for a time he possessed in college is changed to a fearsome, -troubled state, the end of which is the sanatorium or something -even more baneful. I have sometimes thought that for a month at -least I should like to see the office signs, “Do it now,” “This is -my busy day,” “Step quickly,” replaced by the old scriptural motto, -“In quietness and confidence shall be your strength.” - -How shall our colleges assist American youth to secure the art of -relaxation and to obtain the ability to relieve the tension of the -workaday world by beneficial and delightful relief from business -strain? Such gifts will often be the chief assets of a college -man’s training. Business men, and professional men, too, frequently -reach middle life with no interest outside their specialties. -When business is over, life is a blank. There are no eager voices -of pleasant pursuits calling them away from the common round and -routine tasks. It is too late to form habits. The rich rewards -that education may give in leisure hours are lost, swallowed up by -a thousand things that are merely on the way to the prizes that -count. This is a terrific loss, and for this loss our colleges are -in part at least at fault. - -In certain institutions, however, we discover teachers who realize -that a real part of their vocation consists in giving to at least a -few students habits of real and permanent relaxation. - -In a New England college recently I found a professor spending -two afternoons a week in cross-country walks with students to -whom he was teaching at an impressionable age habits that could -be continued after college days. These walks occurred on Sunday -and Thursday afternoons. With rigid persistence he had followed -the plan of walking with his students for six or eight months, a -sufficient time in which to form habits. He explained his object -by saying that during his own college career he had engaged in -certain forms of athletics which he was unable to pursue after -graduation. While his college physical training had benefited him -physically, he nevertheless found himself quite without habits of -bodily relaxation. He was deprived of apparatus and the opportunity -for many out-of-door games, but had found an immense value in -walking. In passing on to these college boys this inclination for -out-of-door relaxation, he was perhaps contributing his chief -influence as a teacher. - -Why should not habits of this kind be definitely organized and -carried out by the physical departments of our colleges? The -opportunity to study trees, plants, and animals, and to become -watchful for a hundred varying phases of nature, would furnish no -small opportunity for projecting the influence of college into -later life. - -These tendencies toward relaxation take different forms according -to individual tastes. One graduate of my acquaintance finds outlet -for his nervous energy in a fish-hatchery. To be sure, he bores -his friends by talking fish at every conceivable opportunity, -and people frequently get the impression that his mind has a -piscatorial rather than financial trend, as he loses no opportunity -to dilate upon his latest adventure in trout; and yet his physician -was doubtless right in saying that this man, the head of one of the -largest financial institutions in America, owes his life as well as -his success to this special form of relaxation. - -A graduate of one of our large Western technical schools who is at -the head of a big steel foundry has a private book-bindery, where -with two or three of his friends the life of the world is lost -evening after evening in the quiet and delightful air of books and -book-making. The best treatises upon book-binding line the walls. -Old and rare editions of the most famous masters are carefully -sheltered in cases of glass. One end of the room is filled with -his printing and binding-machines. He showed me a beautifully bound -volume which he himself had printed and bound. As he lovingly -fingered the soft leather, reading to me his favorite passages from -this masterpiece, I discerned in him a different man from the one -I had often seen sitting in his grimy office discussing contracts -for steel rails for China and bridge girders for South America. A -deeper, finer man had been discovered in the hours of recreation. -When asked how he happened to become interested in a matter so -antipodal to his life-work, I found that the tendency started in -college days, when he had been accustomed to browse among the -books in the old college library under the faithful and regular -guidance of a professor who once every week took his students to -the library with the express purpose of inculcating a love for old -and beautifully bound books. - -The college, moreover, should start the graduate interest in -philanthropic and serious enterprises which in themselves furnish -suitable as well as pleasing relaxation to hundreds of American -university men. Letters received from scores of recent graduates, -many of whom are taking a large share in moral, social, and -philanthropic endeavors, state that the beginnings of their -interest dated with their experience in the Christian associations, -settlement houses, boys’ clubs, and charitable organizations of -college days. One man of large philanthropic interest received -his first view of a field of opportunity and privilege by hearing -a lecturer on a social betterment tell of finding a homeless boy -hovering over the grating of a newspaper building on a winter -night. The story touched a chord deep in the hearer, who saw this -vision of a world until then unknown to him--a world of suffering -and hunger and cold; and when in later life it was made possible, -he devoted his influence and his fortune to the erection of a home -for friendless boys. - -What is the college accomplishing toward the solution of that -vital subject, the question of the immigrant? The possibilities of -dealing with such far-reaching international problems is indicated -by the influence of a college debate upon the subject, “What shall -we do with the immigrant?” Through his reading and investigation of -the subject, a certain student who engaged in this debate received -his first impetus toward what has proved to be one of the main -contributions of his life to the nation by the establishment of -Italian colonies that are probably as effective as any plans which -are being suggested or utilized for the betterment of our foreign -population. - - -MENTAL RESOURCEFULNESS - -According to President John G. Hibben of Princeton, graduates -on the average earn only six dollars per week at the start. He -justifies this low earning power by saying, “It is our endeavor to -create a high potential of mental possibility rather than actual -attainment.” - -We are inclined to consider efficiency only as expressed along -social, economic, industrial, or mechanical lines. It is not -strange in a period when financial standing bulks large in the -minds of a comparatively new people that the recognition of the -learned classes should be less noticeable than formerly. Yet -reactive tendencies from strictly utilitarian education are -evident. Individual and ideal aims of education are beginning -to emerge above the commercial and mechanical aims. Already -the salaries of college presidents and college teachers are -increased, offering additional incentive for men of brains and -scholarly achievement. Masters of industry who have been slaving -for industrial and social progress are now becoming eager to push -their accomplishments onward to mental and spiritual satisfactions. -How otherwise can we explain such establishments as the Carnegie -Foundation, the millions of Mr. Morgan for art, the vast sums -contributed to religion and education in this and other lands? The -ethical and social ideals of to-day are attaching thousands of our -best youth to far-reaching endeavor. There is a new quest for that -philosophy of life which, as Novalis stated it, could indeed bake -no bread, but would give us God, freedom, and immortality. These -are the signs of a new age of mental productivity--an age in which -scholarship and learning will have a value for themselves; when -people will appreciate that it is not merely the book one studies, -but how he studies it that counts; that if we can produce a man of -scholarly, thoughtful ability, we are sending into the world a -person who will be proficient along any line in which he may engage. - -In a Harvard address a few years ago, it was remarked by Mr. Owen -Wister that America possessed only three men of unquestioned -preëminence to whom students could turn for academic tuition in -their respective lines. I believe it was Edmund Gosse who said that -America had not produced a single poet deserving to rank with the -unquestioned masters of English poetry. While these statements may -be questioned, one realizes the general truth behind them when we -contrast the marvelous and expensive architectural equipment of -American universities with the paucity of great men and teachers. - -The trend of the times, however, is slowly but certainly toward a -new individualism. Attention is being focused more and more upon -the values of life rather than upon the volume of life. The college -graduate may not be able to deliver an oration in Hebrew in the -morning and in Latin in the afternoon, but he is able to think -through and around his problem, and this is mental resourcefulness, -truly a chief aim of collegiate education and one of the first -necessities for success. Emerson’s prophecy may be realized in our -day: - - Perhaps the time has already come, when the sluggard - intellect of this continent will look from under its iron - lids and fill the postponed expectation of the world with - something better than the exertion of mechanical skill. - Our day of dependence, our long apprenticeship to the - learning of other lands, draws to a close. The millions - that around us are rushing into life cannot always be fed - on the sere remains of frozen harvests. Who can doubt that - poetry will revive and lead in a new age, as the star in - the constellation Harp, which now flames in our zenith, - astronomers announce shall one day be the pole star for a - thousand years. - -The challenge is to our undergraduates. And it will be accepted. -The colleges will teach men to think, to be mentally alert and -resourceful, and then the man will count in the leadership of -modern life, in the sense intended by Dr. Simeon who, upon seeing -a trained graduate approach, exclaimed, “There comes three hundred -men.” - -In order to accomplish this, however, the college must make it a -point to teach principles rather than dogmatic methods. Too often -our systems of learning are too bookish. The boy is inclined to -get the impression that there is only one way to do a thing, and -that is the way he has learned from his professor or his text-book. -A business man told me that he was recently obliged to dismiss -one of his college graduates because the young man could not see -or think of but one way to work out a mechanical proposition. His -training had circumscribed him, cramped, limited, and enslaved him -instead of freeing him. He was unable to move about easily in his -sphere of chosen activity. He had gained a prejudice rather than a -principle. He still lived in a classroom, though out in the world. -His progress was water-logged in academic conservatism. - - -LIFE-WORK PROPAGANDA - -It is, moreover, time for constructive action on the part of both -college and alumni in the matter of directing students to their -proper calling. While it is impossible for our colleges to make -great men out of indifferent raw material, it is possible to -assist undergraduates to discover their inherent bent or capacity. -Until the student has made such a discovery, the elective system -which is now general in our American institutions is something of -a farce. The lazy student, undecided in his vocation, uses it as -a barricade through which he wriggles and twists to his degree, -or at best is tempted in a dozen various directions, selecting -disconnected subjects, in no one of which he finds his chief -aptitude. The elective system to such a student is an art-gallery -without a key, a catalogue without the pictures. He does not know -what he wishes to see. - -[Illustration: The Arch between the Dormitory Quadrangle and the -Triangle, University of Pennsylvania] - -This undergraduate ability or inclination is not easily -grasped either by himself or by others. It requires study and -discriminating sympathy, to extricate a main desire from many -incidental likings. Frequently the desire itself must be virtually -created. It is a common remark among American undergraduates, “I -wish I _knew_ what I was fitted for.” The college is under deep -obligation to serve the nation not merely by presenting a great -number of excellent subjects, which, if properly selected, will -land the young man in positions of leadership and usefulness; but -it may and must go beyond this negative education, and assist -the student actually to form his life purpose. - -American institutions of learning are at present neglecting an -opportunity _par excellence_ for presenting different phases of -life-work to undergraduates, especially emphasizing the relation -of this life-work to the great branches of leadership and modern -enterprise. There are hundreds of students being graduated from -our institutions to-day who have not decided what they are to -do in after life. Even if we assume that these men are prepared -in an all-round way for life, it must be realized that they are -severely handicapped by the necessity of trying different lines of -work for years after graduation before fixing upon their permanent -vocation. They not only miss the tremendous advantage of enthusiasm -and impulse of the young, but they are also in danger of drifting -rather than of moving forward with positive and aggressive activity. - - -A NEW COLLEGE OFFICER NEEDED - -I see no possibility of bringing undergraduates to a decision of -their proper life-work without the assistance of a new office -in our educational institutions. A man is needed who can treat -with students with real human interest, as well as with teaching -intelligence. He should not be the college pastor, who is looked -upon as a professional religionist, and therefore shunned by -many students who need him most, but one definitely and actively -responsible for the development of leadership. He should be a -close student of college affairs, sympathetic with students, -human, high-minded, natural, and keenly alive to humor and social -interests. In some institutions this man might hold the leadership -in philanthropic, religious, and social-service interests. It might -be his privilege to arrange lectures by leading men of the country -who were filled with zeal for their callings. The man who could -make possible the endowment of such a chair in a great university -would be doing a great work for his country. - - -LEARNING AND INVESTIGATION - -But while the American undergraduate may consistently look to the -college to furnish him with ideals and with the methods of making -these ideals effective, the world looks to the college for definite -and advanced information. The college, with its accumulated stores -of intellect, its apparatus, and its unusual means for observation, -owes the world a debt that none but it can pay. And this is the -gift which the college has given, and is still giving, to the world -so quietly, so unobtrusively, that the world scarcely dreams of the -source of its gain. Let one think of the myriad signs of modern -progress by which society is being constantly carried forward. -Behind the scenes you will find some quiet, hidden worker in a -laboratory or library, an unpractical man perhaps, but one through -whom a new realm of possibilities in science or industry or letters -have been revealed. - -What is the world’s interest in these men--men who are so generally -underpaid that much of their best work is made impossible by the -necessary outside labors to support their families, who, beyond -their own personal satisfaction, have as little recognition as -perhaps any workers of modern society? When the world demands -expert knowledge in industry, science, literature, and art, the -college may well reply, “When are you going to show your gratitude -for the self-sacrifice and far-reaching labors of thousands of -devoted men whose work is both a challenge and an example to the -world to-day?” - -And this example of the man who learns to devote himself to one -thing is not lost upon the undergraduate, to whom example is ever -stronger than precept. Indeed, it is this tendency to learn how to -do one thing well that is bringing the colleges into the attention -of the modern world. The secret of genius is to be able to seize -upon some concrete, near-at-hand piece of work, to see it with -unobstructed and steady vision, and then, out of the rich treasure -of knowing how to do one thing thoroughly, to draw by insight and -expression the general principle. - -For, after all, the contribution of the college to the world is -often one which cannot be fully analyzed. It is not discovered -in a thorough knowledge of a curriculum or in the statistics of -athletics any more than a foreign country is discovered in a -guide-book or in a hasty recital of its industries. There is no -master word to express what a college career may mean or should -mean to American youth who in years of high impression experience -with a multitude of their fellows. - - Days that flew swiftly like the band - That in the Grecian games had strife, - And passed from eager hand to hand - The onward-dancing torch of life. - -After we have said much concerning the life and the work of the -American undergraduate, there is still a valuable thing which the -college should impart to him, and through which he should become -enabled to present with greater charm and with greater force the -message which is in his soul. This valuable thing, at once both -idealism and incentive, is the undergraduate’s _individual_ message -to the world. It may be composed of knowledge, the ability to -think, the faculty of relaxation, and the power to do faithfully -and successfully some given task. These things, however, are all -dependent upon the _spirit_ of the actor, upon his vision, his -determination, his ambitious and unflagging attempts. The true -modern university contributes to the world a great-minded and a -great-hearted man, to whom college life has been a soul’s birth -as well as a mind’s awakening. It gives to its youth that peculiar -but indispensable thing which burned in the heart of the young -art-student who stood before the masterpiece and said, “I, too, am -a painter.” - - -END - - - - -INDEX - - - A - - Action the Gospel of the Undergraduate, 130 - - Agricultural Colleges, Attendance at, 56 - - Alden, Henry M., 40 - - Alien Influences in College Life, 101 - - American Undergraduate Life, 8 - - Amherst College honor system, 109 - - Amherst College, value of fraternity property, 117 - - Amherst College, plan proposed to abolish the B. S. degree, 52 - - Analysis of attitude of the Undergraduate, 6 - - Anecdotes, humorous, 19-20 - - Anecdotes of the working of college honor systems, 110-111 - - Appleton Chapel, 16 - - Arnold, Matthew, quoted, 4, 84 - - Athletics fifty years ago, 38 - - Athletics in colleges, 31 - - Athletics over-emphasized in American colleges, 33 - - Attendance of students at state and representative universities, 56 - - - B - - Bacchic element among undergraduates, 26 - - Barrie, James, 135 - - Base-ball game, an exhibition of honor, 146 - - Bennett, Arnold, 105 - - Benson, A. C., 74 - - Bible classes, attendance, 25 - - Bible study, great organizations for, 125 - - Bible teaching, inadequacy of, 85 - - Billings, Josh, quoted, 78 - - Bismarck, quoted, 154 - - Book-binding as a relaxation, 184 - - Book-life in college, 158 - - Books and the undergraduate, 159 - - Books, influence of, 164 - - Boston University, 139 - - Branford, Conn., 159 - - Bryce, James, quoted, 72 - - Bushnell, Horace, 40 - - - C - - Cambridge, old life at, 102 - - Campus and schoolroom, 98 - - Carnegie Foundation, 143, 188 - - Carlyle, Thomas, 4, 89, 169 - - Chesterton, Gilbert K., 122 - - Chief end of an American college, 58-62 - - Choosing a college, 140 - - Church history, inadequately taught, 85 - - Church membership, 25 - - Classroom presentation of the professor, 77 - - Clay, Henry, 144 - - College, a means to the larger life, 169 - - College and the immigrant question, 186 - - College clubs responsible for large part of undergraduate life, 117 - - College, constructive action of, 191 - - College develops individual initiative, 147 - - College fraternities, dangers of, 120 - - College graduates in the missionary field, 26 - - College graduates of fifty years ago versus those of to-day, 71 - - College journalism, 154 - - College men and the world, 173 - - College men as leaders of reform movements, 29 - - College men should be makers of public sentiment, 60 - - College slang, 15 - - College spirit, 39 - - College teachers, what they lack, 75 - - College traditions, 102 - - College work and college relaxation, 93 - - College Y. M. C. A., 25 - - Colleges and the requirement of modern business life, 174 - - Colleges, dates of founding, 153 - - Colorado School of Mines, 139 - - Columbia University, 31 - - Columbia University, financial statistics, 57 - - Columbia University, report of plan to establish the university - system, 66 - - Columbia University, value of fraternity property, 117 - - Commercialism in American universities, 58 - - Cornell University, financial statistics, 57 - - Cosmopolitan life at college, 100 - - Courses of study, tendency towards the practical, 51 - - Criticisms of American colleges, 3 - - - D - - Dangers of modern college fraternities, 120 - - Degrees, radical plan proposed at Amherst college, 52 - - Dickinson, L. Lowes, 178 - - Discipline emphasized by athletics, 39 - - Disraeli, quoted, 168 - - Dodge, Cleveland H., 125 - - Dodge, W. Earl, 125 - - Drummond, Henry, quoted, 16 - - Dyke, Henry van, 24 - - - E - - East Indian student’s description of his daily routine, 101 - - Eastern universities, attendance at, 56 - - Editors of _The Rake_ suspended, 105 - - Education the secret of American success, 153 - - Education to meet popular demands, 65 - - Elective studies, 63 - - Eliot, President of Yale, 154 - - Emerson, Ralph W., 40, 46, 181, 190 - - English literature, inadequately taught, 85 - - Enrollment in agricultural and mechanical colleges, 56; - in Johns Hopkins University, 56 - - - F - - Faculties’ attitude towards fraternities, 118 - - Faunce, President of Brown University, 118 - - Fish-hatching as a relaxation, 184 - - Financial statistics of various colleges, 57 - - Foot-ball in colleges, 37 - - Foot-ball, instance at a Harvard-Yale game, 131 - - Foreign students in American colleges, 100 - - Forms of relaxation, 183 - - Fraternities, membership, 116 - - Fraternity alumni, coöperation of, sought, 119 - - Fraternity houses, 117 - - Fraternity houses, problems connected with, 118 - - Fraternity life in college, 116 - - - G - - Garfield, James H., 144 - - German universities, research work in, 70 - - Gilman, Daniel Coit, President Johns Hopkins, 73 - - Gosse, Edmund, 189 - - Government by Undergraduates, 150 - - Graduate testimony concerning college, 138 - - Grant, Gen. U. S., 147 - - Greek-letter societies, 116 - - Growth of practical education, 55 - - - H - - Hadley, Arthur Twining, President of Yale, 146 - - Harkness, Albert, 75 - - Harper, Dr. William R., 55 - - Harvard University, date founded, 153 - - Harvard faculty authorized to inflict corporal punishment, 149 - - Harvard University, financial statistics, 57 - - “Hasty Pudding, The,” of Harvard, 117 - - Heine, Heinrich, 18 - - Hibben, John G., 187 - - History, two ways of teaching, 79 - - Honor and square dealing, 145 - - Honor of the college men, 108-112 - - Honor systems, 13, 109 - - Hopkins, Mark, 144 - - Humor of the collegian, 105-107 - - Humor, sense of in undergraduate, 17 - - Humorous anecdotes, 19-20 - - - I - - Ideals joined to action, 145 - - Immigrant question, the, 186 - - Individual character, the need of, 62 - - Individual training, 146 - - Influence of professors with students, 87 - - Influences on student life, 99 - - Irving, Washington, 27 - - - J - - Johns Hopkins University, 139 - - Johns Hopkins University, financial statistics, 57 - - Johnson, Owen, 4 - - - K - - Kipling, Rudyard, 93, 131, 163 - - - L - - Lawlessness in college, 108 - - Learning and investigation, 196 - - Learning to think, 152 - - Lectures, making interesting, 78 - - Literature, new realism in, 159 - - Locke, John, 153 - - Longfellow, Henry W., 40 - - Lowell, Abbott Lawrence, President of Harvard, 31 - - Lowell, James Russell, 46 - - Loyalty to leadership, 150 - - - M - - McLean, President of Princeton, 144 - - McKinley, William, 147 - - Mabie, Dr. Hamilton Wright, 152 - - “Mask and Wig, The,” of University of Pennsylvania, 117 - - Mechanical colleges, enrollment in, 56 - - Membership of Greek letter societies, 116 - - Mental resourcefulness, 187 - - Micah, quoted, 127 - - Mission contributions, 25 - - Mission of the university system, 66 - - Missions, origin of the student volunteer movement, 126 - - Missionaries, college graduates as, 26 - - Monroe, James, 147 - - Mount Hermon, Mass., conference resulting in organization of The - Student Volunteer Movement for Foreign Missions, 126 - - - N - - Naturalness of the undergraduate, 14-17 - - Need of leaders in the world, 59 - - New college officer needed, 195 - - Northrup, Cyrus, ex-president of University of Minnesota, 76, 121 - - - O - - Oxford University, opened to American students by Cecil Rhodes, 70 - - - P - - Palmer, Professor George H., 152 - - Parallel courses, first conceded, 69 - - Parental sacrifices, 8 - - Paulding, James K., 27 - - Personality of great teachers, 73 - - Philadelphia, U. of P. settlement house, 128 - - Pierpont, James, 159 - - Pioneer spirit, 167 - - Practical courses of study the tendency, 51 - - Practical education, growth of, 55 - - Pranks of college undergraduates, 106 - - Predominant traits of college man, 11 - - Presidents who were college men, 147 - - Princeton University, date founded, 153 - - Princeton University, financial statistics, 57 - - Princeton honor system, 109 - - Princeton inception of World’s Student Christian Federation, 125 - - Princeton-Yale foot-ball anecdote, 45 - - Professor in the lecture room, 77 - - Provincialism as a result of college traditions, 103 - - Puritan influence on American college life, 149 - - - R - - Reasons for going to college, 135-169 - - Reform movements, led by college men, 29 - - Relaxation, the art of, 177 - - Religion and the college man, 23-26 - - Research work in German universities, 70 - - Responsibilities of college fraternities, 119 - - Rhetoric versus ideas, 13 - - Rhodes, Cecil, 70 - - Rossetti, D. G., 161 - - Rules of a New England athletic leader, 14 - - Ruskin, John, 176 - - - S - - Settlement house of the University of Pennsylvania, 128 - - “Silence” insubordination at West Point, 94 - - Slang in college, 15 - - Slosson, Professor Elwin E., 32, 57 - - Social organizations in colleges, 112 - - Social service, promotion of, 128 - - Society life among undergraduates, 112 - - Soldiers’ Field, Cambridge, memorial shaft, 45 - - Specialistic training, 63 - - Spencer, Herbert, 178 - - Spirit of college play life, 41 - - Stanford University, financial statistics, 57 - - State institutions, growth of, 57 - - State universities, attendance at, 56 - - Stevenson, Robert Louis, 157, 160, 168 - - Student individualism, 151 - - Student, the “for popular” reasons class, 99 - - Student Volunteer Movement of Foreign Missions, origin of, 126 - - Students, and their relationship to teachers, 74 - - Students’ passion for reality, 12 - - Studies, choice of, 64 - - Studies, elective, 63 - - Systems of learning too bookish, 190 - - - T - - Tablet-talk in Columbia commons, 101 - - Taft, William H., 29 - - Teachers, for undergraduates, how to train, 85 - - Teachers, need of, 73 - - Teachers’ relationship to students, 74 - - Teaching a calling, not a means of livelihood, 88 - - Technical institutions, growth of, 55 - - Tennyson, quoted, 76, 164 - - Thackeray, W. M., quoted, 160 - - Town versus gown, 5 - - Training of the Individual, 146 - - - U - - Undergraduate life of a century ago, 148 - - Undergraduate life, two divisions of, 93 - - Undergraduate, perversity of, 4-11 - - Undergraduate philosophy, three stages of, 126 - - Undergraduate--his naturalness, 14-17 - - Undergraduate, his passion for reality, 11-14 - - Undergraduate, his sense of humor, 17-20 - - Undergraduate life, influences on, 99 - - Undergraduates and the temperance question, 27 - - Undergraduates as readers, 161 - - Undergraduates, book-life of, 158 - - Undergraduates, gaiety of, 105 - - Undergraduate’s philosophy of life, 122 - - Undergraduate’s philosophy of serviceableness, 130 - - Undergraduates, play life of, 29 - - Uninteresting lectures, 78 - - University of California, Chinese students at, 101 - - University of California, financial statistics, 57 - - University of Chicago, financial statistics, 57 - - University of Georgia, 139 - - University of Illinois, financial statistics, 57 - - University of Iowa, faculty discussion, 86 - - University of Louisiana, 139 - - University of Michigan, chapter houses, 117 - - University of Michigan, financial statistics, 57 - - University of Minnesota, anecdote of ex-President Northrup, 76 - - University of Minnesota, financial statistics, 57 - - University of Pennsylvania, settlement house in Philadelphia, 128 - - University of Pennsylvania, financial statistics, 57 - - University of Virginia honor system, 109 - - University of Wisconsin, financial statistics, 57 - - University system, its mission, 66 - - - V - - Value, Prof. Washington, anecdote of, 15 - - Vanderbilt University, 139 - - Vocational versus classical education, 55 - - - W - - Walking as a relaxation, 183 - - Ward, Artemus, 31 - - Washington and Lee University Mission students, 26 - - Wesleyan University, 146 - - West Point, an incident at, 94 - - William and Mary College, date founded, 153 - - Williams College, 146 - - Wilson, Woodrow, 32, 77, 121 - - Wishard, Luther D., 125 - - Wister, Owen, 189 - - Wright, Dean Henry P., 115 - - World’s Student Christian Federation, organization of, 125 - - - Y - - Yale anecdote, 12 - - Yale Mission in China, 26 - - Yale University, date founded, 153 - - Yale, early foundation of, 159 - - Yale University, financial statistics, 57 - - - - -=TRANSCRIBER’S NOTE= - - - Italic text is denoted by _underscores_. - - Bold text is denoted by =equal signs=. - - Obvious typographical errors and punctuation errors have been - corrected after careful comparison with other occurrences within - the text and consultation of external sources. - - Except for those changes noted below, all misspellings in the text, - and inconsistent or archaic usage, have been retained. - - Many words with hyphens, or without them, have been silently - adjusted to be more consistent. For example, instances of ‘Football’ - have been changed to ‘Foot-ball’. - - Pg xi: ‘Aften ten years’ replaced by ‘After ten years’. - - Pg 33: ‘unforgetable sensation’ replaced by ‘unforgettable - sensation’. - - Pg 42: ‘unforgetable scenes’ replaced by ‘unforgettable scenes’. - - Pg 175: ‘both finacially and’ replaced by ‘both financially and’. - - Pg 208: ‘college graudates as’ replaced by ‘college graduates as’. - -*** END OF THE PROJECT GUTENBERG EBOOK WHY GO TO COLLEGE? *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg-tm electronic works to protect the PROJECT GUTENBERG-tm -concept and trademark. Project Gutenberg is a registered trademark, -and may not be used if you charge for an eBook, except by following -the terms of the trademark license, including paying royalties for use -of the Project Gutenberg trademark. If you do not charge anything for -copies of this eBook, complying with the trademark license is very -easy. You may use this eBook for nearly any purpose such as creation -of derivative works, reports, performances and research. Project -Gutenberg eBooks may be modified and printed and given away--you may -do practically ANYTHING in the United States with eBooks not protected -by U.S. copyright law. Redistribution is subject to the trademark -license, especially commercial redistribution. - -START: FULL LICENSE - -THE FULL PROJECT GUTENBERG LICENSE -PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK - -To protect the Project Gutenberg-tm mission of promoting the free -distribution of electronic works, by using or distributing this work -(or any other work associated in any way with the phrase "Project -Gutenberg"), you agree to comply with all the terms of the Full -Project Gutenberg-tm License available with this file or online at -www.gutenberg.org/license. - -Section 1. General Terms of Use and Redistributing Project -Gutenberg-tm electronic works - -1.A. By reading or using any part of this Project Gutenberg-tm -electronic work, you indicate that you have read, understand, agree to -and accept all the terms of this license and intellectual property -(trademark/copyright) agreement. If you do not agree to abide by all -the terms of this agreement, you must cease using and return or -destroy all copies of Project Gutenberg-tm electronic works in your -possession. If you paid a fee for obtaining a copy of or access to a -Project Gutenberg-tm electronic work and you do not agree to be bound -by the terms of this agreement, you may obtain a refund from the -person or entity to whom you paid the fee as set forth in paragraph -1.E.8. - -1.B. "Project Gutenberg" is a registered trademark. It may only be -used on or associated in any way with an electronic work by people who -agree to be bound by the terms of this agreement. There are a few -things that you can do with most Project Gutenberg-tm electronic works -even without complying with the full terms of this agreement. See -paragraph 1.C below. There are a lot of things you can do with Project -Gutenberg-tm electronic works if you follow the terms of this -agreement and help preserve free future access to Project Gutenberg-tm -electronic works. See paragraph 1.E below. - -1.C. The Project Gutenberg Literary Archive Foundation ("the -Foundation" or PGLAF), owns a compilation copyright in the collection -of Project Gutenberg-tm electronic works. Nearly all the individual -works in the collection are in the public domain in the United -States. If an individual work is unprotected by copyright law in the -United States and you are located in the United States, we do not -claim a right to prevent you from copying, distributing, performing, -displaying or creating derivative works based on the work as long as -all references to Project Gutenberg are removed. Of course, we hope -that you will support the Project Gutenberg-tm mission of promoting -free access to electronic works by freely sharing Project Gutenberg-tm -works in compliance with the terms of this agreement for keeping the -Project Gutenberg-tm name associated with the work. You can easily -comply with the terms of this agreement by keeping this work in the -same format with its attached full Project Gutenberg-tm License when -you share it without charge with others. - -1.D. The copyright laws of the place where you are located also govern -what you can do with this work. Copyright laws in most countries are -in a constant state of change. If you are outside the United States, -check the laws of your country in addition to the terms of this -agreement before downloading, copying, displaying, performing, -distributing or creating derivative works based on this work or any -other Project Gutenberg-tm work. The Foundation makes no -representations concerning the copyright status of any work in any -country other than the United States. - -1.E. Unless you have removed all references to Project Gutenberg: - -1.E.1. The following sentence, with active links to, or other -immediate access to, the full Project Gutenberg-tm License must appear -prominently whenever any copy of a Project Gutenberg-tm work (any work -on which the phrase "Project Gutenberg" appears, or with which the -phrase "Project Gutenberg" is associated) is accessed, displayed, -performed, viewed, copied or distributed: - - This eBook is for the use of anyone anywhere in the United States and - most other parts of the world at no cost and with almost no - restrictions whatsoever. You may copy it, give it away or re-use it - under the terms of the Project Gutenberg License included with this - eBook or online at www.gutenberg.org. If you are not located in the - United States, you will have to check the laws of the country where - you are located before using this eBook. - -1.E.2. If an individual Project Gutenberg-tm electronic work is -derived from texts not protected by U.S. copyright law (does not -contain a notice indicating that it is posted with permission of the -copyright holder), the work can be copied and distributed to anyone in -the United States without paying any fees or charges. If you are -redistributing or providing access to a work with the phrase "Project -Gutenberg" associated with or appearing on the work, you must comply -either with the requirements of paragraphs 1.E.1 through 1.E.7 or -obtain permission for the use of the work and the Project Gutenberg-tm -trademark as set forth in paragraphs 1.E.8 or 1.E.9. - -1.E.3. If an individual Project Gutenberg-tm electronic work is posted -with the permission of the copyright holder, your use and distribution -must comply with both paragraphs 1.E.1 through 1.E.7 and any -additional terms imposed by the copyright holder. Additional terms -will be linked to the Project Gutenberg-tm License for all works -posted with the permission of the copyright holder found at the -beginning of this work. - -1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm -License terms from this work, or any files containing a part of this -work or any other work associated with Project Gutenberg-tm. - -1.E.5. Do not copy, display, perform, distribute or redistribute this -electronic work, or any part of this electronic work, without -prominently displaying the sentence set forth in paragraph 1.E.1 with -active links or immediate access to the full terms of the Project -Gutenberg-tm License. - -1.E.6. You may convert to and distribute this work in any binary, -compressed, marked up, nonproprietary or proprietary form, including -any word processing or hypertext form. However, if you provide access -to or distribute copies of a Project Gutenberg-tm work in a format -other than "Plain Vanilla ASCII" or other format used in the official -version posted on the official Project Gutenberg-tm website -(www.gutenberg.org), you must, at no additional cost, fee or expense -to the user, provide a copy, a means of exporting a copy, or a means -of obtaining a copy upon request, of the work in its original "Plain -Vanilla ASCII" or other form. Any alternate format must include the -full Project Gutenberg-tm License as specified in paragraph 1.E.1. - -1.E.7. Do not charge a fee for access to, viewing, displaying, -performing, copying or distributing any Project Gutenberg-tm works -unless you comply with paragraph 1.E.8 or 1.E.9. - -1.E.8. You may charge a reasonable fee for copies of or providing -access to or distributing Project Gutenberg-tm electronic works -provided that: - -* You pay a royalty fee of 20% of the gross profits you derive from - the use of Project Gutenberg-tm works calculated using the method - you already use to calculate your applicable taxes. The fee is owed - to the owner of the Project Gutenberg-tm trademark, but he has - agreed to donate royalties under this paragraph to the Project - Gutenberg Literary Archive Foundation. Royalty payments must be paid - within 60 days following each date on which you prepare (or are - legally required to prepare) your periodic tax returns. Royalty - payments should be clearly marked as such and sent to the Project - Gutenberg Literary Archive Foundation at the address specified in - Section 4, "Information about donations to the Project Gutenberg - Literary Archive Foundation." - -* You provide a full refund of any money paid by a user who notifies - you in writing (or by e-mail) within 30 days of receipt that s/he - does not agree to the terms of the full Project Gutenberg-tm - License. You must require such a user to return or destroy all - copies of the works possessed in a physical medium and discontinue - all use of and all access to other copies of Project Gutenberg-tm - works. - -* You provide, in accordance with paragraph 1.F.3, a full refund of - any money paid for a work or a replacement copy, if a defect in the - electronic work is discovered and reported to you within 90 days of - receipt of the work. - -* You comply with all other terms of this agreement for free - distribution of Project Gutenberg-tm works. - -1.E.9. If you wish to charge a fee or distribute a Project -Gutenberg-tm electronic work or group of works on different terms than -are set forth in this agreement, you must obtain permission in writing -from the Project Gutenberg Literary Archive Foundation, the manager of -the Project Gutenberg-tm trademark. Contact the Foundation as set -forth in Section 3 below. - -1.F. - -1.F.1. Project Gutenberg volunteers and employees expend considerable -effort to identify, do copyright research on, transcribe and proofread -works not protected by U.S. copyright law in creating the Project -Gutenberg-tm collection. Despite these efforts, Project Gutenberg-tm -electronic works, and the medium on which they may be stored, may -contain "Defects," such as, but not limited to, incomplete, inaccurate -or corrupt data, transcription errors, a copyright or other -intellectual property infringement, a defective or damaged disk or -other medium, a computer virus, or computer codes that damage or -cannot be read by your equipment. - -1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right -of Replacement or Refund" described in paragraph 1.F.3, the Project -Gutenberg Literary Archive Foundation, the owner of the Project -Gutenberg-tm trademark, and any other party distributing a Project -Gutenberg-tm electronic work under this agreement, disclaim all -liability to you for damages, costs and expenses, including legal -fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT -LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE -PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE -TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE -LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR -INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH -DAMAGE. - -1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a -defect in this electronic work within 90 days of receiving it, you can -receive a refund of the money (if any) you paid for it by sending a -written explanation to the person you received the work from. If you -received the work on a physical medium, you must return the medium -with your written explanation. The person or entity that provided you -with the defective work may elect to provide a replacement copy in -lieu of a refund. If you received the work electronically, the person -or entity providing it to you may choose to give you a second -opportunity to receive the work electronically in lieu of a refund. If -the second copy is also defective, you may demand a refund in writing -without further opportunities to fix the problem. - -1.F.4. Except for the limited right of replacement or refund set forth -in paragraph 1.F.3, this work is provided to you 'AS-IS', WITH NO -OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT -LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE. - -1.F.5. Some states do not allow disclaimers of certain implied -warranties or the exclusion or limitation of certain types of -damages. If any disclaimer or limitation set forth in this agreement -violates the law of the state applicable to this agreement, the -agreement shall be interpreted to make the maximum disclaimer or -limitation permitted by the applicable state law. The invalidity or -unenforceability of any provision of this agreement shall not void the -remaining provisions. - -1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the -trademark owner, any agent or employee of the Foundation, anyone -providing copies of Project Gutenberg-tm electronic works in -accordance with this agreement, and any volunteers associated with the -production, promotion and distribution of Project Gutenberg-tm -electronic works, harmless from all liability, costs and expenses, -including legal fees, that arise directly or indirectly from any of -the following which you do or cause to occur: (a) distribution of this -or any Project Gutenberg-tm work, (b) alteration, modification, or -additions or deletions to any Project Gutenberg-tm work, and (c) any -Defect you cause. - -Section 2. Information about the Mission of Project Gutenberg-tm - -Project Gutenberg-tm is synonymous with the free distribution of -electronic works in formats readable by the widest variety of -computers including obsolete, old, middle-aged and new computers. It -exists because of the efforts of hundreds of volunteers and donations -from people in all walks of life. - -Volunteers and financial support to provide volunteers with the -assistance they need are critical to reaching Project Gutenberg-tm's -goals and ensuring that the Project Gutenberg-tm collection will -remain freely available for generations to come. In 2001, the Project -Gutenberg Literary Archive Foundation was created to provide a secure -and permanent future for Project Gutenberg-tm and future -generations. To learn more about the Project Gutenberg Literary -Archive Foundation and how your efforts and donations can help, see -Sections 3 and 4 and the Foundation information page at -www.gutenberg.org - -Section 3. Information about the Project Gutenberg Literary -Archive Foundation - -The Project Gutenberg Literary Archive Foundation is a non-profit -501(c)(3) educational corporation organized under the laws of the -state of Mississippi and granted tax exempt status by the Internal -Revenue Service. The Foundation's EIN or federal tax identification -number is 64-6221541. Contributions to the Project Gutenberg Literary -Archive Foundation are tax deductible to the full extent permitted by -U.S. federal laws and your state's laws. - -The Foundation's business office is located at 809 North 1500 West, -Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up -to date contact information can be found at the Foundation's website -and official page at www.gutenberg.org/contact - -Section 4. Information about Donations to the Project Gutenberg -Literary Archive Foundation - -Project Gutenberg-tm depends upon and cannot survive without -widespread public support and donations to carry out its mission of -increasing the number of public domain and licensed works that can be -freely distributed in machine-readable form accessible by the widest -array of equipment including outdated equipment. Many small donations -($1 to $5,000) are particularly important to maintaining tax exempt -status with the IRS. - -The Foundation is committed to complying with the laws regulating -charities and charitable donations in all 50 states of the United -States. Compliance requirements are not uniform and it takes a -considerable effort, much paperwork and many fees to meet and keep up -with these requirements. We do not solicit donations in locations -where we have not received written confirmation of compliance. To SEND -DONATIONS or determine the status of compliance for any particular -state visit www.gutenberg.org/donate - -While we cannot and do not solicit contributions from states where we -have not met the solicitation requirements, we know of no prohibition -against accepting unsolicited donations from donors in such states who -approach us with offers to donate. - -International donations are gratefully accepted, but we cannot make -any statements concerning tax treatment of donations received from -outside the United States. U.S. laws alone swamp our small staff. - -Please check the Project Gutenberg web pages for current donation -methods and addresses. Donations are accepted in a number of other -ways including checks, online payments and credit card donations. To -donate, please visit: www.gutenberg.org/donate - -Section 5. General Information About Project Gutenberg-tm electronic works - -Professor Michael S. Hart was the originator of the Project -Gutenberg-tm concept of a library of electronic works that could be -freely shared with anyone. For forty years, he produced and -distributed Project Gutenberg-tm eBooks with only a loose network of -volunteer support. - -Project Gutenberg-tm eBooks are often created from several printed -editions, all of which are confirmed as not protected by copyright in -the U.S. unless a copyright notice is included. Thus, we do not -necessarily keep eBooks in compliance with any particular paper -edition. - -Most people start at our website which has the main PG search -facility: www.gutenberg.org - -This website includes information about Project Gutenberg-tm, -including how to make donations to the Project Gutenberg Literary -Archive Foundation, how to help produce our new eBooks, and how to -subscribe to our email newsletter to hear about new eBooks. diff --git a/old/67088-0.zip b/old/67088-0.zip Binary files differdeleted file mode 100644 index e3e5deb..0000000 --- a/old/67088-0.zip +++ /dev/null diff --git a/old/67088-h.zip b/old/67088-h.zip Binary files differdeleted file mode 100644 index ed6d765..0000000 --- a/old/67088-h.zip +++ /dev/null diff --git a/old/67088-h/67088-h.htm b/old/67088-h/67088-h.htm deleted file mode 100644 index def7d5e..0000000 --- a/old/67088-h/67088-h.htm +++ /dev/null @@ -1,6478 +0,0 @@ -<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" - "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> -<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> - <head> - <meta http-equiv="Content-Type" content="text/html;charset=utf-8" /> - <meta http-equiv="Content-Style-Type" content="text/css" /> - <title> - Why Go to College, by Clayton Sedgwick Cooper—A Project Gutenberg eBook - </title> - <link rel="coverpage" href="images/cover.jpg" /> - <style type="text/css"> - -body { - margin-left: 10%; - margin-right: 10%; -} - -h1,h2,h3 { - text-align: center; /* all headings centered */ - clear: both; - -} - -h1 { - font-weight: normal; - font-size: 150%; -} - -h2 { - margin-top: 4em; - font-weight: normal; -} - -h3 { - font-weight: normal; - font-size: 80%; -} - - -p { - margin-top: .51em; - text-align: justify; - margin-bottom: .49em; - text-indent: 1em; -} - -.p2 {margin-top: 2em;} -.p3 {margin-top: 3em;} -.p4 {margin-top: 4em;} -.p4b {margin-bottom: 4em;} - -.fs80 {font-size: 80%;} -.fs90 {font-size: 90%;} -.fs100 {font-size: 100%;} -.fs120 {font-size: 120%;} -.fs150 {font-size: 150%;} -.fs240 {font-size: 240%;} - -hr { - width: 33%; - margin-top: 2em; - margin-bottom: 2em; - margin-left: 33.5%; - margin-right: 33.5%; - clear: both; -} - -hr.chap {width: 65%; margin-left: 17.5%; margin-right: 17.5%;} -@media print { hr.chap {display: none; visibility: hidden;} } - -div.chapter {page-break-before: always;} -h2.nobreak {page-break-before: avoid;} - -ul.index { list-style-type: none;} - -li.ifrst { - margin-top: 1em; - text-indent: -2em; - padding-left: 9em; - font-size: 120%; -} - -li.indx { - margin-top: .5em; - text-indent: -2em; - padding-left: 1em; -} - -li.isub3 { - text-indent: -2em; - padding-left: 4em; -} - -table { - margin-left: auto; - margin-right: auto; -} - -table.autotable { border-collapse: collapse;} -table.autotable td, -table.autotable th { padding: 4px;} - -.tdl {text-align: left;} -.tdr {text-align: right; padding-right: 1em;} -.tdc {text-align: center;} - -/* for spacing */ - -.pada { - padding-left: 0.5em; -} - -.padc { - padding-left: 1.25em; -} - -.pad1 { - padding-left: 1em; -} - -.pad2 { - padding-left: 2em; -} - -.padr2 { - padding-right: 2em; - } - -.pad3 { - padding-left: 3em; -} - -.pad5 { - padding-left: 5em; -} - -.pagenum { /* uncomment the next line for invisible page numbers */ - /* visibility: hidden; */ - position: absolute; - color: #A9A9A9; - left: 91%; - font-size: smaller; - text-align: right; - font-style: normal; - font-weight: normal; - font-variant: normal; - text-indent: 1em; -} /* page numbers */ - -.blockquot { - margin-left: 5%; - margin-right: 10%; - font-size: 80%; - -} - -.center {text-align: center; text-indent: 0em;} -.right {text-align: right;} -.smcap {font-variant: small-caps;} -.allsmcap {font-variant: small-caps; text-transform: lowercase;} -.caption {font-weight: normal; - font-size: 70%; -} - -img { - max-width: 100%; - height: auto; -} - -img.w100 {width: 100%;} - -.figcenter { - margin: auto; - text-align: center; - page-break-inside: avoid; - max-width: 100%; -} - -/* custom cover (cover.jpg) */ -.customcover {visibility: hidden; display: none;} -.x-ebookmaker .customcover {visibility: visible; display: block;} - -/* for non-image plain letter dropcaps */ -.drop-capy {text-indent: -.9em;} - -.drop-capy:first-letter { - float: left; - margin: 0.11em 0.4em 0em .4em; - font-size: 250%; - line-height:0.7em; - clear: both; -} - -.x-ebookmaker p.drop-capy {text-indent: 0em;} - -.x-ebookmaker p.drop-capy:first-letter { - float: none; - margin: 0; - font-size: 100%;} - -.poetry-container {text-align: center;} -.poetry {text-align: left; margin-left: 5%; margin-right: 5%;} -.poetry .verse {text-indent: -3em; padding-left: 3em;} -.poetry { - display: inline-block; - font-size: 80% - } -@media print { .poetry {display: block;} } -.x-ebookmaker .poetry {display: block;} - -/* Poetry indents */ -.poetry .indent0 {text-indent: 0em;} -.poetry .indent1 {text-indent: 1em;} -.poetry .indent2 {text-indent: 2em;} -.poetry .indent4 {text-indent: 4em;} - -.transnote { - background-color: #E6E6FA; - color: black; - font-size:smaller; - padding:0.5em; - margin-bottom:5em; - font-family:sans-serif, serif; -} - -/* Illustration classes */ -.illowe7 {width: 7em;} -.illowp50 {width: 50%;} -.illowp70 {width: 70%;} - - - </style> - </head> -<body> -<p style='text-align:center; font-size:1.2em; font-weight:bold'>The Project Gutenberg eBook of Why go to College?, by Clayton Sedgwick Cooper</p> -<div style='display:block; margin:1em 0'> -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online -at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you -are not located in the United States, you will have to check the laws of the -country where you are located before using this eBook. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Title: Why go to College?</p> -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Author: Clayton Sedgwick Cooper</p> -<p style='display:block; text-indent:0; margin:1em 0'>Release Date: January 2, 2022 [eBook #67088]</p> -<p style='display:block; text-indent:0; margin:1em 0'>Language: English</p> - <p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em; text-align:left'>Produced by: Charlene Taylor, hekula03 and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive/American Libraries.)</p> -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK WHY GO TO COLLEGE? ***</div> - - -<div class="transnote customcover"> -<p>The cover image was created by the transcriber and is placed in the public domain.</p> -</div> - - -<hr class="chap x-ebookmaker-drop" /> -<div class="chapter"></div> - -<h1><span class="fs150">WHY GO TO COLLEGE</span></h1> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<div class="figcenter illowp50" id="frontis" style="max-width: 26.5625em;"> - <img class="w100" src="images/frontis.jpg" alt="" /> - <div class="caption"><p class="center">The Chapel at West Point as seen from an Entrance to -the Area of the Cadet Barracks</p></div> -</div> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<p class="center p2 fs240">WHY GO TO COLLEGE</p> - -<p class="p4 center fs100">BY</p> -<p class="center fs150">CLAYTON SEDGWICK COOPER</p> -<p class="center fs80">Author of “College Men and the Bible”</p> - -<p class="p3 p4b center fs100"><i>ILLUSTRATED</i></p> - -<div class="figcenter illowe7" id="titlepage" style="max-width: 6.4375em;"> - <img class="w100" src="images/titlepage.jpg" alt="" /> -</div> - -<p class="p4 center fs100">NEW YORK<br /> -THE CENTURY CO.<br /> -1912</p> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<p class="p4 center fs80">Copyright, 1912, by<br /> -<span class="smcap">The Century Co.</span></p> - -<p class="p2 center fs80"><i>Published, October, 1912</i></p> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<p class="p4 center fs100">WITH GRATEFUL REMEMBRANCE<br /> -THIS BOOK IS DEDICATED TO MY<br /> -COLLEGE TEACHER AND FRIEND<br /> -E. BENJAMIN ANDREWS</p> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<h2 class="nobreak" id="CONTENTS">CONTENTS</h2> - -<table class="autotable fs90" width="100%" summary=""> -<tr> -<td class="tdr fs80">CHAPTER</td> -<td class="tdr"><span class="pad5"> </span></td> -<td class="tdr fs80">PAGE</td> -<td class="tdr"><span class="pad3"> </span></td> -</tr> -<tr> -<td class="tdr">I</td> -<td class="tdl"><span class="smcap">General Characteristics</span></td> -<td class="tdr"><a href="#Page_3">3</a></td> -</tr> -<tr> -<td class="tdr">II</td> -<td class="tdl"><span class="smcap">Education à la Carte</span></td> -<td class="tdr"><a href="#Page_51">51</a></td> -</tr> -<tr> -<td class="tdr">III</td> -<td class="tdl"><span class="smcap">The College Campus</span></td> -<td class="tdr"><a href="#Page_93">93</a></td> -</tr> -<tr> -<td class="tdr"> IV</td> -<td class="tdl"><span class="smcap">Reasons for Going to College</span></td> -<td class="tdr"><a href="#Page_135">135</a></td> -</tr> -<tr> -<td class="tdr">V</td> -<td class="tdl"><span class="smcap">The College Man and the World</span></td> -<td class="tdr"><a href="#Page_173">173</a></td> -</tr> -<tr> -<td class="tdr"> </td> -<td class="tdl"><span class="smcap">Index</span></td> -<td class="tdr"><a href="#Page_203">203</a></td> -</tr> -</table> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<h2 class="nobreak" id="LIST">LIST OF ILLUSTRATIONS</h2> - -<table class="autotable fs90" width="100%" summary=""> -<tr> -<td class="tdl">The Chapel at West Point as seen from an Entrance to -the Area of the Cadet Barracks</td> -<td class="tdr"><a href="#frontis"><em>Frontispiece</em></a></td> -</tr> -<tr> -<td class="tdl"></td> -<td class="tdr fs80">PAGE</td> -</tr> -<tr> -<td class="tdl">Old South Middle, Yale University</td> -<td class="tdr"><a href="#Page_8">8</a></td> -</tr> -<tr> -<td class="tdl">A Protest against Prosiness</td> -<td class="tdr"><a href="#Page_21">21</a></td> -</tr> -<tr> -<td class="tdl">University Hall, University of Michigan</td> -<td class="tdr"><a href="#Page_37">37</a></td> -</tr> -<tr> -<td class="tdl">The Serpentine Dance after a Foot-ball Game</td> -<td class="tdr"><a href="#Page_45">45</a></td> -</tr> -<tr> -<td class="tdl">Johnston Gate from the Yard, Harvard University</td> -<td class="tdr"><a href="#Page_55">55</a></td> -</tr> -<tr> -<td class="tdl">The Library, Columbia University</td> -<td class="tdr"><a href="#Page_66">66</a></td> -</tr> -<tr> -<td class="tdl">A Popular Professor of Chemistry and his Crowded Lecture-Room</td> -<td class="tdr"><a href="#Page_80">80</a></td> -</tr> -<tr> -<td class="tdl">Student Waiters in the Dining-Hall of an American College</td> -<td class="tdr"><a href="#Page_97">97</a></td> -</tr> -<tr> -<td class="tdl">Amateur College Theatricals</td> -<td class="tdr"><a href="#Page_112">112</a></td> -</tr> -<tr> -<td class="tdl">The Main Hall, University of Wisconsin</td> -<td class="tdr"><a href="#Page_122">122</a></td> -</tr> -<tr> -<td class="tdl">Blair Arch, Princeton University</td> -<td class="tdr"><a href="#Page_143">143</a></td> -</tr> -<tr> -<td class="tdl">Editors of the Harvard <i>Lampoon</i> making up the “Dummy” of a Number</td> -<td class="tdr"><a href="#Page_154">154</a></td> -</tr> -<tr> -<td class="tdl">The Library and the Thomas Jefferson Statue, University of Virginia</td> -<td class="tdr"><a href="#Page_164">164</a></td> -</tr> -<tr> -<td class="tdl">Harper Memorial Building and the Law Building, University of Chicago</td> -<td class="tdr"><a href="#Page_178">178</a></td> -</tr> -<tr> -<td class="tdl">The Arch between the Dormitory Quadrangle and the Triangle, University of Pennsylvania</td> -<td class="tdr"><a href="#Page_192">192</a></td> -</tr> -</table> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_xi"></a>[xi]</span></p> - -<h2 class="nobreak" id="PREFACE">PREFACE</h2> - -<p>The characteristics of a college course demanded -by our American undergraduates is -determined by two things; first, by the character -of the man who is to be educated, and second, -by the kind of world in which the man is -to live and work. Without these two factors -vividly and practically in mind, all plans for -courses of study, recreation, teaching, or -methods of social and religious betterment are -theoretical and uncertain.</p> - -<p>After ten years of travel among American -college men, studying educational tendencies in -not less than seven hundred diverse institutions -in various parts of the United States and Canada, -it is my deep conviction that the chief need -of our North American Educational system is -to focus attention upon the individual student -rather than upon his environment, either in -the curriculum or in the college buildings.</p> - -<p>A few great teachers in every worthy North -American institution who know and love the -boys, have always been and doubtless will continue<span class="pagenum"><a id="Page_xii"></a>[xii]</span> -to be the secret of the power of our -schools and colleges. There are indications -that our present educational system involving -vast endowments will be increasingly directed -to the end of engaging as teachers the greatest -men of the time, men of great heart as well as -of great brain who will live with students, -truly caring for them as well as teaching them. -We shall thus come nearer to solving the problem -of preparing young men for leadership -and useful citizenship.</p> - -<p>That this is the sensible and general demand -of graduates is easily discovered by asking any -college alumnus to state the strongest and -most abiding impression left by his college -training. Of one hundred graduates whom I -asked the concrete question, “What do you -consider to be the most valuable thing in your -college course?”—eighty-six said, substantially: -“Personal contact with a great teacher.”</p> - -<p class="right"><span class="padr2 smcap">Clayton Sedgwick Cooper.</span></p> - -<p>March 12th, 1912.</p> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_1"></a>[1]</span></p> - -<h2 class="nobreak" id="GENERAL_CHARACTERISTICS">GENERAL CHARACTERISTICS</h2> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_2"></a>[2]</span></p> - -<div class="blockquot"> -<p class="fs120">Colleges, in like manner, have their indispensable -office,—to teach elements. But they can only highly -serve us when they aim not to drill, but to create; -when they gather from far every ray of various -genius to their hospitable halls, and by the concentrated -fires, set the hearts of their youth on flame. -Thought and knowledge are natures in which apparatus -and pretension avail nothing. Gowns and -pecuniary foundations, though of towns of gold, -can never countervail the least sentence or syllable -of wit. Forget this, and our American colleges will -recede in their public importance, whilst they grow -richer every year.</p> - -<p class="right"><span class="padr2 smcap">Emerson.</span></p> -</div> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_3"></a>[3]</span></p> - -<h2 class="nobreak" id="WHY_GO_TO_COLLEGE">WHY GO TO COLLEGE</h2> - - -<h2 class="nobreak" id="I">I</h2> - - -<h3>GENERAL CHARACTERISTICS</h3> - -<p class="drop-capy">The American college was recently defined -by one of our public men as a -“place where an extra clever boy may go and -still amount to something.”</p> - -<p>This is indeed faint praise both for our institutions -of higher learning and for our undergraduates; -but judging from certain presentations -of student life, we may infer that it -represents a sentiment more or less common -and wide-spread. Our institutions are criticized -for their tendency toward practical and -progressive education; for the views of their -professors; for their success in securing gifts -of wealth, which some people think ought to go -in other directions; and for the lack of seriousness -or the dissipation of the students themselves. -Even with many persons who have not -developed any definite or extreme opinions<span class="pagenum"><a id="Page_4"></a>[4]</span> -concerning American undergraduate life, the -college is often viewed in the light in which -Matthew Arnold said certain people regarded -Oxford:</p> - - -<div class="blockquot"> -<p>Beautiful city! so venerable, so lovely, so unravaged -by the fierce intellectual life of our century, so serene! -There are our young barbarians, all at play!</p> -</div> - - -<p>Indeed, to people of the outside world, the -American undergraduate presents an enigma. -He appears to be not exactly a boy, certainly -not a man, an interesting species, a kind of -“Exhibit X,” permitted because he is customary; -as Carlyle might say, a creature “run by -galvanism and possessed by the devil.”</p> - -<p>The mystifying part of this lies in the fact -that the college man seems determined to keep -up this illusion of his partial or total depravity. -He reveals no unchastened eagerness to be -thought good. Indeed, he usually “plays up” -his desperate wickedness. He revels in his unmitigated -lawlessness, he basks in the glory of -fooling folks. As Owen Johnson describes -Dink Stover, he seems to possess a “diabolical -imagination.” He chuckles exuberantly as -he reads in the papers of his picturesque public<span class="pagenum"><a id="Page_5"></a>[5]</span> -appearances: of the janitor’s cow hoisted into -the chapel belfry; of the statue of the sedate -founder of the college painted red on the -campus; of the good townspeople selecting -their gates from a pile of property erected on -the college green; or as in graphic cartoons he -sees himself returning from foot-ball victories, -accompanied by a few hundred other young -hooligans, marching wildly through the streets -and cars to the martial strain,</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">There’ll be a hot time in the old town to-night!</div> -</div> -</div> - - -<p>In other words, the American student is -partly responsible for the attitude of town toward -gown. He endeavors in every possible -way to conceal his real identity. He positively -refuses to be accurately photographed or to reveal -real seriousness about anything. He is -the last person to be held up and examined as -to his interior moral decorations. He would -appear to take no thought for the morrow, but -to be drifting along upon a glorious tide of indolence -or exuberant play. He would make -you believe that to him life is just a great frolic, -a long, huge joke, an unconditioned holiday.<span class="pagenum"><a id="Page_6"></a>[6]</span> -The wild young heart of him enjoys the shock, -the offense, the startled pang, which his restless -escapades engender in the stunned and unsympathetic -multitude.</p> - -<p>This perversity of the American undergraduate -is as fascinating to the student of his real -character as it is baffling to a chance beholder, -for the American collegian is not the most obvious -thing in the world. He is not discovered -by a superficial glance, and surely not by the -sweeping accusations of uninformed theoretical -critics who have never lived on a college -campus, but have gained their information in -second-hand fashion from <i>question-naires</i> or -from newspaper-accounts of the youthful escapades -of students.</p> - -<p>We must find out what the undergraduate -really means by his whimsicalities and picturesque -attitudinizing. We must find out -what he is thinking about, what he reads, what -he admires. He seems to live in two distinct -worlds, and his inner life is securely shut off -from his outer life. If we would learn the college -student, we must catch him off guard, -away from the “fellows,” with his intimate -friend, in the chapter-house, or in his own quiet<span class="pagenum"><a id="Page_7"></a>[7]</span> -room, where he has no reputation for devilment -to live up to. For college life is not -epitomized in a story of athletic records or curriculum -catalogues. The actual student is not -read up in a Baedeker. His spirit is caught -by hints and flashes; it is felt as an inspiration, -a commingled and mystic intimacy of work -and play, not fixed, but passing quickly -through hours unsaddened by the cares and -burdens of the world—</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">No fears to beat away—no strife to heal,</div> - <div class="verse indent1">The past unsighed for, and the future sure.</div> -</div> -</div> - - -<p>It is with such sympathetic imagination that -the most profitable approach can be made to -the American undergraduate. To see him as -he really is, one needs to follow him into his -laboratory or lecture-room, where he engages -with genuine enthusiasm in those labors -through which he expresses his temperament, -his inmost ideals, his life’s choice. Indeed, to -one who knows that to sympathize is to learn, -the soul windows of this inarticulate, immature, -and intangible personality will sometimes -be flung wide. On some long, vague walk<span class="pagenum"><a id="Page_8"></a>[8]</span> -at night beneath the stars, when the great deeps -of his life’s loyalties are suddenly broken up, -one will discover the motive of the undergraduate, -and below specious attempts at concealment, -the self-absorbed, graceful, winsome -spirit. Here one is held by the subtle charm of -youth lost in a sense of its own significance, -moving about in a mysterious paradise all his -own, “full of dumb emotion, undefined longing, -and with a deep sense of the romantic possibilities -of life.”</p> - - -<div class="figcenter illowp50" id="i_003" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_003.jpg" alt="" /> - <div class="caption"><p class="center">Old South Middle, Yale University</p></div> -</div> - - -<p>In this portrait one sees the real drift of -American undergraduate life—the life that engaged -last year in North American institutions -of higher learning 349,566 young men, among -whom were many of America’s choicest sons. -Thousands of American and Canadian fathers -and mothers, some for reasons of culture, -others for social prestige, still others for revenue -only, are ambitious to keep these students -in the college world. Many of these parents, -whose hard-working lives have always spelled -duty, choose each year to beat their way -against rigid economy, penury, and bitter loss, -that their sons may possess what they themselves -never had, a college education. And<span class="pagenum"><a id="Page_11"></a>[9-11]</span> -when we have found, below all his boyish -pranks, dissimulations, and masqueradings, -the true undergraduate, we may also discern -some of the pervasive influences which are to-day -shaping life upon this Western Continent; -for the undergraduate is a true glass to give -back to the nation its own image.</p> - - -<h3>HIS PASSION FOR REALITY</h3> - -<p>Early in this search for the predominant -traits of the college man one is sure to find a -passion for reality. “We stand for him because -he is the real thing,” is the answer which -I received from a student at the University of -Wisconsin when I asked the reason for the -amazing popularity of a certain undergraduate.</p> - -<p>The American college man worships at the -shrine of reality. He likes elemental things. -Titles, conventions, ceremonies, creeds—all -these for him are forms of things merely. To -him</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">The rank is but the guinea’s stamp,</div> - <div class="verse indent0">The man’s the gowd for a’ that.</div> -</div> -</div> - - -<p>The strain of the real, like the red stripe in<span class="pagenum"><a id="Page_12"></a>[12]</span> -the official English cordage, runs through the -student’s entire existence. His sense of -“squareness” is highly developed. To be sure, -in the classroom he often tries to conceal the -weakness of his defenses with extraordinary -genius by “bluffing,” but this attitude is as -much for the sake of art as for dishonesty. -The hypocrite is an unutterable abomination in -his eyes. He would almost prefer outright -criminality to pious affectation. Sham heroics -and mock sublimity are specially odious to him. -The undergraduate is still sufficiently unsophisticated -to believe that things should be -what they seem to be: at least his entire inclination -and desire is to see men and things as -they are.</p> - -<p>This passion for reality is revealed in the -student’s love of brevity and directness. He -abhors vagueness and long-windedness. His -speeches do not begin with description of natural -scenery; he plunges at once into his subject.</p> - -<p>A story is told at New Haven concerning a -preacher who, shortly before he was to address -the students in the chapel, asked the president -of the university whether the time for his address<span class="pagenum"><a id="Page_13"></a>[13]</span> -would be limited. The president replied, -“Oh, no; speak as long as you like, but there is -a tradition here at Yale chapel that no souls -are saved after twenty minutes.”</p> - -<p>The preacher who holds his sermon in an -hour’s grip rarely holds students. The college -man is a keen discerner between rhetoric and -ideas. No decisions are more prompt or more -generally correct than his. He knows immediately -what he likes. You catch him or you -lose him quickly; he never dangles on the hook. -The American student is peculiarly inclined to -follow living lines. He is not afraid of life. -While usually he is free from affectation, he -is nevertheless impelled by the urgent enthusiasm -of youth, and demands immediate fulfilment -of his dreams. His life is not “pitched -to some far-off note,” but is based upon the -everlasting now. He inhabits a miniature -world, in which he helps to form a public opinion, -which, though circumscribed, is impartial -and sane. No justice is more equal than that -meted out by undergraduates at those institutions -where a student committee has charge of -discipline and honor-systems. A child of -reality and modernity, he is economical of his<span class="pagenum"><a id="Page_14"></a>[14]</span> -praise, trenchant and often remorseless in his -criticisms and censures, for as yet he has not -learned to be insincere and socially diplomatic. -This penchant for reality emerges in the platform -of a successful college athlete in a New -England institution who, when he was elected -to leadership in one of the college organizations, -called together his men and gave them -two stern rules:</p> - -<p>First, stop apologizing! Second, do a lot -of work, and don’t talk much about it!</p> - - -<h3>HIS NATURALNESS</h3> - -<p>The undergraduate’s worship of reality is -also shown in his admiration of naturalness. -The modern student has relegated into the -background the stilted elocutionary and oratorical -contests of forty years ago because those -exercises were unnatural. The chair of elocution -in an American college of to-day is a declining -institution. Last year in one of our -universities of one thousand students the course -in oratory was regularly attended by three.</p> - -<p>The instructor in rhetorical exercises in a -college to-day usually sympathizes with the remarks<span class="pagenum"><a id="Page_15"></a>[15]</span> -of one Professor Washington Value, -the French teacher of dancing at New Haven -when that polite accomplishment was a part of -college education. At one time when he was -unusually ill-treated by his exuberant pupils, -he exclaimed in a frenzy of Gallic fervor: -“Gentlemen, if ze Lord vere to come down -from heaven, and say, ‘Mr. Washington Value, -vill you be dancing mast’ at Yale Collège, or -vill you be étairnally dam’?’ I would say to -Him—‘’Sieur, eef eet ees all ze sem to you, I -vill be étairnally dam’.’” The weekly lecture -in oratory usually furnishes an excellent chance -for relaxation and horseplay. A college man -said to me recently: “I wouldn’t cut that hour -for anything. It is as good as a circus.”</p> - -<p>The student prefers the language of naturalness. -He is keen for scientific and athletic exercises, -in part at least because they are actual -and direct approaches to reality. His college -slang, while often superabundant and absurd, -is for the sake of brevity, directness, and vivid -expression. The perfect Elizabethan phrases -of the accomplished rhetorician are listened to -with enduring respect, but the stumbling and -broken sentences of the college athlete in a<span class="pagenum"><a id="Page_16"></a>[16]</span> -student mass-meeting set a college audience -wild with enthusiasm and applause.</p> - -<p>Henry Drummond was perhaps the most -truly popular speaker to students of the last -generation. A chief reason for this popularity -consisted in his perfect naturalness, his absolute -freedom from pose and affectation. I -listened to one of his first addresses in this -country, when he spoke to Harvard students -in Appleton Chapel in 1893. His general -subject was “Evolution.” The hall was -packed with Harvard undergraduates. Collegians -had come also from other New England -institutions to see and to hear the man who -had won the loving homage of the students of -two continents. As he rose to speak, the audience -sat in almost breathless stillness. Men -were wondering what important scientific word -would first fall from the lips of this renowned -Glasgow professor. He stood for a moment -with one hand in his pocket, then leaned upon -the desk, and, with that fine, contagious smile -which so often lighted his face, he looked about -at the windows, and drawled out in his quaint -Scotch, “Isn’t it rather <i>hot</i> here?” The collegians -broke into an applause that lasted for<span class="pagenum"><a id="Page_17"></a>[17]</span> -minutes, then stopped, began again, and fairly -shook the chapel. It was applause for the -natural man. By the telegraphy of humanness -he had established his kinship with them. -Thereafter he was like one of them; and probably -no man has ever received more complete -loyalty from American undergraduates.</p> - - -<h3>HIS SENSE OF HUMOR</h3> - -<p>Furthermore, the college man’s love of reality -is kept in balance by his humorous tendencies. -His keen humor is part of him. It -rises from him spontaneously on all occasions -in a kind of genial effervescence. He seems -to have an inherent antagonism to dolefulness -and long-facedness. His life is always breaking -into a laugh. He is looking for the breeziness, -the delight, the wild joy of living. Every -phenomenon moves him to a smiling mood. -Recently I rode in a trolley-car with some collegians, -and could not but notice how every -object in the country-side, every vehicle, every -group of men and women, would draw from -them some humorous sally, while the other passengers -looked on in good-natured, sophisticated<span class="pagenum"><a id="Page_18"></a>[18]</span> -amusement or contempt. The whole -student mood is as light and warm and invigorating -as summer sunshine. He lives in a period -when</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">’tis bliss to be alive.</div> -</div> -</div> - - -<p>Rarely does one find revengefulness or sullen -hatred in the American undergraduate. -When a man with these traits is discovered in -college, it is usually a sign that he does not -belong with collegians. His place is elsewhere, -and he is usually shown the way thither by both -professors and students. Heinrich Heine said -he forgave his enemies, but not until they were -dead. The student forgives and usually forgets -the next day. The sense of humor is a -real influence toward this attitude of mind, for -the student blots out his resentment by making -either himself or his antagonist appear ridiculous.</p> - -<p>He has acquired the fine art of laughing both -at himself and with himself. A story is told -of a cadet at a military school who committed -some more or less trivial offense which reacted -upon a number of his classmates to the extent<span class="pagenum"><a id="Page_19"></a>[19]</span> -that, because of it, several cadets were forced -to perform disciplinary sentinel duty. It was -decided that the young offender should be -forthwith taken out on the campus, and ordered -to kiss all the trees, posts, telegraph-poles, and, -in fact, every free object on the parade-ground. -The humorous spectacle presented was sufficient -compensation to sweep quite out of the -hearts of his classmates any possible ill feeling.</p> - -<p>The faculty song, the refrain of which is</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Where, oh, where is Professor ——?</div> - <div class="verse indent0">Way down in the world below,</div> -</div> -</div> - - -<p>and is indulged in by many undergraduate -students, usually covers all the sins and foibles -of the instructors. One or two rounds of this -song, with the distinguished faculty members -as audience, is often found sufficient to clear -the atmosphere of any unpleasantness existing -between professors and students.</p> - -<p>Not long ago, in an institution in the Middle -West, this common tendency to wit and -humor came out when a very precise professor -lectured vigorously against athletics, showing -their deleterious effect upon academic exercises.<span class="pagenum"><a id="Page_20"></a>[20]</span> -The following day the college paper -gave on the front page, as though quoted from -the professor’s remarks, “Don’t let your studies -interfere with your education.”</p> - -<p>The student’s humor is original and pointed. -Not long ago I saw a very dignified youth -solemnly measuring the walks around Boston -Common with a codfish, keeping accurate account -of the number of codfish lengths embraced -in this ancient and honorable inclosure. -His labors were made interesting by a gallery -of collegians, who followed him with explosions -of laughter and appropriate remarks.</p> - -<p>Not long ago in a large university, during -an exceedingly long and prosy sermon of the -wearisome type which seems always to be coming -to an end with the next paragraph, the -students exhibited their impatience by leaning -their heads over on their left hands. Just as -it seemed sure that the near-sighted preacher -was about to conclude, he took a long breath -and said, “Let us now turn to the <i>other side</i> of -the character of Saint Paul,” whereupon, suiting -the action to the word, every student in the -chapel shifted his position so as to rest his head -wearily upon the other hand.</p> - -<p><span class="pagenum"><a id="Page_21"></a>[21]</span></p> - - -<div class="figcenter illowp70" id="i_021" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_021.jpg" alt="" /> - <div class="caption"><p class="center">A Protest against Prosiness</p></div> -</div> - - -<p><span class="pagenum"><a id="Page_23"></a>[22-23]</span></p> - - -<h3>RELIGION AND THE COLLEGE MAN</h3> - -<p>I have often been asked by people who only -see the student in such playful and humorous -moods, “Is the American college man really -religious?” The answer must be decidedly in -the affirmative. The college boy—with the -manner of young men somewhat ashamed of -their emotions—does not want to talk much -about his religion, but this does not prove that -he does not possess the feeling or the foundation -of religion. In fact, at present there is -a deep current of seriousness and religious -feeling running through the college life of -America. The honored and influential students -in undergraduate circles are taking a -stand for the things most worth while in academic -life.</p> - -<p>The undergraduate’s religious life is not -usually of the traditional order; in fact it is -more often unconventional, unceremonious, and -expressed in terms and acts germane to student -environment. College men do not, for example, -crowd into the church prayer-meetings -in the local college town. As some one has -expressed it, “You cannot swing religion into<span class="pagenum"><a id="Page_24"></a>[24]</span> -college men, prayer-meeting-end-to.” When -the student applies to people such words as -“holy,” “saintly,” or “pious,” he is not intending -to be complimentary. Furthermore, he -does not frequent meetings “in derogation of -strong drink.” His songs, also, are not usually -devotional hymns, and his conversation -would seldom suggest that he was a promoter -of benevolent enterprises.</p> - -<p>Yet the undergraduate is truly religious. -Some of the things which seem at first sight -quite out of the realm of the religious are indications -of this tendency quite as much as compulsory -attendance upon chapel exercises. -Dr. Henry van Dyke has said that the college -man’s songs and yells are his prayers. He is -not the first one who has felt this in listening -to Princeton seniors on the steps of Nassau -Hall singing that thrilling hymn of loyalty, -“Old Nassau.”</p> - -<p>I have stood for an entire evening with -crowds of students about a piano as they sang -with a depth of feeling more readily felt than -described. As a rule there was little conversing -except a suggestion of a popular song, -a plantation melody, or some stirring hymn.<span class="pagenum"><a id="Page_25"></a>[25]</span> -One feels at such times, however, that the -thoughts of the men are not as idle as their -actions imply. As one student expressed it in -a college fraternity recently, “When we sing -like that, I always keep up a lot of thinking.”</p> - -<p>Moreover, if we consider the college community -from a strictly conventional or religious -point of view, the present-day undergraduates -do not suffer either in comparison with college -men of other days, or with other sections of -modern life. The reports of the last year give -sixty out of every one hundred undergraduates -as members of churches. One in every seven -men in the American colleges last season was -in voluntary attendance upon the Bible classes -in connection with the College Young Men’s -Christian Association.</p> - -<p>The religious tendencies of the American undergraduates -are also reflected in their participation -in the modern missionary crusades -both at home and abroad. Twenty-five years -ago the entire gifts of North American institutions -for the support of missions in foreign -lands was less than $10,000. Last year the -students and alumni of Yale University alone -gave $15,000 for the support of the Yale Mission<span class="pagenum"><a id="Page_26"></a>[26]</span> -in China, while $131,000 represented the -gifts of North American colleges to the mission -cause in other countries. The missionary -interests of students on this continent are furthermore -revealed in the fact that 11,838 men -were studying modern missions in weekly student -mission study classes during the college -season of 1909-10. At Washington and Lee -University there were more college men studying -missions in 1910 than were doing so in the -whole United States and Canada sixteen years -ago.</p> - -<p>During the last ten years 4338 college graduates -have gone to foreign lands from North -America to give their lives in unselfish service -to people less fortunate than themselves. Six -hundred of these sailed in 1910 to fill positions -in foreign mission ports in the Levant, India, -China, Japan, Korea, Africa, Australia, and -South America.</p> - - -<h3>THE BACCHIC ELEMENT</h3> - -<p>Furthermore, the standards of morals and -conduct among the American undergraduates -are perceptibly higher than they were fifty<span class="pagenum"><a id="Page_27"></a>[27]</span> -years ago. There is a very real tendency in -the line of doing away with such celebrations -as have been connected with drinking and immoralities. -To be sure, one will always find -students who are often worse for their bacchic -associations, and one must always keep in mind -that the college is on earth and not in heaven; -but a comparison of student customs to-day -with those of fifty years ago gives cause for -encouragement. Even in the early part of the -nineteenth century we find conditions that did -not reflect high honor upon the sobriety of students; -for example, in the year 1814 we find -Washington Irving and James K. Paulding -depicting the usual sights about college inns -in the poem entitled “The Lay of the Scottish -Fiddle.” The following is an extract:</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Around the table’s verge was spread</div> - <div class="verse indent0">Full many a wine-bewildered head</div> - <div class="verse indent0">Of student learn’d, from Nassau Hall,</div> - <div class="verse indent0">Who, broken from scholastic thrall,</div> - <div class="verse indent0">Had set him down to drink outright</div> - <div class="verse indent0">Through all the livelong merry night,</div> - <div class="verse indent0">And sing as loud as he could bawl;</div> - <div class="verse indent0">Such is the custom of Nassau Hall.</div> - <div class="verse indent0">No Latin now or heathen Greek</div> - <div class="verse indent0">The senior’s double tongue can speak.</div><span class="pagenum"><a id="Page_28"></a>[28]</span> - <div class="verse indent0">Juniors from famed Pierian fount</div> - <div class="verse indent0">Had drank so deep they scarce could count</div> - <div class="verse indent0">The candles on the reeling table.</div> - <div class="verse indent0">While emulous freshmen, hardly able</div> - <div class="verse indent0">To drink, their stomachs were so full,</div> - <div class="verse indent0">Hiccuped, and took another pull,</div> - <div class="verse indent0">Right glad to see their merry host,</div> - <div class="verse indent0">Who never wine or wassail crost;</div> - <div class="verse indent0">They willed him join the merry throng</div> - <div class="verse indent0">And grace their revels with a song.</div> -</div> -</div> - - -<p>There has probably never been a time in our -colleges when such scenes were less popular -than they are to-day. Indeed, it is doubtful -whether the American college man was ever -more seriously interested in the moral, social, -and religious uplift of his times. One of his -cardinal ambitions is really to serve his generation -worthily both in private and in public. In -fact, we are inclined to believe that serviceableness -is to-day the watchword of American college -religion. This religion is not turned so -much toward the individual as in former days. -It is more socialized ethics. The undergraduate -is keenly sensitive to the calls of modern -society. Any one who is skeptical on this point -may well examine the biographies in social, political, -and religious contemporaneous history.<span class="pagenum"><a id="Page_29"></a>[29]</span> -In a recent editorial in one of our weeklies it -was humorously stated that “Whenever you see -an enthusiastic person running nowadays to -commit arson in the temple of privilege, trace -it back, and ten to one you will come against a -college.” President Taft and a majority of -the members of his Cabinet are college-trained -men. The reform movements, social, political, -economic, and religious, not only in the West, -but also in the Levant, India, and the Far -East, are being led very largely by college -graduates, who are not merely reactionaries in -these national enterprises, but are in a very -true sense “trumpets that sing to battle” in a -time of constructive transformation and progress.</p> - - -<h3>THE PLAY LIFE OF THE AMERICAN UNDERGRADUATE</h3> - -<p>Undoubtedly one of the reasons which helps -to account for the lack of knowledge on the -part of outsiders concerning the revival in college -seriousness is found in the fact that the -play life of American undergraduates has become -a prominent factor in our educational institutions.<span class="pagenum"><a id="Page_30"></a>[30]</span> -Indeed, there is a general impression -among certain college teachers and among -outside spectators of college life that students -have lost their heads in their devotion to intercollegiate -athletics. And it is not strange that -such opinions should exist.</p> - -<p>A dignified father visits his son at college. -He is introduced to “the fellows in the house,” -and at once is appalled by the awestruck way -with which his boy narrates, in such technical -terms as still further stagger the fond parent, -the miraculous methods and devices practised -by a crack short-distance runner or a base-ball -star or the famous tackle of the year. When -in an impressive silence the father is allowed -the unspeakable honor of being introduced to -the captain of the foot-ball team, the autocrat -of the undergraduate world, the real object -of college education becomes increasingly a -tangle in the father’s mind. As a plain business -man with droll humor expressed his feelings -recently, after escaping from a dozen or -more collegians who had been talking athletics -to him, “I felt like a merchant marine without -ammunition, being fired into by a pirate ship -until I should surrender.”</p> - -<p><span class="pagenum"><a id="Page_31"></a>[31]</span></p> - -<p>Whatever the undergraduate may be, it is -certain that to-day he is no “absent-minded, -spectacled, slatternly, owlish don.” His interest -in the present-day world, and especially the -athletic world, is acute and general. Whether -he lives on the “Gold Coast” at Harvard or in -a college boarding-house in Montana, in his -athletic loyalties he belongs to the same fraternity. -To the average undergraduates, athletics -seem often to have the sanctity of an institution. -Artemus Ward said concerning the -Civil War that he would willingly sacrifice all -his wife’s relatives for the sake of the cause. -Some such feeling seems to dominate the American -collegian.</p> - - -<h3>CONCERNING ATHLETICS</h3> - -<p>Because of such athletic tendencies, the college -student has been the recipient of the disapprobation -of a certain type of onlookers in -general, and of many college faculties in particular.</p> - -<p>President Lowell of Harvard, in advocating -competitive scholarship, in a Phi Beta Kappa -address at Columbia University, said, “By free<span class="pagenum"><a id="Page_32"></a>[32]</span> -use of competition, athletics has beaten scholarship -out of sight in the estimation of the community -at large, and in the regard of the student -bodies.” Woodrow Wilson pays his respects -to student athleticism by sententiously -remarking, “So far as colleges go, the side-shows -have swallowed up the circus, and we in -the main tent do not know what is going on.”</p> - -<p>Professor Edwin E. Slosson, who spent -somewhat over a year traveling among fourteen -of the large universities, utters a jeremiad -on college athletics. He found “that athletic -contests do not promote friendly feeling and -mutual respect between the colleges, but quite -the contrary; that they attract an undesirable -set of students; that they lower the standard of -honor and honesty; that they corrupt faculties -and officials; that they cultivate the mob mind; -that they divert the attention of the students -from their proper work; and pervert the ends -of education.” And all these cumulative calamities -arrive, according to Professor Slosson, -because of the grand stand, because people are -<i>watching</i> foot-ball games and competitive athletics. -The professor would have no objection -to a few athletes playing foot-ball on the desert<span class="pagenum"><a id="Page_33"></a>[33]</span> -of Idaho or in the fastnesses of the Maine -woods, provided no one was looking. “If -there is nobody watching, they will not hurt -themselves much and others not at all,” he concedes.</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Meanwhile, regardless of their doom,</div> - <div class="verse indent2">The little victims play.</div> -</div> -</div> - - -<p>In fact, such argument appeals to the average -collegian with about the same degree of weight -as the remark of the Irishman who was chased -by a mad bull. The Irishman ran until out of -breath, with the bull directly behind him; then -a sudden thought struck him, and he said to -himself: “What a fool I am! I am running -the same way this bull is running. I would be -all right if I were only running the other way.”</p> - -<p>It will doubtless be conceded by fair-minded -persons generally that in many institutions of -North America athletics are being over-emphasized, -even as in some institutions practical and -scientific education is emphasized at the expense -of liberal training. It is difficult, however, -to generalize concerning either of these -subjects. Opinion and judgment vary almost<span class="pagenum"><a id="Page_34"></a>[34]</span> -as widely as does the point of view from which -persons note college conditions. A keen professor -of one of the universities where athletics -too largely usurped the time and attention -of students, justifiably summed up the -situation by saying:</p> - - -<div class="blockquot"> -<p>The man who is trying to acquire intellectual experience -is regarded as abnormal (a “greasy grind” -is the elegant phrase, symptomatic at once of student -vulgarity, ignorance, and stupidity), and intellectual -eminence falls under suspicion as “bad form.” The -student body is too much obsessed of the “campus-celebrity” -type,—a decent-enough fellow, as a rule, but, -equally as a rule, a veritable Goth. That any group -claiming the title <i>students</i> should thus minimize intellectual -superiority indicates an extraordinary condition -of topsyturvydom.</p> -</div> - - -<p>During the last twelve months, however, I -have talked with several hundred persons, including -college presidents, professors, alumni, -and fathers and mothers in twenty-five States -and provinces of North America in relation to -this question. While occasionally a college -professor as well as parent or a friend of a particular -student has waxed eloquent in dispraise<span class="pagenum"><a id="Page_37"></a>[35-37]</span> -of athletics, by far the larger majority of these -representative witnesses have said that in their -particular region athletic exercises among students -were not over-emphasized.</p> - - -<div class="figcenter illowp50" id="i_036" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_036.jpg" alt="" /> - <div class="caption"><p class="center">University Hall, University of Michigan</p></div> -</div> - - -<p>Yet it is evident that college athletics in -America to-day are too generally limited to a -few students who <i>perform</i> for the benefit of -the rest. It is also apparent that certain -riotous and bacchanalian exercises which attend -base-ball and foot-ball victories have been very -discouraging features to those who are interested -in student morality. In another chapter -I shall treat at some length of these and other -influences which are directly inimical to the -making of such leadership as the nation has a -right to demand of our educated men. In this -connection, however, I wish to throw some -light upon the student side of the athletic -problem, a point of view too often overlooked -by writers upon this subject.</p> - -<p>In the first place, it needs to be appreciated -that student athletics in some form or other -have absorbed a considerable amount of attention -of collegians in American institutions for -over half a century. Fifty years ago, even, we -find foot-ball a fast and furious conflict between<span class="pagenum"><a id="Page_38"></a>[38]</span> -classes. If we can judge by ancient -records, these conflicts were often quite as -bloody in those days as at present. An old -graduate said recently that, compared with the -titanic struggles of his day, modern foot-ball -is only a wretched sort of parlor pastime. In -those days the faculty took a hand in the battle, -and a historical account of a New England -college depicts in immortal verse the story of -the way in which a divinity professor charged -physically into the bloody savagery of the -foot-ball struggle of the class of ’58.</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Poor ’58 had scarce got well</div> - <div class="verse indent1">From that sad punching in the bel—</div> - <div class="verse indent0">Of old Prof. Olmstead’s umberell.</div> -</div> -</div> - - -<p>It will be impossible to fully represent -the values of athletics as a deterrent to the dissolute -wanderings and immoralities common in -former times. Neither can one dwell upon the -real apotheosis of good health and robust -strength that regular physical training has -brought to the youth of the country through -the advent of college gymnasiums and indoor -and outdoor athletic exercises. Much also<span class="pagenum"><a id="Page_39"></a>[39]</span> -might be said in favor of athletics, especially -foot-ball, because of the fact that such exercises -emphasize discipline, which, outside of -West Point and Annapolis, is lamentably lacking -in this country both in the school and in the -family. While there is much need to engage -a larger number of students in general athletic -exercises, it is nevertheless true that even -though a few boys play at foot-ball or base-ball, -all of the students who look on imbibe the -idea that it is only the man who trains hard who -succeeds.</p> - -<p>There is, too, a feeling among those who -know intimately the real values of college play -life, when wholesale denunciations are made of -undergraduate athletics, that it is possible for -one outside of college walls or even for one of -the faculty to produce all the facts with accuracy, -and yet to fail in catching the life of the -undergraduate at play. Inextricably associated -with college athletics is a composite and -intangible thing known as “college spirit.” It -is something which defies analysis and exposition, -which, when taken apart and classified, is -not; yet it makes distinctive the life and atmosphere -of every great seat of learning, and is<span class="pagenum"><a id="Page_40"></a>[40]</span> -closely linked not only with classrooms, but also -with such events as occur on the great athletic -grand stands, upon fields of physical contest -in the sight of the college colors, where episodes -and aims are mighty, and about which historical -loyalties cling much as the old soldier’s memories -are entwined with the flag he has cheered -and followed. While we are quoting from Phi -Beta Kappa orators, let us quote from another, -a contemporary of Longfellow, Horace Bushnell, -whom Henry M. Alden has called, next -to Emerson, the most original American -thinker of his day. In his oration before the -Phi Beta Kappa Society of Harvard sixty -years ago, Dr. Bushnell said that all work was -for an end, while play was an end in itself; that -play was the highest exercise and chief end of -man.</p> - -<p>It is this exercise of play which somehow gets -down into the very blood of the American undergraduate -and becomes a permanently valuable -influence in the making of the man and -the citizen. It is difficult exactly to define the -spirit of this play life, but one who has really -entered into American college athletic events -will understand it—the spirit of college tradition<span class="pagenum"><a id="Page_41"></a>[41]</span> -in songs and cheers sweeping across the -vast, brilliant throng of vivacious and spell-bound -youth; the vision of that fluttering scene -of color and gaiety in the June or October sunshine; -the temporary freedom of a thousand exuberant -undergraduates; pretty girls vying -with their escorts in loyalty to the colors they -wear; the old “grad,” forgetting himself in the -spirit of the game, springing from his seat and -throwing his hat in the air in the ebullition of -returning youth; the mercurial crowd as it demands -fair play; the sudden inarticulate silences; -the spontaneous outbursts; the disapprobation -at mean or abject tricks,—or that -unforgettable sensation that comes as one sees -the vast zigzagging lines of hundreds of students, -with hands holding one another’s shoulders -in the wild serpentine dance, finally throwing -their caps over the goal in a great sweep of -victory. One joins unconsciously with these -happy spirits in this grotesque hilarity as they -march about the stadium with their original -and laughable pranks, in a blissful forgetfulness, -for the moment at least, that there is any -such thing in existence as cuneiform inscriptions -and the mysteries of spherical trigonometry.<span class="pagenum"><a id="Page_42"></a>[42]</span> -Is there any son of an American college -who has really entered into such life as -this who does not look back lingeringly to his -undergraduate days, grateful not only for the -instruction and the teachers he knew, but also -for those childish outbursts of pride and idealism -when the deepest, poignant loyalties caught -up his spirit in unforgettable scenes:</p> - - -<div class="blockquot"> -<p>Ah! happy days! Once more who would not be a boy?</p> -</div> - - -<p>A friend of mine had a son who had been -planning for a long time to go to Yale. -Shortly before he was to enter college he went -with his father to see a foot-ball game between -Yale and Princeton. On this particular occasion -Yale vanquished the orange and black -in a decisive victory. After the game the Yale -men were marching off with their mighty -shouts of triumph. The Princeton students -collected in the middle of the foot-ball-field, -and before singing “Old Nassau,” they cheered -with even greater vigor than they had cheered -at any time during the game, and this time not -for Princeton, but for Yale. The sons of Eli -came back from their celebration and stopped<span class="pagenum"><a id="Page_45"></a>[43-45]</span> -to listen and to applaud. As the mighty tiger -yell was going up from hundreds of Princetonian -throats, and as the Princeton men followed -their cheers by singing the Yale -“Boolah,” the young man who stood by his -father, looked on in silence, indeed, with inexpressible -admiration. Suddenly he turned to -his father and said: “Father, I have changed -my mind. I want to go to Princeton.”</p> - - -<div class="figcenter illowp70" id="i_044" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_044.jpg" alt="" /> - <div class="caption"><p class="center">The Serpentine Dance after a Foot-ball Game</p></div> -</div> - - -<p>Such events are associated (in the minds of -undergraduates) not only with the physical, -but with the spiritual, with the ideal. The -struggle on the athletic-field has meaning not -simply to a few men who take part, but to -every student on the side-lines, while the pulsating -hundreds who sing and cheer their team -to victory think only of the real effort of -their college to produce successful achievement.</p> - -<p>Standing beneath a tree near Soldiers’ Field -at Cambridge, with undergraduates by the hundred -eager in their athletic sports on one side, -and the ancient roofs of Harvard on the other, -there is a simple marble shaft which bears the -names of the men whom the field commemorates, -while below these names are written Emerson’s<span class="pagenum"><a id="Page_46"></a>[46]</span> -words, chosen for this purpose by -Lowell:</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Though love repine and reason chafe,</div> - <div class="verse indent1">There came a voice without reply—</div> - <div class="verse indent0">’Tis man’s perdition to be safe,</div> - <div class="verse indent1">When for the truth he ought to die.</div> -</div> -</div> - - -<p>Not only upon the shields of our American -universities do we find “veritas”; in spirit at -least it is also clearly written across the face -of the entire college life of our times. Gentlemanliness, -open-mindedness, originality, honor, -patriotism, truth—these are increasingly found -in both the serious pursuits and the play life -of our American undergraduates. The department -in which these ideals are sought is -not so important as the certainty that the student -is forming such ideals of thoroughness -and perfection. This search for truth and reality -may bring to our undergraduates unrest -or doubt or arduous toil. They may search -for their answer in the lecture-room, on the -parade-ground, in the hurlyburly of college -comradeships, in the competitive life of college -contests, or even in the hard, self-effacing labors<span class="pagenum"><a id="Page_47"></a>[47]</span> -of the student who works his way through -college. While, indeed, it may seem to many -that the highest wisdom and the finest culture -still linger, one must believe that the main -tendencies in the life of American undergraduates -are toward the discovery of and devotion -to the highest truth—the truth of nature and -the truth of God.</p> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_49"></a>[48-49]</span></p> - -<h2 class="nobreak" id="EDUCATION_A_LA_CARTE">EDUCATION À LA CARTE</h2> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_51"></a>[50-51]</span></p> - -<h2 class="nobreak" id="II">II</h2> - - -<h3>EDUCATION À LA CARTE</h3> - -<p class="drop-capy">“If I were to return to college, I should take -nothing that was practical,” remarked a recent -college graduate. This attitude reveals -by contrast a somewhat wide-spread tendency -of opinion toward practical and progressive -studies.</p> - -<p>At a public gathering not long since, the -president of a great State institution in the -Middle West said that he believed within another -decade every course in the institution of -which he was the head would be intended simply -to fit men to earn a livelihood. A cultivated -disciple of quiet and delightful studies -who overheard this remark was heard to say -almost in a groan, “If I thought that was true -of American education generally, I should -want to die.”</p> - -<p>An even more significant note of warning -against merely bread-and-butter studies comes<span class="pagenum"><a id="Page_52"></a>[52]</span> -from Amherst College, where the class of 1885 -recently presented to the governing board the -radical plan of abolishing entirely the degree -of bachelor of science, with the purpose of -building up a strictly classical course for a -limited number of students admitted to college -only by competitive examinations. The plan -provides for the raising of a fund to meet any -deficiency caused by the temporary loss of students -and also for the increase of teachers’ salaries. -The general idea in the mind of the Amherst -committee is expressed as follows:</p> - - -<div class="blockquot"> -<p>The proposition for which Amherst stands is that -preparation for some particular part of life does not -make better citizens than “preparation for the whole -of it”; that because a man can “function in society” -as a craftsman in some trade or technical work, he is -not thereby made a better leader; that we have already -too much of that statesmanship marked by ability “to -further some dominant social interest,” and too little -of that which is “aware of a world moralized by principle, -steadied and cleared of many an evil thing by -true and catholic reflection and just feeling, a world -not of interest, but of ideas.” Amherst upholds the -proposition that for statesmen, leaders of public -thought, for literature, indeed for all work which demands -culture and breadth of view, nothing can take<span class="pagenum"><a id="Page_55"></a>[53-55]</span> -the place of the classical education; that the duty of -institutions of higher education is not wholly performed -when the youth of the country are passed from the -high schools to the universities to be “vocationalized,” -but that there is a most important work to be performed -by an institution which stands outside this -straight line to pecuniary reward; that there is room -for at least one great classical college, and we believe -for many such.</p> -</div> - - -<div class="figcenter illowp50" id="i_053" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_053.jpg" alt="" /> - <div class="caption"><p class="center">Johnston Gate from the Yard, Harvard University</p></div> -</div> - - -<p>These opinions are impressive. No one can -visit widely our American colleges without -feeling the appropriateness of such warnings -and demands. A story is told of the president -of a college praying in chapel for the prosperity -of his school and all new and “inferior” institutions. -The prayer would seem to have -been answered in the last decade, which marks -the marvelous growth of modern technical institutions -in America. This growth has been -specially pronounced in the great State universities -and in the institutions fitted to train -men in practical education.</p> - - -<h3>GROWTH OF PRACTICAL EDUCATION</h3> - -<p>Dr. William R. Harper is quoted as saying -shortly before his death that “no matter how<span class="pagenum"><a id="Page_56"></a>[56]</span> -liberally the private institution might be endowed, -the heritage of the future, at least in -the West, is to be the State university.” An -ex-president of a State university has given the -following indication of ten years of advance -in attendance of students at fifteen State universities -in comparison with attendance at fifteen -representative Eastern colleges and universities:</p> - - -<table class="autotable fs90" width="100%" summary=""> -<tr> -<td class="tdl"> </td> -<td class="tdr">1896-97</td> -<td class="tdr">1906-07</td> -</tr> -<tr> -<td class="tdl">State universities</td> -<td class="tdr">16,414</td> -<td class="tdr">34,770</td> -</tr> -<tr> -<td class="tdl"> </td> -<td class="tdr"> </td> -<td class="tdr">Increase 112%</td> -</tr> -<tr> -<td class="tdl">Eastern institutions</td> -<td class="tdr">18,331</td> -<td class="tdr">28,631</td> -</tr> -<tr> -<td class="tdl"> </td> -<td class="tdr"> </td> -<td class="tdr">Increase 56%</td> -</tr> -</table> - - -<p>Almost any one of our great universities at -present has many times the wealth, equipment, -and students of all of our colleges fifty years -ago. Our American agricultural and mechanical -colleges, the greater number of which -have arisen within ten years, now enroll more -than 25,000 students. In 1850 there were only -eight non-professional graduate students in -the United States. In 1876, when Johns -Hopkins opened, there were 400 such students. -There are now at least 10,000 students of this -class, and every year finds an additional number<span class="pagenum"><a id="Page_57"></a>[57]</span> -of our larger institutions including graduate -courses preparing for practical vocations, -with many of them adding facilities for graduate -study during the summer.</p> - -<p>The following more concrete comparison by -Professor E. E. Slosson reveals the manner in -which the new State institutions are rapidly -meeting the demands of modern times for technical -and professional education; for the chief -progress in these institutions has been not in -the old-fashioned culture studies, but in special -departments, including well-nigh everything -from engineering and dairying to music and -ceramics:</p> - - -<table class="autotable fs90 p2" width="100%" summary=""> -<tr> -<td class="tdl"> </td> -<td class="tdc">Total</td> -<td class="tdc">Annual</td> -<td class="tdc">Total</td> -<td class="tdc">Average</td> -</tr> -<tr> -<td class="tdl"> </td> -<td class="tdc">Annual</td> -<td class="tdc">Appropriation</td> -<td class="tdc">Instructing</td> -<td class="tdc">Expenditure</td> -</tr> -<tr> -<td class="tdl"><span class="smcap">Institutions.</span></td> -<td class="tdc">Income.</td> -<td class="tdc">for Salaries</td> -<td class="tdc">Staff in</td> -<td class="tdc">for Instruction</td> -</tr> -<tr> -<td class="tdl"> </td> -<td class="tdc"> </td> -<td class="tdc">of Instructing</td> -<td class="tdc">University.</td> -<td class="tdc">per Student.</td> -</tr> -<tr> -<td class="tdl"> </td> -<td class="tdc"> </td> -<td class="tdc">Staff.</td> -<td class="tdc"> </td> -<td class="tdc"> </td> -</tr> -<tr> -<td class="tdl"> </td> -<td class="tdc"> </td> -<td class="tdc"> </td> -<td class="tdc"> </td> -<td class="tdc"> </td> -</tr> -<tr> -<td class="tdl">Columbia University</td> -<td class="tdc">$1,675,000</td> -<td class="tdc">$1,145,000</td> -<td class="tdc">559</td> -<td class="tdc">$280</td> -</tr> -<tr> -<td class="tdl">Harvard University</td> -<td class="tdc"><span class="pada">1,827,789</span></td> -<td class="tdc"><span class="padc">841,970</span></td> -<td class="tdc">573</td> -<td class="tdc"><span class="pada">209</span></td> -</tr> -<tr> -<td class="tdl">University of Chicago</td> -<td class="tdc"><span class="pada">1,304,000</span></td> -<td class="tdc"><span class="padc">699,000</span></td> -<td class="tdc">291</td> -<td class="tdc"><span class="pada">137</span></td> -</tr> -<tr> -<td class="tdl">University of Michigan</td> -<td class="tdc"><span class="pada">1,078,000</span></td> -<td class="tdc"><span class="padc">536,000</span></td> -<td class="tdc">285</td> -<td class="tdc"><span class="pada">125</span></td> -</tr> -<tr> -<td class="tdl">Yale University</td> -<td class="tdc"><span class="pada">1,088,921</span></td> -<td class="tdc"><span class="padc">524,577</span></td> -<td class="tdc">365</td> -<td class="tdc"><span class="pada">158</span></td> -</tr> -<tr> -<td class="tdl">Cornell University</td> -<td class="tdc"><span class="pada">1,082,513</span></td> -<td class="tdc"><span class="padc">510,931</span></td> -<td class="tdc">507</td> -<td class="tdc"><span class="pada">140</span></td> -</tr> -<tr> -<td class="tdl">University of Illinois</td> -<td class="tdc"><span class="pada">1,200,000</span></td> -<td class="tdc"><span class="padc">491,675</span></td> -<td class="tdc">414</td> -<td class="tdc"><span class="pada">136</span></td> -</tr> -<tr> -<td class="tdl">University of Wisconsin</td> -<td class="tdc"><span class="padc">998,634</span></td> -<td class="tdc"><span class="padc">489,810</span></td> -<td class="tdc">297</td> -<td class="tdc"><span class="pada">157</span></td> -</tr> -<tr> -<td class="tdl">University of Pennsylvania</td> -<td class="tdc"><span class="padc">589,226</span></td> -<td class="tdc"><span class="padc">433,311</span></td> -<td class="tdc">375</td> -<td class="tdc"><span class="pada">117</span></td> -</tr> -<tr> -<td class="tdl">University of California</td> -<td class="tdc"><span class="padc">844,000</span></td> -<td class="tdc"><span class="padc">408,000</span></td> -<td class="tdc">350</td> -<td class="tdc"><span class="pada">136</span></td> -</tr> -<tr> -<td class="tdl">Stanford University</td> -<td class="tdc"><span class="padc">850,000</span></td> -<td class="tdc"><span class="padc">365,000</span></td> -<td class="tdc">136</td> -<td class="tdc"><span class="pada">230</span></td> -</tr> -<tr> -<td class="tdl">Princeton University</td> -<td class="tdc"><span class="padc">442,232</span></td> -<td class="tdc"><span class="padc">308,650</span></td> -<td class="tdc">163</td> -<td class="tdc"><span class="pada">235</span></td> -</tr> -<tr> -<td class="tdl">University of Minnesota</td> -<td class="tdc"><span class="padc">515,000</span></td> -<td class="tdc"><span class="padc">263,000</span></td> -<td class="tdc">303</td> -<td class="tdc"><span class="pad1">66</span></td> -</tr> -<tr> -<td class="tdl">Johns Hopkins University</td> -<td class="tdc"><span class="padc">311,870</span></td> -<td class="tdc"><span class="padc">211,013</span></td> -<td class="tdc">172</td> -<td class="tdc"><span class="pada">324</span></td> -</tr> -</table> - - -<p><span class="pagenum"><a id="Page_58"></a>[58]</span></p> - - -<h3>WHAT IS THE CHIEF END OF AN AMERICAN -COLLEGE?</h3> - -<p>This sudden and enormous advance in the -pursuit of technical studies, which have made -the State universities formidable rivals to our -older, privately endowed institutions, has -aroused uncertainty as to the real object of collegiate -training. Modern commercialism, -which has said that you must touch liberal studies, -if at all, in a utilitarian way, has swept in a -mighty current through our American universities. -The undergraduate is feeling increasingly -the pressure of the outside modern world—the -world not of values, but of dollars. The -sense of strain, of rush, and of anxiety which -generally pervades our business, our public and -our professional life, has pervaded the atmosphere -in which men should be taught first of all -to think and to grow.</p> - -<p>The present tendency of students is to feel -that any form of education that does not associate -itself directly with some form of practical -and significant action is artificial, unreal, -and undesirable. Last winter I visited an institution -on the Pacific coast where literary<span class="pagenum"><a id="Page_59"></a>[59]</span> -studies were considered, among certain classes -of students, as not only unpractical, but almost -unmanly. As a result of such drift in educational -sentiment, the American undergraduate -is in danger of getting prepared for an emergency -rather than for life. He is losing,</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">In action’s dizzying eddy whirled,</div> - <div class="verse indent0">The something that infects the world.</div> -</div> -</div> - - -<p>The student leads his life noisily and hurriedly. -He scarcely takes time to see it all plainly without -dust and confusion. There is all about -him a blurred sense of motion and duties. His -culture lies upon him in lumps. He does not -allow it time to impress him. College is a bewildering -episode rather than a place of clear -vision.</p> - - -<h3>THE NEED OF LEADERS RATHER THAN MONEY-MAKERS</h3> - -<p>It is far easier to turn out of our colleges -mechanical experts than it is to create men who -are thoughtful, men who know themselves and -the world. The value of the modern man to -society does not depend upon his ability to do<span class="pagenum"><a id="Page_60"></a>[60]</span> -always the same thing that everybody else is -doing. College men should be fitted to <i>make</i> -public sentiment as well as to follow it. The -educated leader should be in advance of his -period. Independence born of thoughtfulness -and self-control should mark his thought and -decision. The world looks to him for assistance -in vigorously resisting those deteriorating influences -which would commercialize intellect, -coarsen ideas, and dilute true culture. His -hours of insight and vision in the world of art, -ideas, letters, and moral discipline should assist -him to will aright when high vision is -blurred by the duties of the common day. His -clearer conception of highest truth should lead -him to hope when other men despair. Our -colleges should train men who will be “trumpets -that sing to battle” against all complacency, -indifference, and social wrong.</p> - -<p>When a student, however, puts his profession -of medicine or engineering before that of -responsible leadership in social, political, moral, -and industrial life, he ceases to be a real factor -in the modern world. We already have a -thousand men who can make money to one man -who can think and make other men think. We<span class="pagenum"><a id="Page_61"></a>[61]</span> -have a thousand followers to one genuine -leader who incorporates in his own mind and -heart a high point of view and the ability to -present it in an attractive way. It is one thing -for an undergraduate to go out from his institution -expert in electrical science; it is quite -another thing for him to so truly discover the -spirit of life itself, as to be able to harmonize -his expert ability with the broader and -deeper life of the age in which he lives.</p> - -<p>The present undergraduate often fails lamentably -at this very point. He frequently -reminds one of the remark of an old gentleman -to an old lady whom I saw at a backwoods -railway-station in Oregon watching a small -white dog chasing with great zeal an express-train -which had surged past the station. The -old lady, turning to her companion, said eagerly, -“Do you think he will catch it?” The -old man answered, “I am wondering what he -will do with the blamed thing if he <i>does</i> catch -it.” The college undergraduate likewise is often -uncertain about what he is to do with his -profession beyond making a living with it. -Our colleges, with their technical training, -should give the conviction that a physician in a<span class="pagenum"><a id="Page_62"></a>[62]</span> -community is more than a medical practitioner. -His success as a physician brings with it an -obligation of interest and leadership in all of -the social, civic, and philanthropic movements -of the town or city in which he works. He -should discover in college that he is to be more -than a doctor; that he is to be also a man and a -citizen. In the last analysis, for real success it -is not a question whether a man is a great engineer -or a great electrician or a great surgeon; -it is the question of individual character.</p> - -<p>The pressing inquiry, then, for all undergraduate -training is, Are we giving to our boys -the kind of education which will fill their future -life with meaning? A man must live with -himself. He must be a good companion for -himself. A college graduate, whatever his -specialty, should be able to spend an evening -apart from the crowd. The theater, the automobile, -the lobster-palace, were never intended -to be the chief end of collegiate education. A -college course should give the undergraduate -tastes, temperament, and habits of reading. -A graduate who studies to be a specialist in -any line needs also the education which will -give him depth, background, and the historical<span class="pagenum"><a id="Page_63"></a>[63]</span> -significance of civilization and life in general.</p> - -<p>A lady at a dinner-party was making desperate -attempts to interest in her conversation -a certain business man who had been introduced -to her as a graduate of a prominent university. -She talked to him of books, education, -theater, races, pictures, society, and out-of-door -life. All of her efforts were futile. -Finally he said, “Try me on leather; that’s my -line.” This college graduate lost something -important in his incompetency for general and -intelligent conversation. His loss was more -tragic, however, as a representative of the so-called -college-educated classes, exponents of -specialistic training, who have become materially -successful, but who are without those personal -resources necessary for their own enjoyment -and profit, and who find themselves utterly -inadequate for guidance or incentive to -their fellowmen.</p> - - -<h3>ELECTIVE STUDIES</h3> - -<p>The system of elective studies which now -widely characterizes the training in our higher -educational institutions has made it increasingly<span class="pagenum"><a id="Page_64"></a>[64]</span> -difficult for the college man to secure a clear -idea of a college course and the comprehensive -training which is his due. In many institutions -the whole curriculum is in a state of unstable -equilibrium. The endeavor to follow -the demands of the times and the desire to secure -patrons and students, have often brought -to both the faculty and the undergraduate an -uncertainty as to the true meaning of the college. -Even in freshman and sophomore years -the arrangement of studies is often left to the -choice of the immature student. In one of -our oldest universities there is at present only -one prescribed course of study. For the rest, -the students are allowed to choose at their own -sweet will, and their choice, while dictated by a -variety of motives, is influenced in no small degree -by the preponderance of emphasis, both -in buildings and faculty, upon technical education. -Students are left to flounder about in -their selection of courses, guided neither by curriculum -nor life purpose. Recently I asked -twenty-six students why they chose their studies. -Sixteen of them gave monetary or practical -reasons; six answered that the studies -chosen furnished the line of least resistance as<span class="pagenum"><a id="Page_65"></a>[65]</span> -far as preparation was concerned; and only -four had in mind comprehensive culture and -preparation for life.</p> - -<p>I sympathize with the educator who said recently:</p> - - -<div class="blockquot"> -<p>Is it not time that we stop asking indulgence for -learning and proclaim its sovereignty? Is it not time -that we remind the college men of this country that -they have no right to any distinctive place in any community -unless they can show it by intellectual achievement? -that if a university is a place for distinction at -all, it must be distinguished by conquest of mind?</p> -</div> - - -<p>While these tendencies threaten, instead of -criticizing too severely our universities and our -undergraduates, we should strive first to find -the reason for these modern scientific and -practical lines of work; and second, to suggest, -if possible, definite ways by which a truer harmony -in educational studies may be brought -about.</p> - - -<h3>EDUCATION TO MEET POPULAR DEMANDS</h3> - -<p>The rapid extension of natural-physical science -in the last fifty years has had much to do -with the change of accent in American education.<span class="pagenum"><a id="Page_66"></a>[66]</span> -This change of emphasis has effected a -distinct transformation in the curriculum, in -the college teacher and in the student ideal.</p> - -<p>Should one care to get one’s fingers dusty -with ancient documents, one might turn to an -old leaflet in the files of the library at Columbia, -dated November 2, 1853. It is the report -of the trustees of Columbia College upon the -establishment of a university system. Among -other things this report outlines, in accordance -with the ideas of the trustees, “the mission of -the college.”</p> - - -<div class="figcenter illowp50" id="i_067" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_067.jpg" alt="" /> - <div class="caption"><p class="center">The Library, Columbia University</p></div> -</div> - - -<p>This mission is, “to direct and superintend -the mental and moral culture. The design of -a college is to make perfect the human intellect -in all its parts and functions; by means of a -thorough training of all the intellectual faculties, -to obtain their full development; and by -the proper guidance of the moral functions, to -direct them to a proper exertion. To form the -mind, in short, is the high design of education -as sought in a College Course.” The report -hereupon proceeds to note that unfortunately -this sentiment, “manifest and just” though it -be, “does not meet with universal sympathy or -acquiescence.” On the contrary, the demand<span class="pagenum"><a id="Page_69"></a>[67-69]</span> -for what is termed progressive knowledge -... and for fuller instruction in what are -called the useful and practical sciences, is at -variance with this fundamental idea. The -public generally, unaccustomed to look upon -the mind except in connection with the body, -and to regard it as a machine for promoting -the pleasures, the conveniences, or the comforts -of the latter, will not be satisfied with a system -of education in which they are unable to perceive -the direct connection between the knowledge -imparted and the bodily advantages to be -gained. The committee therefore “think that -while they would retain the system having in -view the most perfect intellectual training, -they might devise parallel courses, having this -design at the foundation, but still adapted to -meet the popular demand.”</p> - -<p>We have here one of the early indications -of “parallel courses” in one of our institutions -of higher learning as a concession to popular -demands. But this concession at Columbia -was made before the immense extension and -development of modern natural, physical, and -industrial science. Education or culture in the -early fifties was something easy to define. It<span class="pagenum"><a id="Page_70"></a>[70]</span> -included logic, literature, oratory, conic sections, -and religion. Since that date, however, -the American undergraduate has discovered -modern research work at the German university. -Cecil Rhodes has opened Oxford for -American students with his “golden key.” -The American student has been called upon to -match with his technical ability the enormous -and rapid development of a new material civilization, -and educational institutions take color -from the social and political media in which -they exist. In fact, it cannot be easily estimated -how real or how comprehensive a factor -the college graduate has been in guiding and -shaping this practical and progressive awakening.</p> - -<p>The American undergraduate is more than -ever before contemporaneous with all that is -real and important in modern existence. He -is filled with enthusiasm for civic and social and -religious investigation and improvement. -With self-reliant courage he works his way -through college, tutoring, waiting on table, and -performing other real services. He debates -with zeal economics, immigration, and labor -questions. Indeed, the modern American university<span class="pagenum"><a id="Page_71"></a>[71]</span> -is taking increasingly firmer hold upon -the life of the nation. The college graduate -of fifty years ago was more or less a thing -apart. If he was strong in his literary studies, -he was also weak in his attachment to life itself, -where education really has its working -arena. In comparison with him, the student -to-day spends a greater proportion of his time -in the study of political science. One feels the -limitation of the modern undergraduate especially -in the sweep of his literary knowledge, -and in his acquaintance with abstract thought, -art, and poetry. But when we see student and -professor working together on our American -farms, bringing about a new and higher type -of rural life; when we find our mechanical engineers -not only in the mountains and on the -Western prairies, but in the heart of India or -inland China or South Africa, building there -their bridges and railroad tunnels according to -the ideas seen in the vision of their new practical -educational training, we are bound to ask -whether the modern undergraduate is not truly -interested in the deep aim of all true scholarship, -namely, the spiritual and concrete construction -of life by means of ideas made real.<span class="pagenum"><a id="Page_72"></a>[72]</span> -Ambassador Bryce’s opinion of the American -universities carries weight, and of them he has -said:</p> - - -<div class="blockquot"> -<p>If I may venture to state the impression which the -American universities have made upon me, I will say -that while of all the institutions of the country they -are those of which the American speaks most modestly, -and indeed deprecatingly, they are those which seem -to be at this moment making the swiftest progress, -and to have the brightest promise for the future. They -are supplying exactly those things which European -cities have hitherto found lacking to America; and -they are contributing to her political as well as to her -contemplative life elements of inestimable worth.</p> -</div> - - -<p>But since undergraduate training must deal -not simply with the theory of education, but -also with the imperative demands and conditions -of a new time, there must be discovered -practical ways by which our undergraduates -may save their literary ideals at the same time -that they enlarge their practical and progressive -knowledge; means by which they may discover -literary, historical, linguistic, and philosophical -values without losing their mathematics -and their physical and material sciences.</p> - -<p><span class="pagenum"><a id="Page_73"></a>[73]</span></p> - -<p>To the end, therefore, of making cultural -studies as strong, attractive, and profitable to -our undergraduates as practical and scientific -training, our institutions should train men of -large caliber to teach English and belles-lettres. -They should discover great teachers and -inspiring personalities.</p> - - -<h3>PERSONALITY OF GREAT TEACHERS</h3> - -<p>President Gilman of Johns Hopkins University -took as his motto, “Men before buildings.” -The subject of securing great teachers -for students is perhaps the most vital topic -which can be considered, since from the point -of view of undergraduates a professor, whether -teaching civil engineering or Greek, is invariably -influential because of what he is personally.</p> - -<p>In a large university which I recently visited -I was told that there were three thousand students -and five hundred instructors and professors, -an average of a professor to every six -students. Upon asking several of the undergraduates -how many professors they knew personally, -I was somewhat astounded to find that<span class="pagenum"><a id="Page_74"></a>[74]</span> -less than a dozen of these six hundred teachers -came into personal contact with the students -outside of the classes. One graduate told me -that he had not been in the home of more than -three professors during his college course.</p> - -<p>There are undoubtedly reasons for this lack -of association between the professors and the -undergraduates. In a large university, the -demand upon the teacher for more work than -he should rightfully undertake, the ever-increasing -interest of the student in college affairs, -with many other influences, are constantly -presented as difficulties in the way of -the teacher’s close relationship with the student. -But the important point in this association between -student and professor is that in many -cases the professor has nothing vital and individual -to give the undergraduate when he -meets him. In too many cases he is a dry and -weary man, living his life in books rather than -in men. A. C. Benson has described a Cambridge -don in terms that at times we fear fit -some college professors of our own land. He -sits “like a moulting condor in a corner, or -wanders seeking a receptacle for his information.” -The American college teacher has too<span class="pagenum"><a id="Page_75"></a>[75]</span> -often been chosen simply because of his -scholarship. Our institutions of learning have -been obsessed with the mere value of the degree -of doctor of philosophy. As a consequence, -many a young professor is scholarly -and expert in his knowledge of his subject, but -utterly without ability to impart it with interest. -He lacks driving force as well as guiding -and regulating force. He seems at times -without the capacity for real feeling. He is -not alive to the issues of the time in which he -lives. He starts his subject a century behind -the point of view in which his scholars are interested. -Too often, alas! he misses the chief -opportunity of a college teacher in not becoming -friendly with his undergraduates; for there -is no comradeship like the comradeship of letters, -the comradeship of knowledge, the comradeship -of those whose lives are united in the -higher aims of serious education.</p> - -<p>Letters have never lacked their fascination -when they have been embodied in the thought -and personalities of great teachers. Albert -Harkness, with his face aglow with literary enthusiasm, -reading “Prometheus Bound,” in his -lecture-room in the old University Hall at<span class="pagenum"><a id="Page_76"></a>[76]</span> -Providence, is one of the unfading memories -of my undergraduate days. When Tennyson -said, “I am sending my son not to Marlborough, -but to Bradley, the great teacher,” it -was not a <i>subject</i> he had in mind, but a <i>personality</i>. -In one institution which I visit, -virtually the entire undergraduate body elects -botany. A student said to me one day, “We -do not care especially for botany, but we would -elect anything to be under Dr. ——.” Not -long ago, attending a college dinner at the University -of Minnesota, I heard a professor at -my side lamenting the tendency to irreverence -on the part of American college men. While -we were speaking, ex-President Northrop -came into the room, and the entire crowd of -students were on their feet in an instant, cheering -their beloved president. One of the undergraduates -closed his remarks by saying that -the deepest impression of his college days had -occurred in the chapel when their honored -president prayed; and he quoted the following -verse:</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">When Prexy prays</div> - <div class="verse indent0">Our heads all bow,</div> - <div class="verse indent0">A sense of peace</div> - <div class="verse indent0">Smooths every brow,</div><span class="pagenum"><a id="Page_77"></a>[77]</span> - <div class="verse indent0">Our hearts, deep stirred,</div> - <div class="verse indent0">No whisper raise</div> - <div class="verse indent0">At chapel time</div> - <div class="verse indent0">When Prexy prays.</div> -</div> -</div> - - -<h3>THE PROFESSOR IN THE LECTURE-ROOM</h3> - -<p>The classroom presentation of the college -professor is also highly important. Many a -subject is spoiled for a student because of the -pedantic, priggish, or solemn manner of the -teacher. Many a teacher is devoted to his subject -and painstaking, but his lack of knowledge -as to the use of incident, epigram, and -enticing speech in presenting his subject, prevents -his popularity and power as a teacher. -Woodrow Wilson says that he had been teaching -for twenty years before he discovered that -the students forgot his facts, but remembered -his stories. We realize that tables of population, -weights, and measures, temperatures, -birth-rates, and dimensions, are at times necessary, -but these should be used in the classroom -with moderation.</p> - -<p>Too often a teacher takes for granted that -he has an uninteresting subject, and therefore -gives up the task of making it attractive. A<span class="pagenum"><a id="Page_78"></a>[78]</span> -professor of mathematics, endeavoring to -evade the obligation for good teaching, gave -to a professor of chemistry, whose lecture-room -was always crowded with interested students, -the following reason for the unpopularity -of his subject: “The trouble with mathematics -is that nothing ever happens. If, -when an equation is solved, it would blow up -or give off a bad odor, I should get as many -students as you.” The real reason, however, -was deeper than the nature of his subject. It -lay in the nature of the man. He did not -have the power to bring his subject into vital -contact with reality and with the life of his -students.</p> - -<p>The lecture plan also handicaps many a -teacher in this important task of getting near -the student and drawing him out. The seminar -of our larger universities and graduate -schools help much in individualizing the -students. Students may be talked to death. -They themselves often want to talk. An -undergraduate in the South, after hearing -a professor who was without terminal facilities, -told me the old story of Josh Billings, who defined -a bore as a man who talked so much about<span class="pagenum"><a id="Page_79"></a>[79]</span> -himself that you couldn’t talk about yourself.</p> - -<p>In many institutions the students also are -forced to take too many lectures. Their minds -become jaded. Thinking is the last thing they -have power to do in the lecture-room. There -is little desire or opportunity for intellectual -reaction; as one professor of a Western university -humorously remarked:</p> - - -<div class="blockquot"> -<p>They do not listen, however attentive or orderly they -may be. The bell rings, and a troop of tired-looking -boys, followed perhaps by a larger number of meek-eyed -girls, file into the classroom, sit down, remove the -expressions from their faces, open their note-books on -the broad chair-arms, and receive. It is about as inspiring -an audience as a room full of phonographs -holding up their brass trumpets.</p> -</div> - - -<h3>TWO WAYS OF TEACHING HISTORY</h3> - -<p>The most discouraging moments of my college -days occurred during the lecture hours of -history, not because I did not have a natural -bent for history, but because the professor -made the topic, for me, uninteresting. My -mind became a blank almost as soon as I entered -the classroom. Lecture days in history -covered me with a darkness beyond that which<span class="pagenum"><a id="Page_80"></a>[80]</span> -I had ever imagined could emanate from the -world of fallen spirits. My powers went into -eclipse. There seemed to be a kind of automatic -cut-off between my brains and my note-book. -My only source of comfort consisted -in the fact that my miseries had companionship. -In some examinations, I remember, -only a small remnant of the class succeeded -in satisfying the demands of our scholarly -teacher.</p> - -<p>I can only remember flashes and hints of a -long, solemn, student face, shrouded with -whiskers, bending with piercing eye over books -which seemed only slightly less dry than a remainder -biscuit, droning, in “hark-from-the-tombs-a-doleful-sound” -incantation, words, -which to our vagrant attention were just words, -belonging to remote centuries, while about me -my companions shivered audibly, waiting to -be called up. The professor was called a great -student of history. He might have been. We -gladly admitted this: it was the chief compliment -we could pay him. As a teacher and inspirer -of boys, however, he was a good example -of the way to make history impregnable.</p> - - -<div class="figcenter illowp70" id="i_081" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_081.jpg" alt="" /> - <div class="caption"><p class="center">A Popular Professor of Chemistry and his Crowded Lecture-Room</p></div> -</div> - - -<p>I hold in memory, also, another professor<span class="pagenum"><a id="Page_83"></a>[81-83]</span> -who taught history. He was seldom called a -professor. The students called him “Benny.” -There was a kind of lingering affection in our -voices as we spoke his name. His lecture-room -was always crowded. No student ever -went to sleep, no student became so frightened -that he lost his wits, no student ever took himself -too seriously. There was an element of -humor and humanness which was constantly -kindled by this great, manly teacher and which -fired at frequent intervals every student heart. -His illustrations were not confined to Horatius -on the bridge, Garibaldi promising his soldiers -disaster and death, or Luther at Worms. He -attached history to modern themes. His historical -situations were described not in the -terms of tedious systems, but in the personalities -of great men. We somehow felt that -he himself was greater than anything he said; -that he himself was a great man. He found -interest in the <i>life</i> of college as well as in the -work of college. He talked about the -last foot-ball game and the reason why the college -was defeated and the lessons that men -should draw from their failure. The value of -his remarks was enhanced by the fact that most<span class="pagenum"><a id="Page_84"></a>[84]</span> -of the men had seen him on the running-track -in the gymnasium, or on the front -row of the grand stand, cheering patriotically -with both voice and arms. I remember -how he used to add driving power to our awakening -resolves and ambitions. We were quite -likely to forget that we were learning history. -To-day at alumni dinners the mere mention of -the name “Benny” brings an enthusiasm which -the most eloquent speech of any other man -seems incapable of invoking. Here was a man -who also taught history; but the man was more -than his book, he was more than his subject: -he was the light and the blood of it, and the -glory of that theme still brightens the path of -every one of those hundreds of students who -caught a new and radiant vision of the march -of events in the light of a great man’s eyes. -It was of such teachers that Emerson must -have been thinking when he said, “There is no -history, only biography,” and again, “An institution -is but the lengthened shadow of a -man.”</p> - -<p>It is of such men that other college graduates -think to-day, even as Matthew Arnold -thought of Jowett at Balliol:</p> - -<p><span class="pagenum"><a id="Page_85"></a>[85]</span></p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">For rigorous masters seized my youth,</div> - <div class="verse indent1">And purged its faith, and trimmed its fire,</div> - <div class="verse indent0">Shew’d me the high, white star of truth,</div> - <div class="verse indent1">There bade me gaze, and there aspire.</div> -</div> -</div> - - -<h3>WANTED: THE GREAT TEACHER</h3> - -<p>But how are we to train such teachers for -our undergraduates? This is no child’s task. -It is the matchless opportunity of the college; -it is the crying need of our times. A large -proportion of undergraduates in college lecture-rooms -are virtually untouched in either -their feelings or their intellects by the ministry -of the church. Whatever the ministry may -have been in our father’s times, it is not to-day -significant or effective in imparting its message -to students. The fact is periodically -demonstrated by test questions of teachers to -their students concerning the Bible, English -literature, and church history. I have recently -visited a dozen of the leading preparatory -schools whose headmasters and teachers quite -invariably unite in lamenting the inadequacy -of the Sunday-schools and of religious training -in the home. Indeed, many students go -up to our best preparatory schools in almost a<span class="pagenum"><a id="Page_86"></a>[86]</span> -heathenish condition as regards religion and -Christian knowledge. It is the day and time -of the teacher’s ministry in both secondary -schools and in colleges. No pulpit in our day -is more far-reaching and decisive than the desk -of the college teacher. The college professor -who does not forget that he is first a man, then -a professor, and who can get past the friendship -of books and knowledge to a genuine -friendship with students, can be the highest -force in our present day civilization. But the -teacher says: “I am only a teacher of literature, -or of chemistry, or of engineering, or of bridge-building. -I am not an evangelist or a moral -reformer, or a promoter of polite accomplishments -or of social service.” Much of this is -true also of the great teachers of history. Yet -somehow these men found in their specialty the -door through which they entered into the very -hearts and lives of their school-boys.</p> - -<p>A short time ago at the University of Iowa -I had the opportunity of meeting at luncheon -thirty members of the faculty. The subject -for discussion was: “What can the professor -do really to assist students at the University -of Iowa in discovering the values worth while<span class="pagenum"><a id="Page_87"></a>[87]</span> -in college life?” Approximately one-half of -the teachers for various reasons prayed to be -excused from the discussion. I was specially -interested in the answers of the other men—among -whom were the men, according to student -testimony, who had a real hold upon the -university life. One man was of the department -of chemistry. He was prominent in student -activities. When he was introduced, a -student said, “There is no man more truly -liked in the university than Professor ——.” -As he talked, we felt that, while he might be a -good teacher of chemistry, his department was -chiefly important in giving him a point of departure -from which he could go forth to interest -himself in the life of young men. After -the conference he said to me: “If professors -want influence with students, let them appear -at debates, at athletic games, and at student -mass-meetings; let them show real interest in -undergraduate activities of all sorts, even at -personal sacrifice.”</p> - -<p>Another professor was a teacher of English. -He was not interested in athletics or in the religious -life of the students so much as in revealing -to students in the classroom as well as<span class="pagenum"><a id="Page_88"></a>[88]</span> -outside the classroom the charm of literary -things. That was his message—his individual -message to his college. His life-work was -more than presenting the evolution of the English -novel: it was a mission to students to secure -on their part habits of reading and a taste -for genuine literature which in after years -would be to many the most priceless reward of -their college days. It is not necessary that -two college teachers should present the same -truth in the same way, but when college professors -and instructors, presidents, deans, and -tutors, realize that teaching to-day as in former -days is a calling, not simply a means of -livelihood, and that every man who holds any -such position must somehow discover how to -reach personally at least a small circle of students, -then our colleges will not longer be defined -as “knowledge shops,” but as the homes -of those inspirations and friendships, those -ideals and incitements, which make life more -than meat and the body than raiment.</p> - -<p>While the drift of our modern life in the outside -world may be toward technical and scientific -education, the drift in college is still toward -the great teacher—the man of thought-provoking<span class="pagenum"><a id="Page_89"></a>[89]</span> -power and of spiritual capacity; -sincere and genuine both in scholarship and -manhood, of whom one can speak, as Carlyle -spoke of Schiller, “a high ministering servant -at Truth’s altar, and bore him worthily of the -<span class="pagenum"><a id="Page_90"></a>[90]</span>office he held.”</p> - - -<hr class="chap x-ebookmaker-drop" /> - -<p><span class="pagenum"><a id="Page_91"></a>[90-91]</span></p> - -<div class="chapter"></div> -<h2 class="nobreak" id="THE_COLLEGE_CAMPUS">THE COLLEGE CAMPUS</h2> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_93"></a>[92-93]</span></p> - -<h2 class="nobreak" id="III">III</h2> - - -<h3>THE COLLEGE CAMPUS</h3> - -<p class="drop-capy">Rudyard Kipling speaks of four -street corners of four great cities where -a man may stand and see pass everybody of -note in the world. There are likewise vantage-points -in our American colleges from which -one may discover not only the influential undergraduate -types, but also the real life of their -environment. One of these places is the college -campus.</p> - -<p>Undergraduate life falls into two broad -divisions: college work, pertaining to the study -and the classroom; and college relaxation, -centering upon the campus. The latter includes -social life, amusements, athletics, and -the other voluntary exercises in which students -meet for fellowship and competition. The -close tie between college work and college play -is often shown. A change in student sentiment -has instant effect on student work, while<span class="pagenum"><a id="Page_94"></a>[94]</span> -no rules of the faculty can nullify those deeply -rooted principles of student life which make -all college men akin.</p> - - -<h3>A WEST POINT INCIDENT</h3> - -<p>This relation of student feeling to college -authority was shown not long ago at West -Point. The cadet corps was under arrest for -having given the “silence” to an officer in the -mess-hall during supper, for reasons deemed -by the cadets to be vital to corps honor and dignity. -The first silence occurred at supper. -The whole corps of cadets, 450 men, were -marched back to barracks supperless, and were -placed under arrest in their rooms. Again at -breakfast the cadets repeated the silence, for -which they were returned to barracks, but not -until they had been made to “double time” up -and down the road for about twenty minutes. -That morning the cadets had virtually no -breakfast. At the next formation for midday -dinner an incident occurred which struck -a chord even deeper than discipline and authority, -and broke the insubordination of the -students. In the autumn one of the cadets<span class="pagenum"><a id="Page_97"></a>[95-97]</span> -had brought from home a graphophone, and -among the comic-song cylinders was one which -pictured a non-domestic husband about to slip -quietly away from home for an evening at the -club, when his wife confronted him with the -command,</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Put on your slippers; you’re in for the night.</div> -</div> -</div> - - -<p>This song was very popular with the cadets. -They were drawn up in front of the barracks, -every man indignant, obstinate, and determined -to repeat the silence, and to continue it -even at the risk of starvation and confinement. -At this critical moment the graphophone, which -had been set to begin its work five minutes -after its humorous owner had left his room, began -to sing in a high-pitched voice through the -open window directly above the lines of cadets,</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Put on your slippers; you’re in for the night.</div> -</div> -</div> - -<div class="figcenter illowp70" id="i_096" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_096.jpg" alt="" /> - <div class="caption"><p class="center">Student Waiters in the Dining-Hall of an American College</p></div> -</div> - - -<p>The effect was irresistible. It was like the -changing of a current in an electric battery. -The eyes of the cadets, despite the fact that -they were at attention, sought the eyes of their<span class="pagenum"><a id="Page_98"></a>[98]</span> -fellows; their faces relaxed, then broke into a -smile. By the time they reached the mess-hall -the whole corps was laughing, and their sense -of humor had swept away the sense of anger -and pride. This was the beginning of the restoration -of the traditional West Point discipline. -The campus had spoken to the classroom.</p> - - -<h3>“GROWN-UP” COLLEGIANS</h3> - -<p>It is through an understanding of this spirit -of the campus that the work of American undergraduates -can be adjusted to modern demands. -The work of the classroom and examination-hall -makes for democracy, while the -social life of the college makes for conservatism -and aristocracy. Campus life is increasingly -difficult to understand because of its growing -complexity. The material needs of our time -have created a class of undergraduates bent on -becoming specialists, and these men have increasingly -less time for either college work or -college life; for them the undergraduate -course is something to be hurried through as a -short cut to professional efficiency. Even<span class="pagenum"><a id="Page_99"></a>[99]</span> -athletics and college affairs have only a slender -hold upon these utilitarian specialists. -They have a “grown-up” look on their faces as, -eager for scientific research, they rush to and -fro between their rooms and their laboratories.</p> - -<p>Undergraduate life is now likewise influenced -by the influx of students who are not the -sons of college men, but who come from homes -the chief ideals of which have been derived from -counting-rooms and laboratories, from brokers’ -and railroad offices. These students, -scions of a property-getting class, in conjunction -with the social and the scientific students -in college, help to change the classical traditions. -They emphasize the campus side of college -life more than that of the lecture-room. -Their eyes are upon the stadium rather than -upon the library; the delights of scholarship -influence them less than ambition for leadership -and the importance of “making good” in -student affairs. They are in college for “popular” -reasons, and too often fail to learn how -to think. But they are eager, versatile, adaptable, -with a ready capacity for social adjustment -and modern expression.</p> - -<p><span class="pagenum"><a id="Page_100"></a>[100]</span></p> - - -<h3>COSMOPOLITAN LIFE AT COLLEGE</h3> - -<p>Furthermore, the student world has been -subdivided until it is a wholly different thing -from what it was fifty or even twenty years -ago. While in the seventies the college student -knew every man in his class, in the large -institution to-day an undergraduate will meet -in the college yard scores of classmates who -are perfect strangers, and to whom he has no -more idea of speaking than to persons whom -he has never seen before. The student who -has been brought up always to dine in a dinner-coat -will have for his table-companions -men who have never owned a dress-coat and -who see no immediate prospect of needing -one.</p> - -<p>The influx of foreign students has added to -the cosmopolitan life of American institutions. -So far as they are Orientals, the English departments -are specially modified both in the -character of the attendance and the instruction -by their presence. The professor’s task of adjusting -instruction to a mixed assembly of -American, Indian, Mohammedan, Porto Rican, -Chinese, and Japanese students may be inferred<span class="pagenum"><a id="Page_101"></a>[101]</span> -from the answer of a young East Indian -student who was asked to describe in English -his daily routine:</p> - - -<div class="blockquot"> -<p>At the break of day I rises from my own bed, then -I employ myself till 8 o’clock, after which I employ -myself to bathe, then take for my body some sweetmeat, -and just at 9½ I came to school to attend my -class duty, then, at 2½ <span class="allsmcap">P. M.</span> I return from school and -engage myself to do my further duties then I engage -for a quarter to take my tiffin, then I study till 5 <span class="allsmcap">P. M.</span>, -after which I began to play anything which comes in -my head. After 8½ half pass to eight we are began -to sleep, before sleeping I told a constable just 11 o’ -he came and rose us from half pass elevan we began to -read still morning.</p> -</div> - - -<p>The familiar din of dishes at the commons -of Columbia, as well as at the University of -California, serves to raise the pitch of a polyglot -table-talk that often represents a dozen -nationalities. Last year in American colleges -there were hundreds of undergraduates of -alien speech, customs, ideals, temperaments, -and religion. Among these were a specially -important delegation of three hundred Chinese -young men who were beneficiaries of the Boxer -indemnity fund. These students from foreign<span class="pagenum"><a id="Page_102"></a>[102]</span> -nations still further subdivide undergraduate -life through their race clubs, societies -for learning English, special religious -conferences, and new studies.</p> - - -<h3>COLLEGE TRADITIONS</h3> - -<p>College tradition adds its distinctive and -forceful factor to the campus life of the undergraduate, -particularly in the older seats of -learning. A good tradition makes it easy to -accomplish things worth while without the -spasmodic campaigns that characterize many -younger institutions. Students are often more -zealous to uphold the ancient customs of their -college than anything else connected with it. -The annual conflicts between freshmen and -sophomores have become a part of the institution. -Certain traditional habits, often -humorous, sometimes doubtful, in character, -have grown up in nearly every North -American college. An old account of life -at Cambridge tells of the manner in which -both occupant and furniture of a freshman’s -room were menaced by a missile as big as a -cantaloupe that was thrown into it. It was described<span class="pagenum"><a id="Page_103"></a>[103]</span> -as a <i>transmittendam</i> (it went with the -room), and was handed down in some such -forcible manner from one generation of freshmen -to another. The desire to link the past -with the present at Harvard is also shown in -the custom of registering the name of each occupant -on the doors of certain old frame buildings -long used as lodging-houses by students. -The old college pump has been a traditional -means of grace to many freshmen, and the customary -restriction to upper classmen of caps, -canes, and pipes has added pugilistic zest to -undergraduate life.</p> - -<p>College tradition is not an unmixed blessing -when it results in provincialism and the loss of -that breadth of mind and appreciative sympathy -which should characterize educated men. -When any undergraduate body becomes -blindly a law unto itself, refusing to learn -from other institutions; when faculty and students -take the position that because certain -ideas have never prevailed at their college, -therefore they never should and never shall -prevail, they show their unfitness for leadership -in an age of vast and varied opportunity.</p> - -<p>The students of the Middle West and the<span class="pagenum"><a id="Page_104"></a>[104]</span> -Far West are more sensible of their freedom -from the past than are our Eastern undergraduates. -They realize that they are at least -a hundred years behind Eastern colleges in the -dignity of their traditions, and they therefore -seek to crystallize college spirit about college -customs; but their customs do not interfere -with progress, as sometimes happens in the -East, and a question is decided on its merits -quite regardless of precedent or policies. If -a proposition seems sensible and right, it is -adopted, despite its novelty or its conflict with -tradition. Keeping close to modern needs, -those colleges have gone ahead and accomplished -things while more conservative institutions -have been leisurely thinking about them. -It is this audacity of spirit, this dash and action, -which endear to the undergraduates of the -West all men of achievement. When among -them one thinks of the old verse:</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Oh, prudence is a right good thing</div> - <div class="verse indent1">And those are useful friends,</div> - <div class="verse indent0">Who never make beginnings</div> - <div class="verse indent1">Until they see the ends,</div><span class="pagenum"><a id="Page_105"></a>[105]</span> - <div class="verse indent0">But now and then give me a man</div> - <div class="verse indent1">And I will make him king,</div> - <div class="verse indent0">Just to take the consequences,</div> - <div class="verse indent1">Just to <i>do</i> the thing.</div> -</div> -</div> - - -<h3>THE GAIETY OF UNDERGRADUATES</h3> - -<p>Traditions are closely connected with college -gaiety, and gaiety forms a real part of -the comprehensive life of the American student. -“Cheerfulness,” says Arnold Bennett, -“is a most precious attainment.” The undergraduate -cultivates it as an art, puts worry behind -him, and faces the world with a laugh.</p> - -<p>About his gaiety there is a kind of humorous -bravado. He likes to defy the lightning. -An old graduate of Princeton relates how, in -1857, when the paper called <i>The Rake</i>, because -of its daring criticisms, had brought its -editors under the ban of suspension by the -faculty, the editors injected fun into the dismal -situation by printing the statement, “We -have authority for supposing that even the -faculty do not coöperate as heartily with our -undertaking as they could and should.”</p> - -<p>At the University of Michigan a professor, -lecturing on electricity, wished to show that the<span class="pagenum"><a id="Page_106"></a>[106]</span> -fur of a cat is raised by an electrical current. -He asked one day, “Will some student bring a -cat to-morrow, in order that we may show this -experiment?” The next day every one of the -forty students entered the lecture-room with a -cat under his arm!</p> - -<p>Mechanical laws seem never to baffle the collegian -in search of gaiety. Indeed, when one -studies some of the mysterious happenings on -and about the college campus, one ceases to -wonder at the mechanical triumphs of the -Egyptians. At one college which I visited, -the stilly night was disturbed by half a hundred -students who, with riotous yells, ran a -two-horse wagon back and forth on an upper -story of a college dormitory, to which place -they had succeeded in hoisting it. This occurred -at midnight, for the delectation of three -hundred students and members of the faculty -who were sleeping below. Next day the college -paper declared that the president of the -institution had been seen at his bedside supplicating -against earthquakes and thunderbolts.</p> - -<p>I once visited a small college where the -chapel exercises were abruptly ended because -six or eight barn-yard fowl had been placed<span class="pagenum"><a id="Page_107"></a>[107]</span> -inside the pipe-organ. As several hundred -students marched into the chapel, the old German -professor, who was deaf, began to play -the organ. The commingled sounds that -issued from that instrument when the levers -began to work were described as extraordinary.</p> - -<p>Much of the enduring loyalty of college men -clings about the memories of such events. A -college president once said to me that some of -the most important gifts to his institution -came from men who remembered college fun -and “idlesse” long after time had blotted out -the serious impressions of the classroom. As -one apostle of the easy-going side of student -days has said:</p> - -<p>“There is some chill and arid knowledge to -be found upon the summits of formal and laborious -science; but it is all around about you, -and for the trouble of looking that you will acquire -the warm and palpitating facts of life.”</p> - -<p>Still, there is the duty of drawing a distinct -line between college fun and fundamental decency -and good order. When this line is -crossed, all the authority of the faculty and, -if necessary, the laws of the land should be -brought to bear upon the offenders. There<span class="pagenum"><a id="Page_108"></a>[108]</span> -should be no dallying with undergraduate law-breakers, -no special exemptions for students. -Reprehensible and even criminal acts have been -committed by college men in the last few years -which called for severer punishment than seemingly -they received. It is no kindness to the -undergraduate to overlook acts of dishonesty, -ruthless destruction of property, or dissipated -license. Respect for property and conventions -should be impressed upon a boy before he -reaches college age. It is because lawlessness -has been tolerated by parents in the home, as -well as by over-lenient masters at boarding-school, -that we read continually of offenses -against common sense and respectability, committed -by persons of supposed cultivation. -Few things are more needed in American -life to-day than strengthening the respect for -discipline and lawful authority.</p> - - -<h3>COLLEGE MEN’S HONOR</h3> - -<p>Such abuses of liberty, as well as nearly all -other college delinquencies, can be largely prevented -by a consistent appeal to the undergraduate’s -sense of honor. Recently I asked -the president of a North Carolina college what<span class="pagenum"><a id="Page_109"></a>[109]</span> -he regarded as the chief characteristic of -American students. He replied promptly, -“College honor.” At Princeton, at the University -of Virginia, at Amherst, and at many -other institutions, the honor system in examinations -arranged and managed by students, -represents the deliberate intention of the undergraduates -to do the square thing. These -laws, which the students voluntarily impose -upon themselves, are enforced more vigorously -than the rules of the faculty.</p> - -<p>A few years ago I visited a university at a -time when the entire undergraduate body was -deeply stirred over a matter that involved college -honor. A senior of high standing socially -and intellectually, the son of a prominent -family, high in popular favor, was overheard to -use disrespectful language to his landlady. -The senior was summoned before the student -committee having charge of undergraduate -affairs, confronted with the charges, allowed -to make answer, and, being found guilty, -was asked to leave the institution. His family -and friends, incensed by this demand, which -seemed to them both harsh and unjust, appealed -to the faculty for redress. The chairman<span class="pagenum"><a id="Page_110"></a>[110]</span> -of the faculty replied that the matter was -entirely in the hands of the students. Application -was then made to the student committee -to present the young man’s side of the question -to the whole college. The student council -readily acceded to this request, saying that -they were perfectly willing to consider the -charges more at length, as their only desire was -to be absolutely just. When he went up for a -new trial the young man’s family engaged a -lawyer. The student body also engaged -counsel. The trial was held in one of the -largest halls in the university town, and virtually -the whole student body sat through -the evening and far into the morning listening -to the presentations of both sides. A judge -who told me of the incident said that during -those hours, looking into those student faces, -he did not remember seeing any man change -his expression, but that every one sat in the attitude -of seeking only the truth. The jury, -which was chosen from the faculty and from -impartial men in the town, found that the -young man had actually used the words attributed -to him, and therefore pronounced him -guilty of the charge.</p> - -<p><span class="pagenum"><a id="Page_111"></a>[111]</span></p> - -<p>A few months ago an incident occurred at a -Southern college that impressed me deeply. -At one of a series of meetings which I was holding, -a student rose and said that he wished to -make confession to the student body. He -had recently won the sophomore-junior debate, -but wished to confess that he had gained it unfairly. -He had overheard his opponent rehearsing -his debate in an adjoining room, and -although he stopped his ears and refused to -listen, his room-mate took down the points. -Afterward, the debater said, the temptation -was so subtle that he took the notes, arranged -his own debate accordingly, and won. “But,” -he said with deep feeling, “I stole it, and I have -come to plead the forgiveness of the student -body.”</p> - -<p>Very early the next morning a young man -called at the house where I was being entertained, -to tell me that he was the room-mate -who had taken the notes mentioned in the confession. -He, too, wished an opportunity to -speak to the students. At the public meeting -that evening, before three hundred college -men, he rose and told of his all-night fight for -character on the college campus. He described<span class="pagenum"><a id="Page_112"></a>[112]</span> -the humiliation which he saw confronting -him if he should tell of his part in the dishonorable -proceeding, and said:</p> - -<p>“I was helped by a power beyond myself to -make a clean breast of it. I am here to tell -the students that I, rather than the man who -spoke last night, should take the blame for -stealing that debate.”</p> - -<p>I do not remember ever having witnessed -such deep feeling, or heard such applause in -any assembly, as greeted that sturdy confession. -It was a triumph of college honor and -integrity, rooted in manhood, conscience, and -religion.</p> - - -<div class="figcenter illowp50" id="i_113" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_113.jpg" alt="" /> - <div class="caption"><p class="center">Amateur College Theatricals</p></div> -</div> - - -<h3>SOCIETY LIFE AMONG UNDERGRADUATES</h3> - -<p>But the supreme opportunity for the inculcation -and employment of honesty is not reserved -for examinations and public presentations; -it also belongs to the complex social life -of the colleges, which has become important. -The club-book of an Eastern university, for -example, records the existence at that institution -of ninety different social organizations, the -object of most of them being to bring men together<span class="pagenum"><a id="Page_115"></a>[113-115]</span> -sociably. Such intermingling is vital -for college friendship. It is true, as former -Dean Henry P. Wright of Yale has said, that, -to a student, a friend is a “fellow whom you -know all about, and still like,” and for that -reason the social organizations which bring men -together in an intimacy closer than is found -anywhere else are indispensable aids in the formation -of lasting friendships.</p> - -<p>The social groupings of college life are also -important because they give an opportunity -for concrete and tangible success through student -leadership. College society, in fact, has -brought into being a restricted, but very real, -world, with special laws and a kind of -public opinion founded on student initiative -and sentiment. Responsibility and leadership -in college affairs have given many an undergraduate -the initial stir to the qualities which -make him successful in after life. These fraternal -bodies, democratic, discriminatingly -alert for the best men, and usually emphasizing -worth rather than birth, are vital not only -in the discovery of individuality, but also in -their unique contribution to the corporate -strength and unity of college life.</p> - -<p><span class="pagenum"><a id="Page_116"></a>[116]</span></p> - - -<h3>COLLEGE FRATERNITY LIFE</h3> - -<p>The Greek-letter society is found at the -heart of these undergraduate social activities. -Indeed, fraternities have become in many institutions -as much the center of the college itself -as of college society. So far as social and -moral influences go, the character of the fraternity -which a young man joins is quite as important -as the college or university he selects. -The fraternity students represent the “system” -in college: they choose athletic managers, they -exert the “pull” which controls editorship upon -the college papers, they determine largely the -presidents of classes, and in some cases the elections -to senior societies.</p> - -<p>The membership of the thirty-five national -Greek-letter fraternities (not to mention a -hundred or more local fraternities or the fifty -fraternities of the professional schools) now -comprises 200,000 undergraduates and graduates. -These figures do not include the twenty -intercollegiate sororities that claim 250 chapters -and 25,000 members. Three hundred -and seventy colleges and universities at present -contain chapters of national Greek-letter<span class="pagenum"><a id="Page_117"></a>[117]</span> -fraternities, and millions are invested in the -buildings of these societies. An almanac for -1911 ascribes 1013 fraternity-houses to American -colleges. Half a million dollars is invested -in chapter-houses at the University of Michigan -alone. The property of the eleven fraternities -at Amherst had twenty times greater -money value than Yale’s available funds in -1830; and the property of the fraternities at -Columbia, valued at a million dollars, are as -great as the total productive funds of all the -colleges at the beginning of the last century.</p> - -<p>The college fraternity or the college club becomes -responsible for a large and representative -part of the undergraduate life in America. -It is usually responsible for the histrionics in -university life, and there is perhaps no literary -tendency more pronounced in our colleges to-day -than that toward the making of the drama. -Several important plays of recent years may -be traced to graduates who were members of -such clubs as “The Hasty Pudding” of Harvard -and “The Mask and Wig” of Pennsylvania. -At a time when confessedly there is -a crying demand for good, strong plays at the -theater, it is agreeable to hear that the classes<span class="pagenum"><a id="Page_118"></a>[118]</span> -of professors of dramatic literature are -crowded.</p> - -<p>Furthermore, the fraternity is no longer -simply a debating society; it is also a student-home. -There is an increasing tendency, especially -on the part of state institutions, to -make it possible for college fraternities to -erect their buildings on the campus. Every -fraternity-house is the product of much -thought, liberal support, and often sacrifice, -on the part of influential alumni. College authorities -are seriously considering the many -problems connected with these organizations, -for thousands of undergraduates find their -homes in them for four very impressionable -years. The general attitude of the faculties -is wisely not one of repression or of drastic regulation -by rules, but, as President Faunce of -Brown has expressed it, of “sympathetic understanding, -constant consultation, and the endeavor -to enlist fraternities in the best movements -in college life.”</p> - -<p>There is, moreover, a plain tendency on the -part of members of college fraternities to face -the dangers as well as to enjoy the advantages -connected with such societies. They realize<span class="pagenum"><a id="Page_119"></a>[119]</span> -that these organizations can be effectively influenced -only by a leavening process within the -fraternity itself, for external pressure and -rules have never yet succeeded in forming or -changing student sentiment. The fraternity -can establish manliness and decency, or sportiness -and laziness, as its ideals, and these ideals -are clearly reflected in the membership. The -inclination of these bodies to assume definite -responsibility for the moral welfare of their -members is indicated by the action of some of -the old national fraternities, which have chosen -efficient field-secretaries to travel among the -chapters in order to study conditions and to assist -in the direction, control, and general betterment -of fraternity activities. The type of -men selected for membership is being more -carefully scrutinized. In a considerable and -growing number of institutions, students are -not chosen for membership until the end of the -freshman year; there is thus needful opportunity -on both sides for more intelligent choice.</p> - -<p>More and more the coöperation of fraternity -alumni is being sought by the authorities. -These graduates, who are often largely responsible -for the fine houses of the fraternities, are<span class="pagenum"><a id="Page_120"></a>[120]</span> -justly called upon by the college to assist in -maintaining proper regulations within them. -Moreover, assurance is given that the fraternity -itself wishes to coöperate with the faculty -in securing a higher grade of scholarship, -which fraternity life too frequently menaces, -and in demanding the reform of conditions -leading to delinquency of all kinds. There is -no police force really effective for a college -community but a student police force, and this -operates not by external pressure, but by internal -persuasion.</p> - -<p>A real danger of the modern college fraternity -lies in its distraction from the real work -of the college—study and the intellectual life—through -habits of indifference, laziness, or -immorality. The chapter-house tends to suggest -that college work is optional, not imperative. -“Thou shalt not loaf!” as an eleventh -commandment, written across the doorposts -of a fraternity club-house in the Middle West, -is no inappropriate injunction. The undue -and distressing waste of time in inconsequent -and foolish play, the inevitable interruptions, -the dissipations of social events, the inane profligacy, -the autocracy of athletics, the feeble<span class="pagenum"><a id="Page_121"></a>[121]</span> -conversations that “skim like a swallow over the -surface of reality”—all these are too often the -doubtful compensations received by the college -man as fraternity privileges.</p> - -<p>“The modern world is an exacting one,” says -ex-President Woodrow Wilson, “and the -things that it exacts are mostly intellectual.” -One often wonders, in visiting the fraternities -of America, how large a place this intellectual -work holds in college life. Was that Eastern -college professor justified in saying that some -fraternity men are not unlike the old farmer -down East who was usually to be found in a -comfortable arm-chair in the post-office, and -when asked what he did, replied, “I just set -and think, and set and think, and sometimes I -just <i>set</i>.” The fraternity-house that becomes -a place to “set” rather than a place to work is -hardly a credit to a college campus. As President -Northrop said to some society men at the -University of Minnesota, “If your fraternity -is not a place for intellectual and moral incitements, -it is a failure, and it must go the way of -all failures.”</p> - -<p>Among other gifts, the American college -fraternity may justly be expected to bestow<span class="pagenum"><a id="Page_122"></a>[122]</span> -upon its members devoted friendship, the -ability to live successfully with other men, and -such habits of application, industry and sobriety -as develop ideas and character.</p> - - -<h3>THE UNDERGRADUATE’S PHILOSOPHY OF LIFE</h3> - -<p>But this hint at the somewhat free-and-easy -life of the fraternity chapter-house should not -leave the impression that the American undergraduate -is, as a rule, a thoughtless creature or -that he fails to formulate a philosophy of life. -Gilbert K. Chesterton remarks, “There are -some people, and I am one of them, who think -that the most practical and important thing -about a man is still his view of the universe.” -Certain beholders of collegiate conditions have -evidently become acquainted with only those -students who have thoughtlessly taken their -serious views, in second-hand fashion, from -their ancestors or from current opinion. -These spectators have perhaps justly concluded -that the undergraduate has no view of life—no -view, at least, which is complimentary to -him.</p> - - -<div class="figcenter illowp50" id="i_123" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_123.jpg" alt="" /> - <div class="caption"><p class="center">The Main Hall, University of Wisconsin</p></div> -</div> - - -<p>Such an impression is not general among<span class="pagenum"><a id="Page_125"></a>[123-125]</span> -those who are familiar with the inner working -of the undergraduate mind and have watched -the result of his philosophy in practical works. -Many of the vital movements of the time have -originated among these seemingly thoughtless -college men. It was in a small room at Princeton, -in the year 1876, that Cleveland H. -Dodge, W. Earl Dodge, and Luther D. -Wishard, after earnest conversation regarding -the moral and religious life of the institution, -decided to send delegates to the next year’s -Convention of the International Committee of -Young Men’s Christian Associations, held in -Louisville, Kentucky. This delegation presented -to the International Committee plans -for the Student Young Men’s Christian Association -at Princeton. Other groups of undergraduates -took similar action both in -America and in other countries, until at present -the World’s Student Christian Federation -includes 148,300 students and professors in its -membership. These federated movements -represent twenty-one nations. In connection -with these societies during the last college season -66,000 students met regularly for Bible -study.</p> - -<p><span class="pagenum"><a id="Page_126"></a>[126]</span></p> - -<p>These associations at the colleges have given -rise to many other organizations which have -stimulated the educated life of the world. -The Student Volunteer Movement for Foreign -Missions, which originated in connection with -a student conference at Mount Hermon, Massachusetts, -in the year 1886, has been responsible -for enlisting thousands of collegians who -have been sent by churches and Christian organizations -to serve in foreign lands. This -student missionary organization is also accomplishing -an educational work in familiarizing -undergraduates with the social, political, and -religious conditions of foreign nations. The -college Christian associations now have 163 -graduates among their employed officers in the -institutions of higher learning in North America.</p> - -<p>Undergraduate philosophy of life is an evolution. -It consists of three stages: the first is -characterized by a sense of calamity or fear as -the student leaves behind the observances and -conventional creeds of childhood, held with unquestioning -and often unthinking assent. He -begins to think for himself. He enters an atmosphere -of thoughtfulness and scientific discovery,<span class="pagenum"><a id="Page_127"></a>[127]</span> -an environment in which facts come before -opinions. His first alarm is because he -thinks he is losing his religion. He says, like -the prophet Micah, when the hostile Danites -took away his images, “Ye have taken away my -gods ... what have I more?”</p> - -<p>In the second period of his thinking he -changes his early ceremonial god for breadth -of mind. He revels in his impartial view -of men and the universe. By turns he -calls himself a pantheist, a pragmatist, -or an agnostic. His religious position is at -times summed up in the description of a young -college curate by a bishop who said the young -man arose in his pulpit with a self-confidence -begotten of fancied wisdom, saying to his expectant -hearers: “Dearly beloved, you must repent—as -it were; and be converted—in a measure; -or be damned—to a certain extent!”</p> - -<p>The third stage of the undergraduate’s philosophy -is usually in line with constructive action. -He begins to be interested in doing -something, and practice for him, as for men -generally, helps to solve the riddle of the universe. -The best test of college theology or -college philosophy is its serviceableness, its<span class="pagenum"><a id="Page_128"></a>[128]</span> -power to attach the student to something which -needs to be done, and which he can do. Many -an undergraduate whose college course has -seemed an intellectually unsettling period has -found himself upon solid ground as soon as he -has begun seriously to engage in the world’s -work.</p> - -<p>Indeed a strikingly aggressive social propaganda -is now in operation in the North American -colleges. The college student, like the -modern American, is a practical being and is -interested in securing practical results. His -first question regarding any movement usually -is, “What is it doing that is really worth -while?” Recently a graduate of an Eastern -university was secured to give his entire time -to the study and promotion of social service -in the colleges of the United States and Canada.</p> - -<p>An example of such service is demonstrated -by the social work that the University of Pennsylvania -is doing in connection with its settlement -house in Philadelphia, which is owned -and conducted by the Christian Association of -the university. The settlement, erected in the -river-front district, immediately opposite the<span class="pagenum"><a id="Page_129"></a>[129]</span> -university, at Lombard and Twenty-sixth -streets, consists of a group of buildings built -at a cost of $60,000; a children’s playground -adjoining the house; an athletic field across the -river; and, forty miles from Philadelphia, a -beautifully situated farm of sixty-four acres, -used for a camp for boys and girls, for mothers -and children, in the summer months. Every -year one hundred students and members of the -faculty take part in the active service and support -of the settlement. Among the activities -are the following: Boys’ and girls’ and adults’ -clubs; industrial classes; athletics; dispensary; -modified milk station; visiting physician; resident -nurse; public lectures; entertainments; -religious meetings; social investigation; political -work; and the usual activities of a playground, -athletic field, and summer camp. -Former residents and volunteer workers of the -settlement are scattered throughout the world -engaging in social and religious work. Four -are medical missionaries in China, one is a missionary -in Persia, another in Honolulu, another -in South America, while three are holding -prominent positions in social work in this country.</p> - -<p><span class="pagenum"><a id="Page_130"></a>[130]</span></p> - - -<h3>PHILOSOPHY OF SERVICEABLENESS</h3> - -<p>Such works, with numerous other tendencies -which might be mentioned in the line of unpaid -and voluntary service for college publications, -musical organizations, debating organizations, -and athletics, lead one to define the American -undergraduate’s philosophy of life as one of -service. Unlike the German or Indian, his -seriousness is not associated with metaphysical -or theological discussion or expression. He -asks not so much <i>What?</i> as <i>What for?</i> His -aims belong to “a kingdom of ends.” Student -theory operates in a real world—a world where -contact is not so marked with creeds and laws -as with virile movements and living men. -The undergraduate is enamoured of a gospel -of action. To him “deeds are mightier things -than words” are. His spirit slumbers under -sermons and lectures upon dogma and description, -but rises with an heroic call to give money, -time, and life for vital college or world enterprises. -Difficulties stir him as they always stir -true men. He admires the power that is -“caught in the cylinder and does not escape in -the whistle.” More and more plainly in all<span class="pagenum"><a id="Page_131"></a>[131]</span> -his undergraduate and graduate work the -American student is revealing his love and -ability for that serviceableness to the state, to -the church, and to industrial life which, though -often unpaid and unappreciated, brings to the -servant a satisfying reward in the doing.</p> - -<p>A few years ago a Harvard athlete played -in a hard and exciting foot-ball game against -Yale. Toward the end of the game, when it -was nearly dark, this man was fairly hurled -through the Yale line in a play that shortly -afterward resulted in giving the game to the -Cambridge men. It seemed a strange irony -of circumstance that just before time was called -the heroic player was disqualified. When the -game was over and the crimson men were -marching wildly about the field, yelling for -Harvard and carrying the foot-ball players on -their shoulders, the man whose playing was -largely contributory to this triumph was down -in the training-quarters, almost alone, but with -the satisfaction that, although forgotten by the -crowd, he had “played the game.” Certain -alumni, who had seen this man’s plucky but -unpraised fight for his Alma Mater, sent to -him these words of Kipling:</p> - -<p><span class="pagenum"><a id="Page_132"></a>[132]</span></p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">And only the Master shall praise us, and only the Master shall blame;</div> - <div class="verse indent0">And no one shall work for money, and no one shall work for fame,</div> - <div class="verse indent0">But <i>each for the joy of the working</i>....</div> -</div> -</div> - - -<p>We must admit that the undergraduate’s -philosophy of life may be obscure at times, -even to himself; that it is as subtle and evasive -as the moods of youth; and that its expression -is as cosmopolitan as nationality, and as varied -as human nature. For some students, too, we -must conclude that trivialities and immoralities -bury far out of sight the true meaning of college -training and life-work; but in other students, -and these are the majority, underneath -his curriculum and his customs, his light-heartedness, -his loves, and his seeming listlessness, -one may discern the real American undergraduate, -energetic, earnest, expectant, and -strenuously eager for those great campaigns -of his day and generation in which the priceless -guerdon is the “joy of the working.”</p> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_133"></a>[133]</span></p> - -<h2 class="nobreak" id="REASONS_FOR_GOING_TO">REASONS FOR GOING TO -COLLEGE</h2> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<p><span class="pagenum"><a id="Page_135"></a>[134-135]</span></p> - -<h2 class="nobreak" id="IV">IV</h2> - - -<h3>REASONS FOR GOING TO COLLEGE</h3> - -<p class="drop-capy">Recently I attended the commencement -exercises at one of our large universities. -As undergraduates and friends of -the graduating class were gathered in a large -church awaiting the arrival of the procession, -in a seat directly in front of me sat a middle-aged -woman and a man whose appearance and -nervous expectation drew general attention. -The man’s clothes were homely and of country -cut. His face was deeply lined, and wore -the tan of many summers. I noted his hard, -calloused hand resting on the back of the seat -as he half rose to look at the door through -which the seniors were to enter. The woman -by his side was a quiet, sympathetic person to -whom a phrase from Barrie would be applicable: -she had a “mother’s face.”</p> - -<p>While many eyes were turned toward the -old couple, the commencement procession entered<span class="pagenum"><a id="Page_136"></a>[136]</span> -the church. The two seemed scarcely -to notice the dignitaries who led the procession, -but their eyes were straining to catch the -first glimpse of the seniors. At least half of -the audience were now interested in this father -and mother. The latter suddenly placed both -hands upon the man’s arm. Her face beamed, -and an answering light appeared in the face -of a strong young man who marched near the -head of the seniors. That day some persons -in the audience heard only listlessly the commencement -speeches. Instead, they were picturing -the couple back on an upland farm of -New England, dedicating their lives to the -task of giving their boy the advantages which -they had never received, and which they must -have felt would separate him forever from -their humble life and surroundings. It had -been no easy path up which this pair had -struggled to the attainment of that ambition. -This was the day of their reward. All the -gray days behind were lost in the radiance of -pride and love. The father was full of joy -because he had had the privilege of working -for the boy, while to the mother it was enough -that she had borne him.</p> - -<p><span class="pagenum"><a id="Page_137"></a>[137]</span></p> - -<p>Such scenes are still frequent in commencement -time, and they are significant. Does it -really pay to send boys to college in America? -Is the game worth the candle? Is the contemptuous -notice placed by Horace Greeley -in his newspaper office still applicable: “No -college graduates or other horned cattle need -apply”? We can probably take for granted, -as we consider the vast expenditure of money -and time and men in the cause of American -education, that the people of the country are -believing increasingly in the value of college -training; but to many persons there arises the -question, To what college shall we send our -young hopeful? There is even a more basic -question, Why go to college at all?</p> - -<p>Rather than theorize on this subject, I -asked one hundred recent graduates of North -American colleges to tell me what decided -their choice of an institution, the chief values -derived from their college course, and the effect -of college training upon their life-work. -The following is a summary of the testimony -thus obtained:</p> - -<p><span class="pagenum"><a id="Page_138"></a>[138]</span></p> - - -<p class="center fs90">GRADUATE TESTIMONY CONCERNING COLLEGE</p> - -<table class="autotable fs80" summary=""> -<tr> -<td class="tdr">I.</td> -<td class="tdl">What were the reasons that led you to choose your college?</td> -<td class="tdr"></td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Financial reasons</span></td> -<td class="tdr">40</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Influence of friends or relatives</span></td> -<td class="tdr">18</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Type of the alumni</span></td> -<td class="tdr">32</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Standing of the institution</span></td> -<td class="tdr">10</td> -</tr> -<tr> -<td class="tdr"> II.</td> -<td class="tdl">What do you consider the most important values received from your college course?</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Broader views of life</span></td> -<td class="tdr">21</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Friendships formed</span></td> -<td class="tdr">18</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Training or ability to think</span></td> -<td class="tdr">7</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">General education as foundation for life-work</span></td> -<td class="tdr">11</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Influence of professors</span></td> -<td class="tdr">36</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Technical training</span></td> -<td class="tdr">7</td> -</tr> -<tr> -<td class="tdr">III.</td> -<td class="tdl">In the light of your experience, what would you suggest to a boy relative to the kind of preparatory school to choose?</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">High school or public school</span></td> -<td class="tdr">45</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Academy or private school</span></td> -<td class="tdr">33</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">A school emphasizing athletics</span></td> -<td class="tdr">22</td> -</tr> -<tr> -<td class="tdr"> IV.</td> -<td class="tdl">Did your college training decide your life-work?</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Decision before going to college</span></td> -<td class="tdr">32</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Decision during college</span></td> -<td class="tdr">38</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Decision after graduation</span></td> -<td class="tdr">2</td> -</tr> -<tr> -<td class="tdr"></td> -<td class="tdl"><span class="pad2">Not yet fully decided</span></td> -<td class="tdr">28</td> -</tr> -</table> - - -<p>The values of a college course are strikingly<span class="pagenum"><a id="Page_139"></a>[139]</span> -presented by the following answers: A Johns -Hopkins man attributes to his university “a -desire for, search after, and acceptance of the -truth regardless of the consequences.” A recent -alumnus of Boston University says: “I -learned to have a far broader view of what -teaching (my profession) really is. When I -entered college I regarded it as a process of -instilling a knowledge of facts in a young person’s -mind; when I was graduated I knew that -this was a very small part, merely a means to -the great end—the development of personality.” -A graduate of the University of -Georgia says that his college course meant to -him “a self-unfoldment, a diversity of interests -in life, a growth of ideals, of purposes, -and of judgment; strong convictions and -friendships.” A student from the School of -Mines in Colorado considers the chief value of -his college training was the giving him “a -vision of a life-work instead of a job”; a graduate -of the University of Louisiana writes -that the chief value to him was “a realization -that I was worth as much as the average man”; -while an alumnus of Vanderbilt University -said that his course gave him “the feeling of<span class="pagenum"><a id="Page_140"></a>[140]</span> -equality and of opportunity to do things and -be something along with other men. It has -meant, perhaps, a greater chance to do my -best.”</p> - - -<h3>CHOOSING A COLLEGE</h3> - -<p>The choice of a college, according to this -testimony, is largely dependent upon one of -three things,—the location of the institution -(involving expense), the influence of friends -or relatives, and the advantages the institution -may offer for special training. The selection -of the college, however, is not so important -as formerly. Every prosperous institution -now gives sufficient opportunity for -the acquirement of knowledge and training. -Apart from the prestige which the name of a -large and well-known university or college -gives to its graduates in after life, the difference -between the values imparted by scores of -American institutions is not considerable. -There are at least a hundred institutions in -America sufficiently well equipped to give a -boy the foundation of mental training that a -college education is intended to supply. -Their libraries are filled with books; their<span class="pagenum"><a id="Page_143"></a>[141-143]</span> -laboratories contain expensive and elaborate -modern appliances; their gymnasiums are -preëminent in equipment; their instructors -are drawn from the best scholars in the country -and also from the finishing schools of Europe; -the spirit of athletics and undergraduate -leadership are, as a rule, strongly emphasized, -while the fraternity and social systems afford -rare opportunities for friendship. Temptations -and college evils vary comparatively little -in different institutions.</p> - - -<div class="figcenter illowp50" id="i_141" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_141.jpg" alt="" /> - <div class="caption"><p class="center">Blair Arch, Princeton University</p></div> -</div> - - -<p>The advantages of contact and the acquirement -of experience through the laboratory of -a big city institution are frequently more than -counterbalanced by the close fellowship and -the lack of distractions in a small country college. -It is true that the investigators of the -Carnegie Foundation found a large variation -in the amount of money expended by different -institutions to educate a student. It is my belief, -after visiting more than five hundred institutions -in North America, that the quality -of instruction in any one of these institutions -of the first grade does not vary sufficiently to -render the choice of a college on the ground of -educational advantages a matter of great moment.<span class="pagenum"><a id="Page_144"></a>[144]</span> -The values which the small college -loses from inferior equipment are usually offset -by the more direct access of the student to -the personality of the teacher, and often by -closer friendships with fellow-students.</p> - -<p>Indeed, educational results are not always -commensurate with material advantages. As -President Garfield said, a man like Mark -Hopkins on one end of a bench and a student -on the other end is still the main essential of -a college. Many years ago Henry Clay visited -Princeton, and was asked by President -McLean (Johnnie, as he was familiarly and -popularly called) to sit down in the president’s -study. The furniture was not elaborate -in those days, nor did it consist of the -most solid material. Mr. Clay sat down, and -the rickety old chair which was proffered him -sank beneath his weight. The statesman, -rising from the floor, said solemnly, “Dr. McLean, -I hope that the other chairs of this institution -are on a more permanent foundation.” -Indeed, the foundation of learning in -those days was laid upon the personality of -great teachers who, like Dr. McLean, had personal -contact with the students, making up in<span class="pagenum"><a id="Page_145"></a>[145]</span> -individual interest what was lacking in material -equipment.</p> - -<p>It is important that the student should -choose instructors quite as carefully as institutions. -What a man selects when he gets to -college—his studies, his teachers, and his -friends—will prove far more vital to him than -the institution he happens to choose.</p> - - -<h3>IDEALS JOINED TO ACTION</h3> - -<p>Whether in college or out in the world, the -important thing is that college gives an opportunity -not only for the acquirement of -knowledge, but also for the matching of that -knowledge against real problems. Something -definitely good is derived from new adjustments. -Education can never be completed -at home. The college boy returns to -his old home with new reverence, with a new -conception of its meaning. He has secured a -vision that enriches and liberates by getting -in touch with universal interests. He has gotten -out of himself into the life of others.</p> - -<p>College brings together ideas and action. -It is the practice-ground for honor and square-dealing.<span class="pagenum"><a id="Page_146"></a>[146]</span> -A championship base-ball game was -played recently between Wesleyan and Williams -at Williamstown. This game was the -last one of a series, and it was to decide which -college should hold the championship for the -coming year. The tension was naturally -great. At the end of the seventh inning the -score stood 1 to 0 in favor of Wesleyan. -The last Williams man at the bat knocked a -slow “grounder” to the short-stop. In throwing -it to first base, he drove it so high that the -first baseman, in attempting to get it, stepped -about an inch off the base. The umpire -called the man out, but the Wesleyan first -baseman, going up to the umpire, said, “That -man was not out.” Williams finally won -that day, but Wesleyan had the satisfaction -of knowing that their man had “played the -game.”</p> - - -<h3>TRAINING OF THE INDIVIDUAL</h3> - -<p>One of the chief functions of the American -college is to discover the man in the student, -and to train him for citizenship and public -service. President Hadley of Yale points -out the fact that of the twenty-six presidents<span class="pagenum"><a id="Page_147"></a>[147]</span> -of the United States, seventeen were college -men, and of these seventeen, fourteen were -graduates of the old-fashioned classical colleges. -Grant was a West Point man, Monroe -and McKinley left college before the end -of their junior year, one to go to the army, and -one to teach school. This contribution of individual -leadership to a nation seems to be -proper and fitting, as Dr. Hadley says:</p> - - -<div class="blockquot"> -<p>If a college man has used the opportunities offered -by the faculty, he has acquired a wide knowledge of history -and a broad view of public affairs. If he has utilized -the opportunities offered by his fellow-students, he -has acquired the democratic spirit, has gotten a grip -upon public opinion, and has had considerable experience -in dealing with a large variety of men. All these -things give him an advantage in the race, and statistics -show that he makes good use of this advantage.</p> -</div> - - -<p>This power of the American college to develop -individual initiative and leadership has -been decidedly enhanced in recent years. The -college in the United States has gradually developed -from a quasi-family institution for -growing school-boys to a small world of wide, -voluntary opportunity for young men. There<span class="pagenum"><a id="Page_148"></a>[148]</span> -is a decided difference between American undergraduate -life to-day and that of a century -ago, or even of fifty years ago. Then boys -were graduated at eighteen or nineteen years -of age, and they were under the watchful eye -of presidents, professors, and tutors, who were -<i>in loco parentis</i>. The earlier period was a period -of flogging and fagging and “freshmen -servitude rules.” Indeed, the age was one of -black-and-blue memories derived from those -educational lictors who with their rods made -deeper impressions than all the Roman Cæsars. -Freshmen were forbidden to wear hats in the -president’s or professors’ dooryards or within -ten yards of a president, eight rods of a professor, -or five of a tutor. These young men -were forbidden to run in the college yard or -up or down stairs or to call to any one through -a college window. Seniors had the power to -regulate the dress and the play of underclass -members. In those early days fines and penalties -for misdemeanors ran from half a -penny up to three shillings, while sophomores -had their ears boxed before the assembled college -by the president or a member of the faculty. -The conclusion of the college prayer<span class="pagenum"><a id="Page_149"></a>[149]</span> -indicated the enforced humility of students in -those days: “May we perform faithfully our -duties to our superiors, our equals, and our -inferiors.”</p> - -<p>American college life had its rise in New -England institutions presided over by rigorous -Puritans whose hands were as hard as -their heads, who believed in total depravity -and original sin, and who held the young -sternly to account for any remissness. In -those early days student community life differed -little from student home life; both failed -dismally to develop initiative or individual responsibility. -They were characterized by -strict authority on the part of the parent and -teacher, and ingenious attempts to outwit this -authority on the part of the young. It was -this conception of the college which led the -Massachusetts legislature to give the Harvard -faculty authority to inflict corporal punishment -upon Harvard students. At that time -it was easy for a student to determine his life-work, -for the great majority of boys either -entered the ministry, or studied law or medicine. -The whole college living was simple -and homogeneous.</p> - -<p><span class="pagenum"><a id="Page_150"></a>[150]</span></p> - - -<h3>GOVERNMENT BY UNDERGRADUATES</h3> - -<p>Existence in the modern American college -is quite another thing. In the college itself -there has arisen an interminable round of -activities which make demands on the talents -and abilities of students. Managerial, civic, -social, religious, athletic, and financial leadership -is exemplified in almost all colleges. Undergraduate -leadership is the most impressive -thing in college life. One reason for the -sway of athletics over students exists in the -fact that through these exercises the student -body recognizes real leadership. Loyalty to -it is repeatedly seen. At a small college the -students may elect their best pitcher as the -president of the senior class; their best jumper -for the secretary; and, regardless of the subtlety -of the humor, may choose their best runner -for the treasurer of the class. The president -of another college has estimated that in -his institution the regular college activities -outside of the curriculum reached a grand total -of twenty-seven, and included everything -from the glee-club leader to the chairman of -an old-clothes committee. The dean of another<span class="pagenum"><a id="Page_151"></a>[151]</span> -institution who felt this overwhelming -change in student affairs is quoted as recommending -“a lightening of non-academic demands -upon the students.”</p> - -<p>A college man is surrounded, therefore, -with ample opportunity for individual development. -His habits and his executive abilities -are considered quite as important as his -“marks” when the final honors are awarded. -In short, the real government of our large -North American institutions is to-day in the -hands of the students, however much the faculty -may think that they wield the scepter. -Honor systems, athletics, college journalism, -fraternity life, self-support, curriculum, seminars, -unrestrained electives, student researches, -and laboratory methods—all these -are signs of the new day of student individualism. -The parental form of government is -less popular; the self-government idea is now -the slogan in student life. The dogmatic college -president whom I met recently in a Western -State who insisted that in <i>his</i> college there -shall be no fraternities or no athletics is -marching among the belated leaders of modern -education. Meanwhile embryonic statesmen<span class="pagenum"><a id="Page_152"></a>[152]</span> -and railroad managers are discovering themselves -and their life-work in the society and -politics of undergraduate days. In the ninety -per cent. of his time which it is estimated the -American undergraduate spends outside of his -recitations, there is increasingly the tendency -to make the college a practice-ground for the -development of personal enterprise, individuality, -and efficiency.</p> - - -<h3>LEARNING TO THINK</h3> - -<p>At least twelve college presidents have said -to me during the last year that in their judgment -the chief advantage of a college course -is learning to think. It has been stated by -Dr. Hamilton Wright Mabie that to Americans -no conquests are possible save those -which are won by superiority of ideas. Professor -George H. Palmer tells an anecdote of -a Harvard graduate who came back to Cambridge -and called upon him to express his -gratitude for certain help which had come to -him in Professor Palmer’s classroom, and -which had directly influenced his life. The -professor, naturally elated, hastened to inquire<span class="pagenum"><a id="Page_153"></a>[153]</span> -what particular remark had so influenced -the young man’s career. The graduate replied: -“You told us one day that John Locke -insisted on <i>clear ideas</i>. These two words -have been transforming elements in my life -and work.”</p> - -<p>The colleges liberate every year a tremendous -vital force, which is a prodigious energy. -It may drive men aimlessly into all kinds of -trifling, display, and doubtfully acquired possessions, -or it may be harnessed to clear ideas -and sturdy convictions on the great subjects -of nationalism, industrialism, and enlightenment -through schools and art and literature -and religion. Education in the fullest meaning -of the term is the source and secret of -American success. Some of our colleges are -older than the nation. Harvard was founded -in 1636, William and Mary in 1693, Yale in -1701, Princeton in 1746, all before our distinctively -national life began. The colleges -are the training centers of the nation’s life, -and to the trained men of any nation belong -increasingly the opportunities and the prizes -of public life. Bismarck was sagaciously -prophetic when he said that one-third of the<span class="pagenum"><a id="Page_154"></a>[154]</span> -students of Germany died because of overwork, -one-third were incapacitated for leadership -through dissipation, and the other third -ruled Germany. The future welfare of the -peoples of the earth is in the hands of the men -who are being trained by the schools for service -and public leadership. The power of -leadership is developed in part at least by the -expression of ideas in writing and speaking. -President Eliot is quoted as saying that the -superior effectiveness of some men lies not in -their larger stock of ideas, but in their greater -power of expression. Many a student has -learned to give expression to his ideas and convictions, -and many an editor has found his vocation, -by writing for the college journals.</p> - - -<div class="figcenter illowp70" id="i_155" style="max-width: 32.8125em;"> - <img class="w100" src="images/i_155.jpg" alt="" /> - <div class="caption"><p class="center">Editors of the Harvard <i>Lampoon</i>, making up the “Dummy” of a Number</p></div> -</div> - - -<h3>COLLEGE JOURNALISM</h3> - -<p>But the condition of college journalism at -present does not confer high honor on the -American undergraduate or on American colleges. -When we look beyond the college -daily, we find literary periodicals nearly at a -standstill as to funds and ideas. In the Middle -West especially, the editors of literary<span class="pagenum"><a id="Page_157"></a>[155-157]</span> -journals spend a good part of their time in -drumming up delinquent subscribers. The -principal activity manifested by many a college -literary magazine is to start and to stop. -They resemble the ephemeral Edinburgh university -magazine, described by Robert Louis -Stevenson: “It ran four months in undisturbed -obscurity and died without a gasp.” -To the modern era of literary productiveness -the college man, at least while in college, -seems to be a comparatively small contributor. -The best men are needed to make college journalism -popular, for deep within most students’ -hearts is a love for real literature; as one student -said recently, “Many a man is found -reading classic literature on the sly.” It may -seem to an outsider that the student usually -prefers his heroes to be visible and practical, -jumping and fighting about on the athletic -field, much as certain persons prefer to hear a -big orchestra, the players in which can be seen -sawing and blowing and perspiring, rather -than to listen to mysterious, sweet, but unseen -music. Some day strong college leaders will -rise up to champion college journalism and -college reading as to-day they fight for athletics.<span class="pagenum"><a id="Page_158"></a>[158]</span> -Then college sentiment will make popular -the pen and the book.</p> - -<p>When book-life is as popular as play-life, -college conversation will have new point; the -fraternity man will be able to spend an hour -away from the “fellows” and the rag-time -piano, and the docile professor, starting out -reluctantly to visit his students, will not need -to pray “Make me a child again just for to-night!” -as he immolates himself for a long, -dreary evening trying to smile and talk wisely -of college politics and base-ball averages.</p> - - -<h3>A NEW REALISM IN LITERATURE</h3> - -<p>How is the undergraduate to be interested -in writing? How can college journalism be -made to take a real hold on the undergraduate’s -life? One might answer, present literature -and writing in an interesting manner, -bring out the humanity in it; for, above all, -the undergraduate is intensely human. New -college ideals and interests have been born, -and have grown up in a new age of literary -aspiration and method. The times demand -literature instinct with human interest, vital<span class="pagenum"><a id="Page_159"></a>[159]</span> -with reality. We may quarrel with the type; -we may call it vulgar and yellow and thin and -realistic, but the fact remains that it is the literary -temper of the day; and there are those -whose opinions are worthy of consideration -who believe that this new realism in literature -is by no means to be treated lightly, even in -comparison with the poetic and stately form -of Elizabethan letters.</p> - - -<h3>BOOKS AND THE UNDERGRADUATE</h3> - -<p>The opportunity offered for cultivating acquaintance -with good books is not the least -reason for spending four years in a college atmosphere. -In the year 1700, when William -and Mary were on the throne of England, -James Pierpont selected eleven trustees, nine -of whom were graduates of Harvard, who, it -is recorded, met at Branford, Connecticut. -Each of the eleven brought a number of books, -and, laying them on the table, said, “I give -these books for the foundation of a college in -this colony.” This was the early foundation -of Yale. The influence of such foundations -upon the ideals of American students has been<span class="pagenum"><a id="Page_160"></a>[160]</span> -considerable. Many a man has discovered in -college what Thackeray meant when he wrote -to his mother in 1852, “I used, you know, to -hanker after Parliament, police magistracies, -and so forth; but no occupation I can devise -is so profitable as that which I have at my -hand in that old inkstand.” Robert Louis -Stevenson—and who can forget him in thinking -of books?—said twenty years after his -school-days, “I have really enjoyed this book -as I—almost as I used to enjoy books when I -was going twenty to twenty-three; and these -are the years for reading. Books,” he continued, -“were the proper remedy: books of vivid -human import, forcing upon the minds of -young men the issues, pleasures, business, importance, -and immediacy of that life in which -they stand; books of smiling, or heroic temper, -to excite or to console; books of a large design, -shadowing the complexity of that game of consequences -to which we all sit down, the hanger-back -not least.”</p> - - -<h3>HOW TO INTEREST STUDENTS IN GOOD READING</h3> - -<p>Some critics tell us that the undergraduate<span class="pagenum"><a id="Page_161"></a>[161]</span> -of to-day reads only his required books, and -talks nothing but athletics. One gets the impression -that the average college man feels -about his prescribed work in literature much -as D. G. Rossetti felt about his father’s heavy -volumes. “No good for reading.” The -fault is not wholly with the undergraduate. -There is need for a change of method in interesting -students in books. Too early specialization -has frustrated the student’s literary -tendencies. College men are forced into -“original research” before they know the -meaning of the word bibliography. They -rarely read enough of any one great author to -enter into real friendship with him. Classroom -study is often microscopic. Literature -is made easy for the student by the innumerable -sets of books giving dashes of the world’s -best literature, and chosen from an utterly -different point of view than the student would -take were he to make his own choice, thus often -prejudicing him against an author whom he -might otherwise have loved.</p> - -<p>Grammatical and syntactical details too -often obstruct the path to the heart of classical -education. A student in one of our colleges<span class="pagenum"><a id="Page_162"></a>[162]</span> -had read the first six books of Vergil’s Æneid -in a preparatory school, and when his father -asked him what it was about, answered, “I -hadn’t thought about that.” The real charm -and interest of this classic had entirely escaped -him. It had been buried beneath a -mountain of philology. When we fail to -make the student realize that the best literature -of the world is interesting, why should -we wonder that the student’s literary realm is -invaded by the pseudo-psychological novel, -the humanly human though indelicate memoirs -which tend frequently to keep the mind -in the low and morbid levels?</p> - -<p>Emphasis is needed on a few great books, -not upon everything. The student is often -discouraged by long lists of books, and it frequently -happens that he reads without assimilating. -A college friend of mine became an -example of devotion to Bacon’s injunction -about reading until one becomes a “full man.” -He was literally full to the brim and running -over with reading. He rarely laid down his -books long enough to prepare for his course -lectures; he certainly never stopped long -enough to think about what he had read. His<span class="pagenum"><a id="Page_163"></a>[163]</span> -chief delight was in recounting the titles of -the books he had consumed in a given period. -He was something like Kipling’s traveler in -India, who spent his time gazing intently at -the names of the railway stations in his -Baedeker. When the train rushed through -the station he would draw a line through the -name, saying in a satisfied manner, “I’ve done -that.”</p> - -<p>The undergraduate’s reading may be made -pleasurable instead of being a painful duty. -Books ought to open new rooms in his house -of thought, start new trains of ideas and action, -help him to find his own line, give just -views of the nation’s history and destinies, impart -a mental tone, and give a real taste for -literature, inspired by intellectual curiosity. -College reading should also awaken the soul -of the student and attach his faith to the loyalties -of life. A foot-ball coach said to me -recently that his team was defeated in the last -half of the game because of a lack of physical -reserve. His men were equal, if not superior, -to the other team in their technic, they followed -the signals, but they had not trained -long enough to secure the physical stamina<span class="pagenum"><a id="Page_164"></a>[164]</span> -which is always an element of success in the -last half of the game. Good reading is good -training. Good books give mental and spiritual -reserve. They fill the reservoirs of the -mind and heart with the kind of knowledge -that arouses, sustains, and steadies a man in -a crisis. The best books assure power in the -right direction. A student whose mind is -filled with the best will have neither time nor -inclination for the literature that appeals only -to a liking for the commonplace and the sensational. -It will be unfortunate if Tennyson’s -indictment against an English university -become true of our American teachers:</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Because you do profess to teach, and teach us nothing.</div> - <div class="verse indent4">Feeding not the heart.</div> -</div> -</div> - - -<div class="figcenter illowp50" id="i_165" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_165.jpg" alt="" /> - <div class="caption"><p class="center">The Library and the Thomas Jefferson Statue, University of Virginia</p></div> -</div> - - -<p>To find not simply the laws of chemical -and electrical action, but also the laws of the -mind and the spirit, the nature of life and -death, and the character of “that power not -ourselves that makes for righteousness”—all -this should determine the lines of reading for -students outside of their specialty. Such -reading is not for acquisition, for attainment,<span class="pagenum"><a id="Page_167"></a>[165-167]</span> -or for facts alone; it is for inspiration and -ideals, and a realizing sense of that passionate -joy derived from all things real and beautiful.</p> - - -<h3>THE PIONEER SPIRIT</h3> - -<p>College training brings with it responsibility -and reward. The responsibility is that of -leadership—the kind of leadership which -comes to the man of advanced knowledge and -unusual advantages, who sees the needs of his -time and does not flinch from the hardest kind -of sacrifice in view of those needs. The reward -is not always apparent to the world, but -it is more than sufficient for the worker. Indeed, -the American undergraduate is becoming -more and more aware that his pay is not -his reward. He is learning that the world is -not keen to pay the cost of new ideas or to -reward professional leadership with material -values. Furthermore, his half-paid service -does not tell the whole story of his sacrifice. -His work is often lost in the successes of some -other man who follows him. But the college-trained -man who has weighed well these needs, -and has deliberately chosen, is not to be pitied.<span class="pagenum"><a id="Page_168"></a>[168]</span> -Indeed, it is doubtful whether any one is more -to be envied. He is under the impulsion of an -inner sense of mission. The college has given -him faith in himself and his mission. Many -a graduate, going out from American halls -of learning, feels somewhat as Carlyle felt -when he said: “I have a book in me; it must -come out,” or as Disraeli intimated in his answer -when he was hissed down in the House of -Commons, “You will not hear me now, but -there will come a time when you will hear me.”</p> - -<p>The undergraduate, spending laborious -days upon the invention which shall make industrial -progress possible in lands his eyes -will never see, is carried along by an impulse -not easily expressed. He realizes the feeling -that Robert Louis Stevenson expressed when -he said about his writing that he felt like -thanking God that he had a chance to earn his -bread upon such joyful terms. He has deliberately -turned his back upon certain temporalities -in order to face the sunrise of some new -ideal for social betterment or national progress. -He has heard the gods calling him to -some far-reaching profession that is more than -a position. There is stirring in him always<span class="pagenum"><a id="Page_169"></a>[169]</span> -the sense of message. He has caught the -clear, captivating voice of a unique life-work. -It urges him on to the occupation of his new -land of dreams. Is this leader worried because -some one misunderstands him? Does -he envy the man who, following another ideal, -sweeps by in an automobile which perhaps his -own particular genius has made possible? -The pioneer of letters who has known the -sweetness and light of literary satisfaction, the -fine frenzy of that creative, imaginative activity -in which ideas are caught and crystallized -in words, does not despair when his earthly -rewards seem to linger.</p> - -<p>The college, then, is a means only to the -larger life of spirit and service. It exists to -point out the goal the attainment of which lies -inherent in the student. The college is like -the tug-boat that pulls the ship from the harbor -to the clear water of the free, open sea. -The curriculum, the play-life, the laboratory, -the patriotism of the college spirit, the buildings, -and the men, are only torches gleaming -through the morning shadows of the student’s -coming day.</p> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_171"></a>[170-171]</span></p> - -<h2 class="nobreak" id="THE_COLLEGE_MAN_AND_THE">THE COLLEGE MAN AND THE WORLD</h2> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<p><span class="pagenum"><a id="Page_173"></a>[172-173]</span></p> - -<h2 class="nobreak" id="V">V</h2> - -<h3>THE COLLEGE MAN AND THE WORLD</h3> - -<p class="drop-capy">“How crooked can a modern business man -be and still be straight?”</p> - -<p>This question was propounded at a college -dinner in New York by a young lawyer who, -in behalf of the recent graduates of an Eastern -university, had been asked to give utterance to -some of the first impressions of a young alumnus -upon his entrance into the life of the world. -The question was not asked in a trifling manner, -but it represented the query which inevitably -arises in the mind of the graduate of -ideals and high desires who to-day leaves his -alma mater to plunge into the confused business -and professional life of our times.</p> - -<p>The question awakens the inquiry as to -whether the colleges of America are to-day -sending into the world trained leaders or subservient -followers; whether graduates enter -their special careers with a real message and -mission, or whether, however optimistically<span class="pagenum"><a id="Page_174"></a>[174]</span> -they may begin their work, their high purposes -are buried or not beneath the rush of practical -and material affairs.</p> - -<p>More than half a million students are to-day -studying in our secondary schools and institutions -of higher learning, with a money expense -to the nation involving many millions dollars. -Tens of thousands of teachers and trained educators -are devoting years of hard and faithful -service in preparing these American youths -for life. Are these students, after graduation, -assuming real leadership? Are they contributing -vision, judgment, and guidance in -great national enterprises sufficiently definite -and valuable to compensate the country for -the sacrifices in time, money, and life that are -made for the support and continuance of our -educational institutions?</p> - -<p>There seems to be a difference of opinion -concerning this subject even in these times of -vast educational enterprises. A business man -of high repute wrote to me recently as follows:</p> - - -<div class="blockquot"> -<p>I do not consider that our colleges are meeting the requirements -of modern business life. From your own -observation you must know that the most conspicuously -successful people in business were conspicuously poor<span class="pagenum"><a id="Page_175"></a>[175]</span> -at the start, both financially and educationally. Grover -Cleveland, who was not a college graduate, once said -that the perpetuity of our institutions and the public -welfare depended upon the simple <i>business-like</i> arrangement -of the affairs of the Government.</p> -</div> - - -<p>This is the frequently expressed opinion of -men of business and affairs, who present the -successful careers of self-made men as an -argument against collegiate education. This -argument, however, fails to take into account -that the same dogged persistence which has -brought success to many of our present-day -leaders in industrial and national life would -have lost nothing in efficiency by college training.</p> - -<p>Ask these masters of the business world who -have risen by their individual force what they -most regret in life. In nine cases out of ten -the answer will be, “The lack of an opportunity -for education.” And they will usually -add: “But my sons shall have an education. -<i>They</i> shall not be handicapped as I have -been.” For the practical proof of the genuineness -of this feeling, one has simply to read -over the names in the catalogues of the great -universities and colleges of America, where<span class="pagenum"><a id="Page_176"></a>[176]</span> -the names of the sons of virtually all the great -business and professional men will be found.</p> - -<p>While, therefore, we must take it for -granted that Americans generally believe -in a collegiate education, we may still question -whether the colleges are really equipping -for leadership the young men whom -they are sending into our modern life. What, -after all, do the colleges give? Out of one -hundred graduates whom I asked what they -had gained in college, twenty-one said, -“Broader views of life,” or perspective. Long -ago John Ruskin said that the greatest thing -any human being can do in the world is to see -something, and then go and tell what he has -seen in a plain way. To make the undergraduate -see something beyond the commonplace -is still the purpose of education. This enlarged -vision is often the salvation of the individual -student. It furnishes the impulse of a -new affection. It attaches him to some great, -uncongenial task. It gives him a mission -great enough and hard enough to keep his feet -beneath him. It saves him by steadying him.</p> - -<p><span class="pagenum"><a id="Page_177"></a>[177]</span></p> - - -<h3>THE ART OF RELAXATION</h3> - -<p>But no graduate is equipped for either -mental or moral leadership until he has learned -the art of relaxation. Both his health and his -efficiency wait upon his ability to rest, to relax, -to be composed in the midst of life’s affairs. -A real cause of American physical breakdown -has been attributed by a famous physician “to -those absurd feelings of hurry and having no -time, to that breathlessness and tension, that -anxiety of feature and that solicitude of -results, that lack of inner harmony and ease, -in short, by which with us the work is apt to -be accompanied, and from which a European -who would do the same work would, nine times -out of ten, be free. It is your relaxed and -easy worker, who is in no hurry, and quite -thoughtless most of the while of consequence, -who is your most efficient worker. Tension -and anxiety, present and future all mixed up -together in one mind at once, are the surest -drags upon steady progress and hindrances to -our success.”</p> - -<p>We find that one of the supreme purposes -of education in ancient Greece was to prepare<span class="pagenum"><a id="Page_178"></a>[178]</span> -men to be capable of profiting by their hours -of freedom from labor. In his writing upon -education, Herbert Spencer gives special -attention to the training that fits citizens for -leisure hours.</p> - - -<div class="figcenter illowp50" id="i_179" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_179.jpg" alt="" /> - <div class="caption"><p class="center">Harper Memorial Building and the Law Building, University of Chicago</p></div> -</div> - - -<p>The American college graduate is quite certain -to receive early the impression that efficiency -is synonymous with hustling; that modern -life, in America at least, as G. Lowes Dickinson -has said, finds its chief end in “acceleration.” -His danger is frequently in his inability -to concentrate, to compose himself for real -thoughtful leadership. Many a graduate -takes years to get over that explosive energy -of the sophomore, which spends itself without -result. He takes display of energy for -real force. His veins are filled with the hot -blood of youth. He has not learned to wait. -He is inclined to put more energy and nervous -force into things than they demand. Like all -youth, he is inclined to scatter his energy in -all directions. He is therefore in danger -sooner or later of breaking down physically or -mentally, or both, and in spending the time -which should be utilized in serviceableness in -repairing the breakages of an uneconomic<span class="pagenum"><a id="Page_181"></a>[179-181]</span> -human machine. The average American -graduate rarely needs Emerson’s advice for a -lazy boy, which was, “Set a dog on him, send -him West, do something to him.”</p> - -<p>College training must give a man permanent -idealism. Too often the graduate is -inclined to fall into the line of march. He -begins to worry and to lose his attractive -gaiety and buoyancy. His habits of thought -and study are soon buried beneath the myriad -details of business life or nervous pleasures. -He becomes anxious about things that never -happen. His anxiety about future happenings -or results takes his mind from present -efficiency. He becomes tense and tired and -irritable. The attitude of composure and -self-assurance which for a time he possessed in -college is changed to a fearsome, troubled state, -the end of which is the sanatorium or something -even more baneful. I have sometimes -thought that for a month at least I should like -to see the office signs, “Do it now,” “This is -my busy day,” “Step quickly,” replaced by -the old scriptural motto, “In quietness and -confidence shall be your strength.”</p> - -<p>How shall our colleges assist American<span class="pagenum"><a id="Page_182"></a>[182]</span> -youth to secure the art of relaxation and to -obtain the ability to relieve the tension of the -workaday world by beneficial and delightful -relief from business strain? Such gifts will -often be the chief assets of a college man’s -training. Business men, and professional men, -too, frequently reach middle life with no interest -outside their specialties. When business -is over, life is a blank. There are no eager -voices of pleasant pursuits calling them away -from the common round and routine tasks. -It is too late to form habits. The rich -rewards that education may give in leisure -hours are lost, swallowed up by a thousand -things that are merely on the way to the -prizes that count. This is a terrific loss, and -for this loss our colleges are in part at least at -fault.</p> - -<p>In certain institutions, however, we discover -teachers who realize that a real part of their -vocation consists in giving to at least a few -students habits of real and permanent relaxation.</p> - -<p>In a New England college recently I found -a professor spending two afternoons a week in -cross-country walks with students to whom he<span class="pagenum"><a id="Page_183"></a>[183]</span> -was teaching at an impressionable age habits -that could be continued after college days. -These walks occurred on Sunday and Thursday -afternoons. With rigid persistence he -had followed the plan of walking with his students -for six or eight months, a sufficient time -in which to form habits. He explained his -object by saying that during his own college -career he had engaged in certain forms of athletics -which he was unable to pursue after -graduation. While his college physical training -had benefited him physically, he nevertheless -found himself quite without habits of bodily -relaxation. He was deprived of apparatus -and the opportunity for many out-of-door -games, but had found an immense value in -walking. In passing on to these college boys -this inclination for out-of-door relaxation, he -was perhaps contributing his chief influence as -a teacher.</p> - -<p>Why should not habits of this kind be definitely -organized and carried out by the physical -departments of our colleges? The opportunity -to study trees, plants, and animals, and -to become watchful for a hundred varying -phases of nature, would furnish no small<span class="pagenum"><a id="Page_184"></a>[184]</span> -opportunity for projecting the influence of college -into later life.</p> - -<p>These tendencies toward relaxation take -different forms according to individual tastes. -One graduate of my acquaintance finds outlet -for his nervous energy in a fish-hatchery. To -be sure, he bores his friends by talking fish at -every conceivable opportunity, and people frequently -get the impression that his mind has a -piscatorial rather than financial trend, as he -loses no opportunity to dilate upon his latest -adventure in trout; and yet his physician was -doubtless right in saying that this man, the -head of one of the largest financial institutions -in America, owes his life as well as his success -to this special form of relaxation.</p> - -<p>A graduate of one of our large Western -technical schools who is at the head of a big -steel foundry has a private book-bindery, -where with two or three of his friends the life of -the world is lost evening after evening in -the quiet and delightful air of books and book-making. -The best treatises upon book-binding -line the walls. Old and rare editions of -the most famous masters are carefully sheltered -in cases of glass. One end of the room<span class="pagenum"><a id="Page_185"></a>[185]</span> -is filled with his printing and binding-machines. -He showed me a beautifully bound volume -which he himself had printed and bound. -As he lovingly fingered the soft leather, reading -to me his favorite passages from this masterpiece, -I discerned in him a different man -from the one I had often seen sitting in his -grimy office discussing contracts for steel rails -for China and bridge girders for South America. -A deeper, finer man had been discovered -in the hours of recreation. When asked how -he happened to become interested in a matter -so antipodal to his life-work, I found that the -tendency started in college days, when he had -been accustomed to browse among the books -in the old college library under the faithful -and regular guidance of a professor who once -every week took his students to the library -with the express purpose of inculcating a love -for old and beautifully bound books.</p> - -<p>The college, moreover, should start the -graduate interest in philanthropic and serious -enterprises which in themselves furnish suitable -as well as pleasing relaxation to hundreds -of American university men. Letters received -from scores of recent graduates,<span class="pagenum"><a id="Page_186"></a>[186]</span> -many of whom are taking a large share in -moral, social, and philanthropic endeavors, -state that the beginnings of their interest -dated with their experience in the Christian -associations, settlement houses, boys’ clubs, -and charitable organizations of college days. -One man of large philanthropic interest received -his first view of a field of opportunity -and privilege by hearing a lecturer on a social -betterment tell of finding a homeless boy hovering -over the grating of a newspaper building -on a winter night. The story touched a -chord deep in the hearer, who saw this vision -of a world until then unknown to him—a -world of suffering and hunger and cold; and -when in later life it was made possible, he devoted -his influence and his fortune to the erection -of a home for friendless boys.</p> - -<p>What is the college accomplishing toward -the solution of that vital subject, the question -of the immigrant? The possibilities of dealing -with such far-reaching international problems -is indicated by the influence of a college -debate upon the subject, “What shall we do -with the immigrant?” Through his reading -and investigation of the subject, a certain student<span class="pagenum"><a id="Page_187"></a>[187]</span> -who engaged in this debate received his -first impetus toward what has proved to be -one of the main contributions of his life to the -nation by the establishment of Italian colonies -that are probably as effective as any plans -which are being suggested or utilized for the -betterment of our foreign population.</p> - - -<h3>MENTAL RESOURCEFULNESS</h3> - -<p>According to President John G. Hibben of -Princeton, graduates on the average earn only -six dollars per week at the start. He justifies -this low earning power by saying, “It is our -endeavor to create a high potential of mental -possibility rather than actual attainment.”</p> - -<p>We are inclined to consider efficiency only -as expressed along social, economic, industrial, -or mechanical lines. It is not strange in a -period when financial standing bulks large in -the minds of a comparatively new people -that the recognition of the learned classes -should be less noticeable than formerly. Yet -reactive tendencies from strictly utilitarian -education are evident. Individual and ideal -aims of education are beginning to emerge<span class="pagenum"><a id="Page_188"></a>[188]</span> -above the commercial and mechanical aims. -Already the salaries of college presidents and -college teachers are increased, offering additional -incentive for men of brains and scholarly -achievement. Masters of industry who -have been slaving for industrial and social -progress are now becoming eager to push their -accomplishments onward to mental and spiritual -satisfactions. How otherwise can we explain -such establishments as the Carnegie -Foundation, the millions of Mr. Morgan for -art, the vast sums contributed to religion and -education in this and other lands? The ethical -and social ideals of to-day are attaching -thousands of our best youth to far-reaching -endeavor. There is a new quest for that philosophy -of life which, as Novalis stated it, -could indeed bake no bread, but would give us -God, freedom, and immortality. These are -the signs of a new age of mental productivity—an -age in which scholarship and learning -will have a value for themselves; when people -will appreciate that it is not merely the book -one studies, but how he studies it that counts; -that if we can produce a man of scholarly, -thoughtful ability, we are sending into the<span class="pagenum"><a id="Page_189"></a>[189]</span> -world a person who will be proficient along -any line in which he may engage.</p> - -<p>In a Harvard address a few years ago, it -was remarked by Mr. Owen Wister that -America possessed only three men of unquestioned -preëminence to whom students could -turn for academic tuition in their respective -lines. I believe it was Edmund Gosse who -said that America had not produced a single -poet deserving to rank with the unquestioned -masters of English poetry. While these -statements may be questioned, one realizes the -general truth behind them when we contrast -the marvelous and expensive architectural -equipment of American universities with the -paucity of great men and teachers.</p> - -<p>The trend of the times, however, is slowly -but certainly toward a new individualism. -Attention is being focused more and more -upon the values of life rather than upon the -volume of life. The college graduate may -not be able to deliver an oration in Hebrew -in the morning and in Latin in the afternoon, -but he is able to think through and around his -problem, and this is mental resourcefulness, -truly a chief aim of collegiate education and<span class="pagenum"><a id="Page_190"></a>[190]</span> -one of the first necessities for success. Emerson’s -prophecy may be realized in our day:</p> - - -<div class="blockquot"> -<p>Perhaps the time has already come, when the sluggard -intellect of this continent will look from under its -iron lids and fill the postponed expectation of the world -with something better than the exertion of mechanical -skill. Our day of dependence, our long apprenticeship -to the learning of other lands, draws to a close. The -millions that around us are rushing into life cannot always -be fed on the sere remains of frozen harvests. -Who can doubt that poetry will revive and lead in a new -age, as the star in the constellation Harp, which now -flames in our zenith, astronomers announce shall one day -be the pole star for a thousand years.</p> -</div> - - -<p>The challenge is to our undergraduates. -And it will be accepted. The colleges will -teach men to think, to be mentally alert and -resourceful, and then the man will count in the -leadership of modern life, in the sense intended -by Dr. Simeon who, upon seeing a -trained graduate approach, exclaimed, “There -comes three hundred men.”</p> - -<p>In order to accomplish this, however, the -college must make it a point to teach principles -rather than dogmatic methods. Too -often our systems of learning are too bookish.<span class="pagenum"><a id="Page_191"></a>[191]</span> -The boy is inclined to get the impression that -there is only one way to do a thing, and that -is the way he has learned from his professor -or his text-book. A business man told me -that he was recently obliged to dismiss one of -his college graduates because the young man -could not see or think of but one way to work -out a mechanical proposition. His training -had circumscribed him, cramped, limited, and -enslaved him instead of freeing him. He was -unable to move about easily in his sphere of -chosen activity. He had gained a prejudice -rather than a principle. He still lived in a -classroom, though out in the world. His progress -was water-logged in academic conservatism.</p> - - -<h3>LIFE-WORK PROPAGANDA</h3> - -<p>It is, moreover, time for constructive action -on the part of both college and alumni in the -matter of directing students to their proper -calling. While it is impossible for our colleges -to make great men out of indifferent -raw material, it is possible to assist undergraduates -to discover their inherent bent or capacity. -Until the student has made such a discovery,<span class="pagenum"><a id="Page_192"></a>[192]</span> -the elective system which is now general -in our American institutions is something -of a farce. The lazy student, undecided in -his vocation, uses it as a barricade through -which he wriggles and twists to his degree, or -at best is tempted in a dozen various directions, -selecting disconnected subjects, in no -one of which he finds his chief aptitude. The -elective system to such a student is an art-gallery -without a key, a catalogue without the -pictures. He does not know what he wishes -to see.</p> - - -<div class="figcenter illowp50" id="i_193" style="max-width: 26.5625em;"> - <img class="w100" src="images/i_193.jpg" alt="" /> - <div class="caption"><p class="center">The Arch between the Dormitory Quadrangle and the Triangle, University of Pennsylvania</p></div> -</div> - - -<p>This undergraduate ability or inclination is -not easily grasped either by himself or by -others. It requires study and discriminating -sympathy, to extricate a main desire from -many incidental likings. Frequently the desire -itself must be virtually created. It is a -common remark among American undergraduates, -“I wish I <i>knew</i> what I was fitted for.” -The college is under deep obligation to serve -the nation not merely by presenting a great -number of excellent subjects, which, if properly -selected, will land the young man in -positions of leadership and usefulness; but it -may and must go beyond this negative education,<span class="pagenum"><a id="Page_195"></a>[193-195]</span> -and assist the student actually to form -his life purpose.</p> - -<p>American institutions of learning are at -present neglecting an opportunity <i>par excellence</i> -for presenting different phases of life-work -to undergraduates, especially emphasizing -the relation of this life-work to the great -branches of leadership and modern enterprise. -There are hundreds of students -being graduated from our institutions to-day -who have not decided what they -are to do in after life. Even if we assume -that these men are prepared in an all-round -way for life, it must be realized that they are -severely handicapped by the necessity of trying -different lines of work for years after -graduation before fixing upon their permanent -vocation. They not only miss the tremendous -advantage of enthusiasm and impulse -of the young, but they are also in danger -of drifting rather than of moving forward -with positive and aggressive activity.</p> - - -<h3>A NEW COLLEGE OFFICER NEEDED</h3> - -<p>I see no possibility of bringing undergraduates -to a decision of their proper life-work without<span class="pagenum"><a id="Page_196"></a>[196]</span> -the assistance of a new office in our educational -institutions. A man is needed who can -treat with students with real human interest, -as well as with teaching intelligence. He -should not be the college pastor, who is looked -upon as a professional religionist, and therefore -shunned by many students who need him -most, but one definitely and actively responsible -for the development of leadership. He -should be a close student of college affairs, -sympathetic with students, human, high-minded, -natural, and keenly alive to humor -and social interests. In some institutions this -man might hold the leadership in philanthropic, -religious, and social-service interests. It -might be his privilege to arrange lectures by -leading men of the country who were filled -with zeal for their callings. The man who -could make possible the endowment of such a -chair in a great university would be doing a -great work for his country.</p> - - -<h3>LEARNING AND INVESTIGATION</h3> - -<p>But while the American undergraduate may -consistently look to the college to furnish him -with ideals and with the methods of making<span class="pagenum"><a id="Page_197"></a>[197]</span> -these ideals effective, the world looks to the -college for definite and advanced information. -The college, with its accumulated stores of intellect, -its apparatus, and its unusual means -for observation, owes the world a debt that -none but it can pay. And this is the gift -which the college has given, and is still giving, -to the world so quietly, so unobtrusively, that -the world scarcely dreams of the source of its -gain. Let one think of the myriad signs of -modern progress by which society is being constantly -carried forward. Behind the scenes -you will find some quiet, hidden worker in a -laboratory or library, an unpractical man perhaps, -but one through whom a new realm of -possibilities in science or industry or letters -have been revealed.</p> - -<p>What is the world’s interest in these men—men -who are so generally underpaid that -much of their best work is made impossible by -the necessary outside labors to support their -families, who, beyond their own personal satisfaction, -have as little recognition as perhaps -any workers of modern society? When the -world demands expert knowledge in industry, -science, literature, and art, the college may<span class="pagenum"><a id="Page_198"></a>[198]</span> -well reply, “When are you going to show your -gratitude for the self-sacrifice and far-reaching -labors of thousands of devoted men whose -work is both a challenge and an example to the -world to-day?”</p> - -<p>And this example of the man who learns to -devote himself to one thing is not lost upon the -undergraduate, to whom example is ever -stronger than precept. Indeed, it is this tendency -to learn how to do one thing well that is -bringing the colleges into the attention of the -modern world. The secret of genius is to be -able to seize upon some concrete, near-at-hand -piece of work, to see it with unobstructed -and steady vision, and then, out of the rich -treasure of knowing how to do one thing thoroughly, -to draw by insight and expression the -general principle.</p> - -<p>For, after all, the contribution of the college -to the world is often one which cannot be -fully analyzed. It is not discovered in a thorough -knowledge of a curriculum or in the -statistics of athletics any more than a foreign -country is discovered in a guide-book or in a -hasty recital of its industries. There is no -master word to express what a college career<span class="pagenum"><a id="Page_199"></a>[199]</span> -may mean or should mean to American youth -who in years of high impression experience -with a multitude of their fellows.</p> - - -<div class="poetry-container"> -<div class="poetry"> - <div class="verse indent0">Days that flew swiftly like the band</div> - <div class="verse indent1">That in the Grecian games had strife,</div> - <div class="verse indent0">And passed from eager hand to hand</div> - <div class="verse indent1">The onward-dancing torch of life.</div> -</div> -</div> - - -<p>After we have said much concerning the life -and the work of the American undergraduate, -there is still a valuable thing which the college -should impart to him, and through which he -should become enabled to present with greater -charm and with greater force the message -which is in his soul. This valuable thing, at -once both idealism and incentive, is the undergraduate’s -<i>individual</i> message to the world. -It may be composed of knowledge, the ability -to think, the faculty of relaxation, and the -power to do faithfully and successfully some -given task. These things, however, are all -dependent upon the <i>spirit</i> of the actor, upon -his vision, his determination, his ambitious and -unflagging attempts. The true modern -university contributes to the world a great-minded -and a great-hearted man, to whom college<span class="pagenum"><a id="Page_200"></a>[200]</span> -life has been a soul’s birth as well as a -mind’s awakening. It gives to its youth that -peculiar but indispensable thing which burned -in the heart of the young art-student who -stood before the masterpiece and said, “I, too, -am a painter.”</p> - - -<p class="p2 center">END</p> - - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"></div> - -<p><span class="pagenum"><a id="Page_201"></a>[201]</span></p> - -<h2 class="nobreak" id="INDEX">INDEX</h2> - - -<hr class="p4 chap x-ebookmaker-drop" /> - -<div class="chapter"></div> -<p><span class="pagenum"><a id="Page_203"></a>[202-203]</span></p> - -<p class="fs120 center">INDEX</p> - -<ul class="index fs80"> -<li class="ifrst">A</li> - -<li class="indx">Action the Gospel of the Undergraduate, <a href="#Page_130">130</a></li> - -<li class="indx">Agricultural Colleges, Attendance at, <a href="#Page_56">56</a></li> - -<li class="indx">Alden, Henry M., <a href="#Page_40">40</a></li> - -<li class="indx">Alien Influences in College Life, <a href="#Page_101">101</a></li> - -<li class="indx">American Undergraduate Life, <a href="#Page_8">8</a></li> - -<li class="indx">Amherst College honor system, <a href="#Page_109">109</a></li> - -<li class="indx">Amherst College, value of fraternity property, <a href="#Page_117">117</a></li> - -<li class="indx">Amherst College, plan proposed to abolish the B. S. degree, <a href="#Page_52">52</a></li> - -<li class="indx">Analysis of attitude of the Undergraduate, <a href="#Page_6">6</a></li> - -<li class="indx">Anecdotes, humorous, <a href="#Page_19">19-20</a></li> - -<li class="indx">Anecdotes of the working of college honor systems, <a href="#Page_110">110-111</a></li> - -<li class="indx">Appleton Chapel, <a href="#Page_16">16</a></li> - -<li class="indx">Arnold, Matthew, quoted, <a href="#Page_4">4</a>, <a href="#Page_84">84</a></li> - -<li class="indx">Athletics fifty years ago, <a href="#Page_38">38</a></li> - -<li class="indx">Athletics in colleges, <a href="#Page_31">31</a></li> - -<li class="indx">Athletics over-emphasized in American colleges, <a href="#Page_33">33</a></li> - -<li class="indx">Attendance of students at state and representative universities, <a href="#Page_56">56</a></li> - - -<li class="ifrst">B</li> - -<li class="indx">Bacchic element among undergraduates, <a href="#Page_26">26</a></li> - -<li class="indx">Barrie, James, <a href="#Page_135">135</a></li> - -<li class="indx">Base-ball game, an exhibition of honor, <a href="#Page_146">146</a></li> - -<li class="indx">Bennett, Arnold, <a href="#Page_105">105</a></li> - -<li class="indx">Benson, A. C., <a href="#Page_74">74</a></li> - -<li class="indx">Bible classes, attendance, <a href="#Page_25">25</a></li> - -<li class="indx">Bible study, great organizations for, <a href="#Page_125">125</a><span class="pagenum"><a id="Page_204"></a>[204]</span></li> - -<li class="indx">Bible teaching, inadequacy of, <a href="#Page_85">85</a></li> - -<li class="indx">Billings, Josh, quoted, <a href="#Page_78">78</a></li> - -<li class="indx">Bismarck, quoted, <a href="#Page_154">154</a></li> - -<li class="indx">Book-binding as a relaxation, <a href="#Page_184">184</a></li> - -<li class="indx">Book-life in college, <a href="#Page_158">158</a></li> - -<li class="indx">Books and the undergraduate, <a href="#Page_159">159</a></li> - -<li class="indx">Books, influence of, <a href="#Page_164">164</a></li> - -<li class="indx">Boston University, <a href="#Page_139">139</a></li> - -<li class="indx">Branford, Conn., <a href="#Page_159">159</a></li> - -<li class="indx">Bryce, James, quoted, <a href="#Page_72">72</a></li> - -<li class="indx">Bushnell, Horace, <a href="#Page_40">40</a></li> - - -<li class="ifrst">C</li> - -<li class="indx">Cambridge, old life at, <a href="#Page_102">102</a></li> - -<li class="indx">Campus and schoolroom, <a href="#Page_98">98</a></li> - -<li class="indx">Carnegie Foundation, <a href="#Page_143">143</a>, <a href="#Page_188">188</a></li> - -<li class="indx">Carlyle, Thomas, <a href="#Page_4">4</a>, <a href="#Page_89">89</a>, <a href="#Page_169">169</a></li> - -<li class="indx">Chesterton, Gilbert K., <a href="#Page_122">122</a></li> - -<li class="indx">Chief end of an American college, <a href="#Page_58">58-62</a></li> - -<li class="indx">Choosing a college, <a href="#Page_140">140</a></li> - -<li class="indx">Church history, inadequately taught, <a href="#Page_85">85</a></li> - -<li class="indx">Church membership, <a href="#Page_25">25</a></li> - -<li class="indx">Classroom presentation of the professor, <a href="#Page_77">77</a></li> - -<li class="indx">Clay, Henry, <a href="#Page_144">144</a></li> - -<li class="indx">College, a means to the larger life, <a href="#Page_169">169</a></li> - -<li class="indx">College and the immigrant question, <a href="#Page_186">186</a></li> - -<li class="indx">College clubs responsible for large part of undergraduate life, <a href="#Page_117">117</a></li> - -<li class="indx">College, constructive action of, <a href="#Page_191">191</a></li> - -<li class="indx">College develops individual initiative, <a href="#Page_147">147</a></li> - -<li class="indx">College fraternities, dangers of, <a href="#Page_120">120</a></li> - -<li class="indx">College graduates in the missionary field, <a href="#Page_26">26</a></li> - -<li class="indx">College graduates of fifty years ago versus those of to-day, <a href="#Page_71">71</a></li> - -<li class="indx">College journalism, <a href="#Page_154">154</a></li> - -<li class="indx">College men and the world, <a href="#Page_173">173</a></li> - -<li class="indx">College men as leaders of reform movements, <a href="#Page_29">29</a><span class="pagenum"><a id="Page_205"></a>[205]</span></li> - -<li class="indx">College men should be makers of public sentiment, <a href="#Page_60">60</a></li> - -<li class="indx">College slang, <a href="#Page_15">15</a></li> - -<li class="indx">College spirit, <a href="#Page_39">39</a></li> - -<li class="indx">College teachers, what they lack, <a href="#Page_75">75</a></li> - -<li class="indx">College traditions, <a href="#Page_102">102</a></li> - -<li class="indx">College work and college relaxation, <a href="#Page_93">93</a></li> - -<li class="indx">College Y. M. C. A., <a href="#Page_25">25</a></li> - -<li class="indx">Colleges and the requirement of modern business life, <a href="#Page_174">174</a></li> - -<li class="indx">Colleges, dates of founding, <a href="#Page_153">153</a></li> - -<li class="indx">Colorado School of Mines, <a href="#Page_139">139</a></li> - -<li class="indx">Columbia University, <a href="#Page_31">31</a></li> - -<li class="indx">Columbia University, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">Columbia University, report of plan to establish the university system, <a href="#Page_66">66</a></li> - -<li class="indx">Columbia University, value of fraternity property, <a href="#Page_117">117</a></li> - -<li class="indx">Commercialism in American universities, <a href="#Page_58">58</a></li> - -<li class="indx">Cornell University, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">Cosmopolitan life at college, <a href="#Page_100">100</a></li> - -<li class="indx">Courses of study, tendency towards the practical, <a href="#Page_51">51</a></li> - -<li class="indx">Criticisms of American colleges, <a href="#Page_3">3</a></li> - - -<li class="ifrst">D</li> - -<li class="indx">Dangers of modern college fraternities, <a href="#Page_120">120</a></li> - -<li class="indx">Degrees, radical plan proposed at Amherst college, <a href="#Page_52">52</a></li> - -<li class="indx">Dickinson, L. Lowes, <a href="#Page_178">178</a></li> - -<li class="indx">Discipline emphasized by athletics, <a href="#Page_39">39</a></li> - -<li class="indx">Disraeli, quoted, <a href="#Page_168">168</a></li> - -<li class="indx">Dodge, Cleveland H., <a href="#Page_125">125</a></li> - -<li class="indx">Dodge, W. Earl, <a href="#Page_125">125</a></li> - -<li class="indx">Drummond, Henry, quoted, <a href="#Page_16">16</a></li> - -<li class="indx">Dyke, Henry van, <a href="#Page_24">24</a></li> - - -<li class="ifrst">E</li> - -<li class="indx">East Indian student’s description of his daily routine, <a href="#Page_101">101</a></li> - -<li class="indx">Eastern universities, attendance at, <a href="#Page_56">56</a></li> - -<li class="indx">Editors of <i>The Rake</i> suspended, <a href="#Page_105">105</a><span class="pagenum"><a id="Page_206"></a>[206]</span></li> - -<li class="indx">Education the secret of American success, <a href="#Page_153">153</a></li> - -<li class="indx">Education to meet popular demands, <a href="#Page_65">65</a></li> - -<li class="indx">Elective studies, <a href="#Page_63">63</a></li> - -<li class="indx">Eliot, President of Yale, <a href="#Page_154">154</a></li> - -<li class="indx">Emerson, Ralph W., <a href="#Page_40">40</a>, <a href="#Page_46">46</a>, <a href="#Page_181">181</a>, <a href="#Page_190">190</a></li> - -<li class="indx">English literature, inadequately taught, <a href="#Page_85">85</a></li> - -<li class="indx">Enrollment in agricultural and mechanical colleges, <a href="#Page_56">56</a>;</li> -<li class="isub3">in Johns Hopkins University, <a href="#Page_56">56</a></li> - - -<li class="ifrst">F</li> - -<li class="indx">Faculties’ attitude towards fraternities, <a href="#Page_118">118</a></li> - -<li class="indx">Faunce, President of Brown University, <a href="#Page_118">118</a></li> - -<li class="indx">Fish-hatching as a relaxation, <a href="#Page_184">184</a></li> - -<li class="indx">Financial statistics of various colleges, <a href="#Page_57">57</a></li> - -<li class="indx">Foot-ball in colleges, <a href="#Page_37">37</a></li> - -<li class="indx">Foot-ball, instance at a Harvard-Yale game, <a href="#Page_131">131</a></li> - -<li class="indx">Foreign students in American colleges, <a href="#Page_100">100</a></li> - -<li class="indx">Forms of relaxation, <a href="#Page_183">183</a></li> - -<li class="indx">Fraternities, membership, <a href="#Page_116">116</a></li> - -<li class="indx">Fraternity alumni, coöperation of, sought, <a href="#Page_119">119</a></li> - -<li class="indx">Fraternity houses, <a href="#Page_117">117</a></li> - -<li class="indx">Fraternity houses, problems connected with, <a href="#Page_118">118</a></li> - -<li class="indx">Fraternity life in college, <a href="#Page_116">116</a></li> - - -<li class="ifrst">G</li> - -<li class="indx">Garfield, James H., <a href="#Page_144">144</a></li> - -<li class="indx">German universities, research work in, <a href="#Page_70">70</a></li> - -<li class="indx">Gilman, Daniel Coit, President Johns Hopkins, <a href="#Page_73">73</a></li> - -<li class="indx">Gosse, Edmund, <a href="#Page_189">189</a></li> - -<li class="indx">Government by Undergraduates, <a href="#Page_150">150</a></li> - -<li class="indx">Graduate testimony concerning college, <a href="#Page_138">138</a></li> - -<li class="indx">Grant, Gen. U. S., <a href="#Page_147">147</a></li> - -<li class="indx">Greek-letter societies, <a href="#Page_116">116</a></li> - -<li class="indx">Growth of practical education, <a href="#Page_55">55</a></li> - - -<li class="ifrst">H</li> - -<li class="indx">Hadley, Arthur Twining, President of Yale, <a href="#Page_146">146</a><span class="pagenum"><a id="Page_207"></a>[207]</span></li> - -<li class="indx">Harkness, Albert, <a href="#Page_75">75</a></li> - -<li class="indx">Harper, Dr. William R., <a href="#Page_55">55</a></li> - -<li class="indx">Harvard University, date founded, <a href="#Page_153">153</a></li> - -<li class="indx">Harvard faculty authorized to inflict corporal punishment, <a href="#Page_149">149</a></li> - -<li class="indx">Harvard University, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">“Hasty Pudding, The,” of Harvard, <a href="#Page_117">117</a></li> - -<li class="indx">Heine, Heinrich, <a href="#Page_18">18</a></li> - -<li class="indx">Hibben, John G., <a href="#Page_187">187</a></li> - -<li class="indx">History, two ways of teaching, <a href="#Page_79">79</a></li> - -<li class="indx">Honor and square dealing, <a href="#Page_145">145</a></li> - -<li class="indx">Honor of the college men, <a href="#Page_108">108-112</a></li> - -<li class="indx">Honor systems, <a href="#Page_13">13</a>, <a href="#Page_109">109</a></li> - -<li class="indx">Hopkins, Mark, <a href="#Page_144">144</a></li> - -<li class="indx">Humor of the collegian, <a href="#Page_105">105-107</a></li> - -<li class="indx">Humor, sense of in undergraduate, <a href="#Page_17">17</a></li> - -<li class="indx">Humorous anecdotes, <a href="#Page_19">19-20</a></li> - - -<li class="ifrst">I</li> - -<li class="indx">Ideals joined to action, <a href="#Page_145">145</a></li> - -<li class="indx">Immigrant question, the, <a href="#Page_186">186</a></li> - -<li class="indx">Individual character, the need of, <a href="#Page_62">62</a></li> - -<li class="indx">Individual training, <a href="#Page_146">146</a></li> - -<li class="indx">Influence of professors with students, <a href="#Page_87">87</a></li> - -<li class="indx">Influences on student life, <a href="#Page_99">99</a></li> - -<li class="indx">Irving, Washington, <a href="#Page_27">27</a></li> - - -<li class="ifrst">J</li> - -<li class="indx">Johns Hopkins University, <a href="#Page_139">139</a></li> - -<li class="indx">Johns Hopkins University, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">Johnson, Owen, <a href="#Page_4">4</a></li> - - -<li class="ifrst">K</li> - -<li class="indx">Kipling, Rudyard, <a href="#Page_93">93</a>, <a href="#Page_131">131</a>, <a href="#Page_163">163</a></li> - - -<li class="ifrst">L</li> - -<li class="indx">Lawlessness in college, <a href="#Page_108">108</a><span class="pagenum"><a id="Page_208"></a>[208]</span></li> - -<li class="indx">Learning and investigation, <a href="#Page_196">196</a></li> - -<li class="indx">Learning to think, <a href="#Page_152">152</a></li> - -<li class="indx">Lectures, making interesting, <a href="#Page_78">78</a></li> - -<li class="indx">Literature, new realism in, <a href="#Page_159">159</a></li> - -<li class="indx">Locke, John, <a href="#Page_153">153</a></li> - -<li class="indx">Longfellow, Henry W., <a href="#Page_40">40</a></li> - -<li class="indx">Lowell, Abbott Lawrence, President of Harvard, <a href="#Page_31">31</a></li> - -<li class="indx">Lowell, James Russell, <a href="#Page_46">46</a></li> - -<li class="indx">Loyalty to leadership, <a href="#Page_150">150</a></li> - - -<li class="ifrst">M</li> - -<li class="indx">McLean, President of Princeton, <a href="#Page_144">144</a></li> - -<li class="indx">McKinley, William, <a href="#Page_147">147</a></li> - -<li class="indx">Mabie, Dr. Hamilton Wright, <a href="#Page_152">152</a></li> - -<li class="indx">“Mask and Wig, The,” of University of Pennsylvania, <a href="#Page_117">117</a></li> - -<li class="indx">Mechanical colleges, enrollment in, <a href="#Page_56">56</a></li> - -<li class="indx">Membership of Greek letter societies, <a href="#Page_116">116</a></li> - -<li class="indx">Mental resourcefulness, <a href="#Page_187">187</a></li> - -<li class="indx">Micah, quoted, <a href="#Page_127">127</a></li> - -<li class="indx">Mission contributions, <a href="#Page_25">25</a></li> - -<li class="indx">Mission of the university system, <a href="#Page_66">66</a></li> - -<li class="indx">Missions, origin of the student volunteer movement, <a href="#Page_126">126</a></li> - -<li class="indx">Missionaries, college graduates as, <a href="#Page_26">26</a></li> - -<li class="indx">Monroe, James, <a href="#Page_147">147</a></li> - -<li class="indx">Mount Hermon, Mass., conference resulting in organization of The Student Volunteer Movement for Foreign Missions, <a href="#Page_126">126</a></li> - - -<li class="ifrst">N</li> - -<li class="indx">Naturalness of the undergraduate, <a href="#Page_14">14-17</a></li> - -<li class="indx">Need of leaders in the world, <a href="#Page_59">59</a></li> - -<li class="indx">New college officer needed, <a href="#Page_195">195</a></li> - -<li class="indx">Northrup, Cyrus, ex-president of University of Minnesota, <a href="#Page_76">76</a>, <a href="#Page_121">121</a><span class="pagenum"><a id="Page_209"></a>[209]</span></li> - - -<li class="ifrst">O</li> - -<li class="indx">Oxford University, opened to American students by Cecil Rhodes, <a href="#Page_70">70</a></li> - - -<li class="ifrst">P</li> - -<li class="indx">Palmer, Professor George H., <a href="#Page_152">152</a></li> - -<li class="indx">Parallel courses, first conceded, <a href="#Page_69">69</a></li> - -<li class="indx">Parental sacrifices, <a href="#Page_8">8</a></li> - -<li class="indx">Paulding, James K., <a href="#Page_27">27</a></li> - -<li class="indx">Personality of great teachers, <a href="#Page_73">73</a></li> - -<li class="indx">Philadelphia, U. of P. settlement house, <a href="#Page_128">128</a></li> - -<li class="indx">Pierpont, James, <a href="#Page_159">159</a></li> - -<li class="indx">Pioneer spirit, <a href="#Page_167">167</a></li> - -<li class="indx">Practical courses of study the tendency, <a href="#Page_51">51</a></li> - -<li class="indx">Practical education, growth of, <a href="#Page_55">55</a></li> - -<li class="indx">Pranks of college undergraduates, <a href="#Page_106">106</a></li> - -<li class="indx">Predominant traits of college man, <a href="#Page_11">11</a></li> - -<li class="indx">Presidents who were college men, <a href="#Page_147">147</a></li> - -<li class="indx">Princeton University, date founded, <a href="#Page_153">153</a></li> - -<li class="indx">Princeton University, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">Princeton honor system, <a href="#Page_109">109</a></li> - -<li class="indx">Princeton inception of World’s Student Christian Federation, <a href="#Page_125">125</a></li> - -<li class="indx">Princeton-Yale foot-ball anecdote, <a href="#Page_45">45</a></li> - -<li class="indx">Professor in the lecture room, <a href="#Page_77">77</a></li> - -<li class="indx">Provincialism as a result of college traditions, <a href="#Page_103">103</a></li> - -<li class="indx">Puritan influence on American college life, <a href="#Page_149">149</a></li> - - -<li class="ifrst">R</li> - -<li class="indx">Reasons for going to college, <a href="#Page_135">135-169</a></li> - -<li class="indx">Reform movements, led by college men, <a href="#Page_29">29</a></li> - -<li class="indx">Relaxation, the art of, <a href="#Page_177">177</a></li> - -<li class="indx">Religion and the college man, <a href="#Page_23">23-26</a></li> - -<li class="indx">Research work in German universities, <a href="#Page_70">70</a></li> - -<li class="indx">Responsibilities of college fraternities, <a href="#Page_119">119</a><span class="pagenum"><a id="Page_210"></a>[210]</span></li> - -<li class="indx">Rhetoric versus ideas, <a href="#Page_13">13</a></li> - -<li class="indx">Rhodes, Cecil, <a href="#Page_70">70</a></li> - -<li class="indx">Rossetti, D. G., <a href="#Page_161">161</a></li> - -<li class="indx">Rules of a New England athletic leader, <a href="#Page_14">14</a></li> - -<li class="indx">Ruskin, John, <a href="#Page_176">176</a></li> - - -<li class="ifrst">S</li> - -<li class="indx">Settlement house of the University of Pennsylvania, <a href="#Page_128">128</a></li> - -<li class="indx">“Silence” insubordination at West Point, <a href="#Page_94">94</a></li> - -<li class="indx">Slang in college, <a href="#Page_15">15</a></li> - -<li class="indx">Slosson, Professor Elwin E., <a href="#Page_32">32</a>, <a href="#Page_57">57</a></li> - -<li class="indx">Social organizations in colleges, <a href="#Page_112">112</a></li> - -<li class="indx">Social service, promotion of, <a href="#Page_128">128</a></li> - -<li class="indx">Society life among undergraduates, <a href="#Page_112">112</a></li> - -<li class="indx">Soldiers’ Field, Cambridge, memorial shaft, <a href="#Page_45">45</a></li> - -<li class="indx">Specialistic training, <a href="#Page_63">63</a></li> - -<li class="indx">Spencer, Herbert, <a href="#Page_178">178</a></li> - -<li class="indx">Spirit of college play life, <a href="#Page_41">41</a></li> - -<li class="indx">Stanford University, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">State institutions, growth of, <a href="#Page_57">57</a></li> - -<li class="indx">State universities, attendance at, <a href="#Page_56">56</a></li> - -<li class="indx">Stevenson, Robert Louis, <a href="#Page_157">157</a>, <a href="#Page_160">160</a>, <a href="#Page_168">168</a></li> - -<li class="indx">Student individualism, <a href="#Page_151">151</a></li> - -<li class="indx">Student, the “for popular” reasons class, <a href="#Page_99">99</a></li> - -<li class="indx">Student Volunteer Movement of Foreign Missions, origin of, <a href="#Page_126">126</a></li> - -<li class="indx">Students, and their relationship to teachers, <a href="#Page_74">74</a></li> - -<li class="indx">Students’ passion for reality, <a href="#Page_12">12</a></li> - -<li class="indx">Studies, choice of, <a href="#Page_64">64</a></li> - -<li class="indx">Studies, elective, <a href="#Page_63">63</a></li> - -<li class="indx">Systems of learning too bookish, <a href="#Page_190">190</a></li> - - -<li class="ifrst">T</li> - -<li class="indx">Tablet-talk in Columbia commons, <a href="#Page_101">101</a></li> - -<li class="indx">Taft, William H., <a href="#Page_29">29</a></li> - -<li class="indx">Teachers, for undergraduates, how to train, <a href="#Page_85">85</a><span class="pagenum"><a id="Page_211"></a>[211]</span></li> - -<li class="indx">Teachers, need of, <a href="#Page_73">73</a></li> - -<li class="indx">Teachers’ relationship to students, <a href="#Page_74">74</a></li> - -<li class="indx">Teaching a calling, not a means of livelihood, <a href="#Page_88">88</a></li> - -<li class="indx">Technical institutions, growth of, <a href="#Page_55">55</a></li> - -<li class="indx">Tennyson, quoted, <a href="#Page_76">76</a>, <a href="#Page_164">164</a></li> - -<li class="indx">Thackeray, W. M., quoted, <a href="#Page_160">160</a></li> - -<li class="indx">Town versus gown, <a href="#Page_5">5</a></li> - -<li class="indx">Training of the Individual, <a href="#Page_146">146</a></li> - - -<li class="ifrst">U</li> - -<li class="indx">Undergraduate life of a century ago, <a href="#Page_148">148</a></li> - -<li class="indx">Undergraduate life, two divisions of, <a href="#Page_93">93</a></li> - -<li class="indx">Undergraduate, perversity of, <a href="#Page_4">4-11</a></li> - -<li class="indx">Undergraduate philosophy, three stages of, <a href="#Page_126">126</a></li> - -<li class="indx">Undergraduate—his naturalness, <a href="#Page_14">14-17</a></li> - -<li class="indx">Undergraduate, his passion for reality, <a href="#Page_11">11-14</a></li> - -<li class="indx">Undergraduate, his sense of humor, <a href="#Page_17">17-20</a></li> - -<li class="indx">Undergraduate life, influences on, <a href="#Page_99">99</a></li> - -<li class="indx">Undergraduates and the temperance question, <a href="#Page_27">27</a></li> - -<li class="indx">Undergraduates as readers, <a href="#Page_161">161</a></li> - -<li class="indx">Undergraduates, book-life of, <a href="#Page_158">158</a></li> - -<li class="indx">Undergraduates, gaiety of, <a href="#Page_105">105</a></li> - -<li class="indx">Undergraduate’s philosophy of life, <a href="#Page_122">122</a></li> - -<li class="indx">Undergraduate’s philosophy of serviceableness, <a href="#Page_130">130</a></li> - -<li class="indx">Undergraduates, play life of, <a href="#Page_29">29</a></li> - -<li class="indx">Uninteresting lectures, <a href="#Page_78">78</a></li> - -<li class="indx">University of California, Chinese students at, <a href="#Page_101">101</a></li> - -<li class="indx">University of California, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University of Chicago, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University of Georgia, <a href="#Page_139">139</a></li> - -<li class="indx">University of Illinois, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University of Iowa, faculty discussion, <a href="#Page_86">86</a></li> - -<li class="indx">University of Louisiana, <a href="#Page_139">139</a></li> - -<li class="indx">University of Michigan, chapter houses, <a href="#Page_117">117</a></li> - -<li class="indx">University of Michigan, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University of Minnesota, anecdote of ex-President Northrup, <a href="#Page_76">76</a><span class="pagenum"><a id="Page_212"></a>[212]</span></li> - -<li class="indx">University of Minnesota, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University of Pennsylvania, settlement house in Philadelphia, <a href="#Page_128">128</a></li> - -<li class="indx">University of Pennsylvania, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University of Virginia honor system, <a href="#Page_109">109</a></li> - -<li class="indx">University of Wisconsin, financial statistics, <a href="#Page_57">57</a></li> - -<li class="indx">University system, its mission, <a href="#Page_66">66</a></li> - - -<li class="ifrst">V</li> - -<li class="indx">Value, Prof. Washington, anecdote of, <a href="#Page_15">15</a></li> - -<li class="indx">Vanderbilt University, <a href="#Page_139">139</a></li> - -<li class="indx">Vocational versus classical education, <a href="#Page_55">55</a></li> - - -<li class="ifrst">W</li> - -<li class="indx">Walking as a relaxation, <a href="#Page_183">183</a></li> - -<li class="indx">Ward, Artemus, <a href="#Page_31">31</a></li> - -<li class="indx">Washington and Lee University Mission students, <a href="#Page_26">26</a></li> - -<li class="indx">Wesleyan University, <a href="#Page_146">146</a></li> - -<li class="indx">West Point, an incident at, <a href="#Page_94">94</a></li> - -<li class="indx">William and Mary College, date founded, <a href="#Page_153">153</a></li> - -<li class="indx">Williams College, <a href="#Page_146">146</a></li> - -<li class="indx">Wilson, Woodrow, <a href="#Page_32">32</a>, <a href="#Page_77">77</a>, <a href="#Page_121">121</a></li> - -<li class="indx">Wishard, Luther D., <a href="#Page_125">125</a></li> - -<li class="indx">Wister, Owen, <a href="#Page_189">189</a></li> - -<li class="indx">Wright, Dean Henry P., <a href="#Page_115">115</a></li> - -<li class="indx">World’s Student Christian Federation, organization of, <a href="#Page_125">125</a></li> - - -<li class="ifrst">Y</li> - -<li class="indx">Yale anecdote, <a href="#Page_12">12</a></li> - -<li class="indx">Yale Mission in China, <a href="#Page_26">26</a></li> - -<li class="indx">Yale University, date founded, <a href="#Page_153">153</a></li> - -<li class="indx">Yale, early foundation of, <a href="#Page_159">159</a></li> - -<li class="indx">Yale University, financial statistics, <a href="#Page_57">57</a></li> -</ul> - - -<hr class="chap x-ebookmaker-drop" /> -<div class="chapter"></div> -<div class="transnote"> -<a id="TN"></a> -<p><b>TRANSCRIBER’S NOTE</b></p> - -<p>Obvious typographical errors and punctuation errors have been -corrected after careful comparison with other occurrences within the -text and consultation of external sources.</p> - -<p>Except for those changes noted below, all misspellings in the text, -and inconsistent or archaic usage, have been retained.</p> - -<p>Many words with hyphens, or without them, have been silently adjusted -to be more consistent. For example, instances of ‘Football’ have been -changed to ‘Foot-ball’.</p> - -<p>Pg <a href="#Page_xi">xi</a>: ‘Aften ten years’ replaced by ‘After ten years’.</p> - -<p>Pg <a href="#Page_33">33</a>: ‘unforgetable sensation’ replaced by ‘unforgettable sensation’.</p> - -<p>Pg <a href="#Page_42">42</a>: ‘unforgetable scenes’ replaced by ‘unforgettable scenes’.</p> - -<p>Pg <a href="#Page_175">175</a>: ‘both finacially and’ replaced by ‘both financially and’.</p> - -<p>Pg <a href="#Page_208">208</a>: ‘college graudates as’ replaced by ‘college graduates as’.</p> -</div> - - -<div style='display:block; margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK WHY GO TO COLLEGE? ***</div> -<div style='text-align:left'> - -<div style='display:block; margin:1em 0'> -Updated editions will replace the previous one—the old editions will -be renamed. -</div> - -<div style='display:block; margin:1em 0'> -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg™ electronic works to protect the PROJECT GUTENBERG™ -concept and trademark. Project Gutenberg is a registered trademark, -and may not be used if you charge for an eBook, except by following -the terms of the trademark license, including paying royalties for use -of the Project Gutenberg trademark. If you do not charge anything for -copies of this eBook, complying with the trademark license is very -easy. You may use this eBook for nearly any purpose such as creation -of derivative works, reports, performances and research. Project -Gutenberg eBooks may be modified and printed and given away--you may -do practically ANYTHING in the United States with eBooks not protected -by U.S. copyright law. Redistribution is subject to the trademark -license, especially commercial redistribution. -</div> - -<div style='margin:0.83em 0; font-size:1.1em; text-align:center'>START: FULL LICENSE<br /> -<span style='font-size:smaller'>THE FULL PROJECT GUTENBERG LICENSE<br /> -PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK</span> -</div> - -<div style='display:block; margin:1em 0'> -To protect the Project Gutenberg™ mission of promoting the free -distribution of electronic works, by using or distributing this work -(or any other work associated in any way with the phrase “Project -Gutenberg”), you agree to comply with all the terms of the Full -Project Gutenberg™ License available with this file or online at -www.gutenberg.org/license. -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 1. General Terms of Use and Redistributing Project Gutenberg™ electronic works -</div> - -<div style='display:block; margin:1em 0'> -1.A. By reading or using any part of this Project Gutenberg™ -electronic work, you indicate that you have read, understand, agree to -and accept all the terms of this license and intellectual property -(trademark/copyright) agreement. If you do not agree to abide by all -the terms of this agreement, you must cease using and return or -destroy all copies of Project Gutenberg™ electronic works in your -possession. If you paid a fee for obtaining a copy of or access to a -Project Gutenberg™ electronic work and you do not agree to be bound -by the terms of this agreement, you may obtain a refund from the person -or entity to whom you paid the fee as set forth in paragraph 1.E.8. -</div> - -<div style='display:block; margin:1em 0'> -1.B. “Project Gutenberg” is a registered trademark. It may only be -used on or associated in any way with an electronic work by people who -agree to be bound by the terms of this agreement. There are a few -things that you can do with most Project Gutenberg™ electronic works -even without complying with the full terms of this agreement. See -paragraph 1.C below. There are a lot of things you can do with Project -Gutenberg™ electronic works if you follow the terms of this -agreement and help preserve free future access to Project Gutenberg™ -electronic works. See paragraph 1.E below. -</div> - -<div style='display:block; margin:1em 0'> -1.C. The Project Gutenberg Literary Archive Foundation (“the -Foundation” or PGLAF), owns a compilation copyright in the collection -of Project Gutenberg™ electronic works. Nearly all the individual -works in the collection are in the public domain in the United -States. If an individual work is unprotected by copyright law in the -United States and you are located in the United States, we do not -claim a right to prevent you from copying, distributing, performing, -displaying or creating derivative works based on the work as long as -all references to Project Gutenberg are removed. Of course, we hope -that you will support the Project Gutenberg™ mission of promoting -free access to electronic works by freely sharing Project Gutenberg™ -works in compliance with the terms of this agreement for keeping the -Project Gutenberg™ name associated with the work. You can easily -comply with the terms of this agreement by keeping this work in the -same format with its attached full Project Gutenberg™ License when -you share it without charge with others. -</div> - -<div style='display:block; margin:1em 0'> -1.D. The copyright laws of the place where you are located also govern -what you can do with this work. Copyright laws in most countries are -in a constant state of change. If you are outside the United States, -check the laws of your country in addition to the terms of this -agreement before downloading, copying, displaying, performing, -distributing or creating derivative works based on this work or any -other Project Gutenberg™ work. The Foundation makes no -representations concerning the copyright status of any work in any -country other than the United States. -</div> - -<div style='display:block; margin:1em 0'> -1.E. Unless you have removed all references to Project Gutenberg: -</div> - -<div style='display:block; margin:1em 0'> -1.E.1. The following sentence, with active links to, or other -immediate access to, the full Project Gutenberg™ License must appear -prominently whenever any copy of a Project Gutenberg™ work (any work -on which the phrase “Project Gutenberg” appears, or with which the -phrase “Project Gutenberg” is associated) is accessed, displayed, -performed, viewed, copied or distributed: -</div> - -<blockquote> - <div style='display:block; margin:1em 0'> - This eBook is for the use of anyone anywhere in the United States and most - other parts of the world at no cost and with almost no restrictions - whatsoever. You may copy it, give it away or re-use it under the terms - of the Project Gutenberg License included with this eBook or online - at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you - are not located in the United States, you will have to check the laws - of the country where you are located before using this eBook. - </div> -</blockquote> - -<div style='display:block; margin:1em 0'> -1.E.2. If an individual Project Gutenberg™ electronic work is -derived from texts not protected by U.S. copyright law (does not -contain a notice indicating that it is posted with permission of the -copyright holder), the work can be copied and distributed to anyone in -the United States without paying any fees or charges. If you are -redistributing or providing access to a work with the phrase “Project -Gutenberg” associated with or appearing on the work, you must comply -either with the requirements of paragraphs 1.E.1 through 1.E.7 or -obtain permission for the use of the work and the Project Gutenberg™ -trademark as set forth in paragraphs 1.E.8 or 1.E.9. -</div> - -<div style='display:block; margin:1em 0'> -1.E.3. If an individual Project Gutenberg™ electronic work is posted -with the permission of the copyright holder, your use and distribution -must comply with both paragraphs 1.E.1 through 1.E.7 and any -additional terms imposed by the copyright holder. Additional terms -will be linked to the Project Gutenberg™ License for all works -posted with the permission of the copyright holder found at the -beginning of this work. -</div> - -<div style='display:block; margin:1em 0'> -1.E.4. Do not unlink or detach or remove the full Project Gutenberg™ -License terms from this work, or any files containing a part of this -work or any other work associated with Project Gutenberg™. -</div> - -<div style='display:block; margin:1em 0'> -1.E.5. Do not copy, display, perform, distribute or redistribute this -electronic work, or any part of this electronic work, without -prominently displaying the sentence set forth in paragraph 1.E.1 with -active links or immediate access to the full terms of the Project -Gutenberg™ License. -</div> - -<div style='display:block; margin:1em 0'> -1.E.6. You may convert to and distribute this work in any binary, -compressed, marked up, nonproprietary or proprietary form, including -any word processing or hypertext form. However, if you provide access -to or distribute copies of a Project Gutenberg™ work in a format -other than “Plain Vanilla ASCII” or other format used in the official -version posted on the official Project Gutenberg™ website -(www.gutenberg.org), you must, at no additional cost, fee or expense -to the user, provide a copy, a means of exporting a copy, or a means -of obtaining a copy upon request, of the work in its original “Plain -Vanilla ASCII” or other form. Any alternate format must include the -full Project Gutenberg™ License as specified in paragraph 1.E.1. -</div> - -<div style='display:block; margin:1em 0'> -1.E.7. Do not charge a fee for access to, viewing, displaying, -performing, copying or distributing any Project Gutenberg™ works -unless you comply with paragraph 1.E.8 or 1.E.9. -</div> - -<div style='display:block; margin:1em 0'> -1.E.8. You may charge a reasonable fee for copies of or providing -access to or distributing Project Gutenberg™ electronic works -provided that: -</div> - -<div style='margin-left:0.7em;'> - <div style='text-indent:-0.7em'> - • You pay a royalty fee of 20% of the gross profits you derive from - the use of Project Gutenberg™ works calculated using the method - you already use to calculate your applicable taxes. The fee is owed - to the owner of the Project Gutenberg™ trademark, but he has - agreed to donate royalties under this paragraph to the Project - Gutenberg Literary Archive Foundation. Royalty payments must be paid - within 60 days following each date on which you prepare (or are - legally required to prepare) your periodic tax returns. Royalty - payments should be clearly marked as such and sent to the Project - Gutenberg Literary Archive Foundation at the address specified in - Section 4, “Information about donations to the Project Gutenberg - Literary Archive Foundation.” - </div> - - <div style='text-indent:-0.7em'> - • You provide a full refund of any money paid by a user who notifies - you in writing (or by e-mail) within 30 days of receipt that s/he - does not agree to the terms of the full Project Gutenberg™ - License. You must require such a user to return or destroy all - copies of the works possessed in a physical medium and discontinue - all use of and all access to other copies of Project Gutenberg™ - works. - </div> - - <div style='text-indent:-0.7em'> - • You provide, in accordance with paragraph 1.F.3, a full refund of - any money paid for a work or a replacement copy, if a defect in the - electronic work is discovered and reported to you within 90 days of - receipt of the work. - </div> - - <div style='text-indent:-0.7em'> - • You comply with all other terms of this agreement for free - distribution of Project Gutenberg™ works. - </div> -</div> - -<div style='display:block; margin:1em 0'> -1.E.9. If you wish to charge a fee or distribute a Project -Gutenberg™ electronic work or group of works on different terms than -are set forth in this agreement, you must obtain permission in writing -from the Project Gutenberg Literary Archive Foundation, the manager of -the Project Gutenberg™ trademark. Contact the Foundation as set -forth in Section 3 below. -</div> - -<div style='display:block; margin:1em 0'> -1.F. -</div> - -<div style='display:block; margin:1em 0'> -1.F.1. Project Gutenberg volunteers and employees expend considerable -effort to identify, do copyright research on, transcribe and proofread -works not protected by U.S. copyright law in creating the Project -Gutenberg™ collection. Despite these efforts, Project Gutenberg™ -electronic works, and the medium on which they may be stored, may -contain “Defects,” such as, but not limited to, incomplete, inaccurate -or corrupt data, transcription errors, a copyright or other -intellectual property infringement, a defective or damaged disk or -other medium, a computer virus, or computer codes that damage or -cannot be read by your equipment. -</div> - -<div style='display:block; margin:1em 0'> -1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the “Right -of Replacement or Refund” described in paragraph 1.F.3, the Project -Gutenberg Literary Archive Foundation, the owner of the Project -Gutenberg™ trademark, and any other party distributing a Project -Gutenberg™ electronic work under this agreement, disclaim all -liability to you for damages, costs and expenses, including legal -fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT -LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE -PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE -TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE -LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR -INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH -DAMAGE. -</div> - -<div style='display:block; margin:1em 0'> -1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a -defect in this electronic work within 90 days of receiving it, you can -receive a refund of the money (if any) you paid for it by sending a -written explanation to the person you received the work from. If you -received the work on a physical medium, you must return the medium -with your written explanation. The person or entity that provided you -with the defective work may elect to provide a replacement copy in -lieu of a refund. If you received the work electronically, the person -or entity providing it to you may choose to give you a second -opportunity to receive the work electronically in lieu of a refund. If -the second copy is also defective, you may demand a refund in writing -without further opportunities to fix the problem. -</div> - -<div style='display:block; margin:1em 0'> -1.F.4. Except for the limited right of replacement or refund set forth -in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO -OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT -LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE. -</div> - -<div style='display:block; margin:1em 0'> -1.F.5. Some states do not allow disclaimers of certain implied -warranties or the exclusion or limitation of certain types of -damages. If any disclaimer or limitation set forth in this agreement -violates the law of the state applicable to this agreement, the -agreement shall be interpreted to make the maximum disclaimer or -limitation permitted by the applicable state law. The invalidity or -unenforceability of any provision of this agreement shall not void the -remaining provisions. -</div> - -<div style='display:block; margin:1em 0'> -1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the -trademark owner, any agent or employee of the Foundation, anyone -providing copies of Project Gutenberg™ electronic works in -accordance with this agreement, and any volunteers associated with the -production, promotion and distribution of Project Gutenberg™ -electronic works, harmless from all liability, costs and expenses, -including legal fees, that arise directly or indirectly from any of -the following which you do or cause to occur: (a) distribution of this -or any Project Gutenberg™ work, (b) alteration, modification, or -additions or deletions to any Project Gutenberg™ work, and (c) any -Defect you cause. -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 2. Information about the Mission of Project Gutenberg™ -</div> - -<div style='display:block; margin:1em 0'> -Project Gutenberg™ is synonymous with the free distribution of -electronic works in formats readable by the widest variety of -computers including obsolete, old, middle-aged and new computers. It -exists because of the efforts of hundreds of volunteers and donations -from people in all walks of life. -</div> - -<div style='display:block; margin:1em 0'> -Volunteers and financial support to provide volunteers with the -assistance they need are critical to reaching Project Gutenberg™’s -goals and ensuring that the Project Gutenberg™ collection will -remain freely available for generations to come. In 2001, the Project -Gutenberg Literary Archive Foundation was created to provide a secure -and permanent future for Project Gutenberg™ and future -generations. To learn more about the Project Gutenberg Literary -Archive Foundation and how your efforts and donations can help, see -Sections 3 and 4 and the Foundation information page at www.gutenberg.org. -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 3. Information about the Project Gutenberg Literary Archive Foundation -</div> - -<div style='display:block; margin:1em 0'> -The Project Gutenberg Literary Archive Foundation is a non-profit -501(c)(3) educational corporation organized under the laws of the -state of Mississippi and granted tax exempt status by the Internal -Revenue Service. The Foundation’s EIN or federal tax identification -number is 64-6221541. Contributions to the Project Gutenberg Literary -Archive Foundation are tax deductible to the full extent permitted by -U.S. federal laws and your state’s laws. -</div> - -<div style='display:block; margin:1em 0'> -The Foundation’s business office is located at 809 North 1500 West, -Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up -to date contact information can be found at the Foundation’s website -and official page at www.gutenberg.org/contact -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 4. Information about Donations to the Project Gutenberg Literary Archive Foundation -</div> - -<div style='display:block; margin:1em 0'> -Project Gutenberg™ depends upon and cannot survive without widespread -public support and donations to carry out its mission of -increasing the number of public domain and licensed works that can be -freely distributed in machine-readable form accessible by the widest -array of equipment including outdated equipment. Many small donations -($1 to $5,000) are particularly important to maintaining tax exempt -status with the IRS. -</div> - -<div style='display:block; margin:1em 0'> -The Foundation is committed to complying with the laws regulating -charities and charitable donations in all 50 states of the United -States. Compliance requirements are not uniform and it takes a -considerable effort, much paperwork and many fees to meet and keep up -with these requirements. We do not solicit donations in locations -where we have not received written confirmation of compliance. To SEND -DONATIONS or determine the status of compliance for any particular state -visit <a href="https://www.gutenberg.org/donate/">www.gutenberg.org/donate</a>. -</div> - -<div style='display:block; margin:1em 0'> -While we cannot and do not solicit contributions from states where we -have not met the solicitation requirements, we know of no prohibition -against accepting unsolicited donations from donors in such states who -approach us with offers to donate. -</div> - -<div style='display:block; margin:1em 0'> -International donations are gratefully accepted, but we cannot make -any statements concerning tax treatment of donations received from -outside the United States. U.S. laws alone swamp our small staff. -</div> - -<div style='display:block; margin:1em 0'> -Please check the Project Gutenberg web pages for current donation -methods and addresses. Donations are accepted in a number of other -ways including checks, online payments and credit card donations. To -donate, please visit: www.gutenberg.org/donate -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 5. General Information About Project Gutenberg™ electronic works -</div> - -<div style='display:block; margin:1em 0'> -Professor Michael S. Hart was the originator of the Project -Gutenberg™ concept of a library of electronic works that could be -freely shared with anyone. For forty years, he produced and -distributed Project Gutenberg™ eBooks with only a loose network of -volunteer support. -</div> - -<div style='display:block; margin:1em 0'> -Project Gutenberg™ eBooks are often created from several printed -editions, all of which are confirmed as not protected by copyright in -the U.S. unless a copyright notice is included. Thus, we do not -necessarily keep eBooks in compliance with any particular paper -edition. -</div> - -<div style='display:block; margin:1em 0'> -Most people start at our website which has the main PG search -facility: <a href="https://www.gutenberg.org">www.gutenberg.org</a>. -</div> - -<div style='display:block; margin:1em 0'> -This website includes information about Project Gutenberg™, -including how to make donations to the Project Gutenberg Literary -Archive Foundation, how to help produce our new eBooks, and how to -subscribe to our email newsletter to hear about new eBooks. -</div> - -</div> -</body> -</html> diff --git a/old/67088-h/images/cover.jpg b/old/67088-h/images/cover.jpg Binary files differdeleted file mode 100644 index 59b356e..0000000 --- a/old/67088-h/images/cover.jpg +++ /dev/null diff --git a/old/67088-h/images/frontis.jpg b/old/67088-h/images/frontis.jpg Binary files differdeleted file mode 100644 index b721b3e..0000000 --- a/old/67088-h/images/frontis.jpg +++ /dev/null diff --git a/old/67088-h/images/i_003.jpg b/old/67088-h/images/i_003.jpg Binary files differdeleted file mode 100644 index 7b3bd84..0000000 --- a/old/67088-h/images/i_003.jpg +++ /dev/null diff --git a/old/67088-h/images/i_021.jpg b/old/67088-h/images/i_021.jpg Binary files differdeleted file mode 100644 index 811152b..0000000 --- a/old/67088-h/images/i_021.jpg +++ /dev/null diff --git a/old/67088-h/images/i_036.jpg b/old/67088-h/images/i_036.jpg Binary files differdeleted file mode 100644 index 1a3efdf..0000000 --- a/old/67088-h/images/i_036.jpg +++ /dev/null diff --git a/old/67088-h/images/i_044.jpg b/old/67088-h/images/i_044.jpg Binary files differdeleted file mode 100644 index 9fe5297..0000000 --- a/old/67088-h/images/i_044.jpg +++ /dev/null diff --git a/old/67088-h/images/i_053.jpg b/old/67088-h/images/i_053.jpg Binary files differdeleted file mode 100644 index 51cc362..0000000 --- a/old/67088-h/images/i_053.jpg +++ /dev/null diff --git a/old/67088-h/images/i_067.jpg b/old/67088-h/images/i_067.jpg Binary files differdeleted file mode 100644 index 436bd6c..0000000 --- a/old/67088-h/images/i_067.jpg +++ /dev/null diff --git a/old/67088-h/images/i_081.jpg b/old/67088-h/images/i_081.jpg Binary files differdeleted file mode 100644 index 592ae30..0000000 --- a/old/67088-h/images/i_081.jpg +++ /dev/null diff --git a/old/67088-h/images/i_096.jpg b/old/67088-h/images/i_096.jpg Binary files differdeleted file mode 100644 index ae0b7bd..0000000 --- a/old/67088-h/images/i_096.jpg +++ /dev/null diff --git a/old/67088-h/images/i_113.jpg b/old/67088-h/images/i_113.jpg Binary files differdeleted file mode 100644 index b72279a..0000000 --- a/old/67088-h/images/i_113.jpg +++ /dev/null diff --git a/old/67088-h/images/i_123.jpg b/old/67088-h/images/i_123.jpg Binary files differdeleted file mode 100644 index 3d58522..0000000 --- a/old/67088-h/images/i_123.jpg +++ /dev/null diff --git a/old/67088-h/images/i_141.jpg b/old/67088-h/images/i_141.jpg Binary files differdeleted file mode 100644 index 2cc86f5..0000000 --- a/old/67088-h/images/i_141.jpg +++ /dev/null diff --git a/old/67088-h/images/i_155.jpg b/old/67088-h/images/i_155.jpg Binary files differdeleted file mode 100644 index a860bad..0000000 --- a/old/67088-h/images/i_155.jpg +++ /dev/null diff --git a/old/67088-h/images/i_165.jpg b/old/67088-h/images/i_165.jpg Binary files differdeleted file mode 100644 index f6fcbc4..0000000 --- a/old/67088-h/images/i_165.jpg +++ /dev/null diff --git a/old/67088-h/images/i_179.jpg b/old/67088-h/images/i_179.jpg Binary files differdeleted file mode 100644 index 3efcbc7..0000000 --- a/old/67088-h/images/i_179.jpg +++ /dev/null diff --git a/old/67088-h/images/i_193.jpg b/old/67088-h/images/i_193.jpg Binary files differdeleted file mode 100644 index fb9441a..0000000 --- a/old/67088-h/images/i_193.jpg +++ /dev/null diff --git a/old/67088-h/images/titlepage.jpg b/old/67088-h/images/titlepage.jpg Binary files differdeleted file mode 100644 index d7102ba..0000000 --- a/old/67088-h/images/titlepage.jpg +++ /dev/null |
