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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. 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