,,why ,,go ,,to ,,college ,illustration3 ,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 8,college ,men and the ,bible0 ,,illustrated ,illustration3 7,publisher colophon47 ,,new ,,york ,,the ,,century ,,co4 #aiab ,copyright1 #aiab1 by ,,the ,,century ,,co4 ,published1 ,october1 #aiab ,,with ,,grateful ,,remembrance ,,this ,,book ,,is ,,dedicated ,,to ,,my ,,college ,,teacher ,,and ,,friend ,e4 ,,benjamin ,,andrews ,,contents ,,chapter ,,page ,i ,,general ,,characteristics #c ,,ii ,,education ,,la ,,carte #ea ,,iii ,,the ,,college ,,campus #ic ,,iv ,,reasons ,,for ,,going ,,to ,,college #ace ,v ,,the ,,college ,,man ,,and ,,the ,,world #agc ,,index #bjc ,,list ,,of ,,illustrations ,the ,chapel at ,west ,point as seen from an ,entrance to the ,area of the ,cadet ,barracks ,frontispiece ,,page ,old ,south ,middle1 ,yale ,university #h ,a ,protest against ,prosiness #ba ,university ,hall1 ,university of ,michigan #cg ,the ,serpentine ,dance after a ,foot-ball ,game #de ,johnston ,gate from the ,yard1 ,harvard ,university #ee ,the ,library1 ,columbia ,university #ff ,a ,popular ,professor of ,chemistry and his ,crowded ,lecture-,room #hj ,student ,waiters in the ,dining-,hall of an ,american ,college #ig ,amateur ,college ,theatricals #aab ,the ,main ,hall1 ,university of ,wisconsin #abb ,blair ,arch1 ,princeton ,university #adc ,editors of the ,harvard ,lampoon making up the 8,dummy0 of a ,number #aed ,the ,library and the ,thomas ,jefferson ,statue1 ,university of ,virginia #afd ,harper ,memorial ,building and the ,law ,building1 ,university of ,chicago #agh ,the ,arch between the ,dormitory ,quadrangle and the ,triangle1 ,university of ,pennsylvania #aib ,,preface ,the characteristics of a college course demanded by our ,american undergraduates is determined by two things2 first1 by the character of the man who is to be educated1 and second1 by the kind of world in which the man is to live and work4 ,without these two factors vividly and practically in mind1 all plans for courses of study1 recreation1 teaching1 or methods of social and religious betterment are theoretical and uncertain4 ,after ten years of travel among ,american college men1 studying educational tendencies in not less than seven hundred diverse institutions in various parts of the ,united ,states and ,canada1 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 environment1 either in the curriculum or in the college buildings4 ,a few great teachers in every worthy ,north ,american institution who know and love the boys1 have always been and doubtless will continue to be the secret of the power of our schools and colleges4 ,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 time1 men of great heart as well as of great brain who will live with students1 truly caring for them as well as teaching them4 ,we shall thus come nearer to solving the problem of preparing young men for leadership and useful citizenship4 ,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 training4 ,of one hundred graduates whom ,i asked the concrete question1 8,what do you consider to be the most valuable thing in your college course80--eighty-six said1 substantially3 8,personal contact with a great teacher40 ,,clayton ,,sedgwick ,,cooper4 ,march #abth1 #aiab4 ,,general ,,characteristics ,colleges1 in like manner1 have their indispensable office1--to teach elements4 ,but they can only highly serve us when they aim not to drill1 but to create2 when they gather from far every ray of various genius to their hospitable halls1 and by the concentrated fires1 set the hearts of their youth on flame4 ,thought and knowledge are natures in which apparatus and pretension avail nothing4 ,gowns and pecuniary foundations1 though of towns of gold1 can never countervail the least sentence or syllable of wit4 ,forget this1 and our ,american colleges will recede in their public importance1 whilst they grow richer every year4 ,,emerson4 ,i ,,general ,,characteristics ,the ,american college was recently defined by one of our public men as a 8place where an extra clever boy may go and still amount to something40 ,this is indeed faint praise both for our institutions of higher learning and for our undergraduates2 but judging from certain presentations of student life1 we may infer that it represents a sentiment more or less common and wide-spread4 ,our institutions are criticized for their tendency toward practical and progressive education2 for the views of their professors2 for their success in securing gifts of wealth1 which some people think ought to go in other directions2 and for the lack of seriousness or the dissipation of the students themselves4 ,even with many persons who have not developed any definite or extreme opinions concerning ,american undergraduate life1 the college is often viewed in the light in which ,matthew ,arnold said certain people regarded ,oxford3 ,beautiful city6 so venerable1 so lovely1 so unravaged by the fierce intellectual life of our century1 so serene6 ,there are our young barbarians1 all at play6 ,indeed1 to people of the outside world1 the ,american undergraduate presents an enigma4 ,he appears to be not exactly a boy1 certainly not a man1 an interesting species1 a kind of 8,exhibit ,x10 permitted because he is customary2 as ,carlyle might say1 a creature 8run by galvanism and possessed by the devil40 ,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 depravity4 ,he reveals no unchastened eagerness to be thought good4 ,indeed1 he usually 8plays up0 his desperate wickedness4 ,he revels in his unmitigated lawlessness1 he basks in the glory of fooling folks4 ,as ,owen ,johnson describes ,dink ,stover1 he seems to possess a 8diabolical imagination40 ,he chuckles exuberantly as he reads in the papers of his picturesque public appearances3 of the janitor's cow hoisted into the chapel belfry2 of the statue of the sedate founder of the college painted red on the campus2 of the good townspeople selecting their gates from a pile of property erected on the college green2 or as in graphic cartoons he sees himself returning from foot-ball victories1 accompanied by a few hundred other young hooligans1 marching wildly through the streets and cars to the martial strain1 ,there'll be a hot time in the old town to-night6 ,in other words1 the ,american student is partly responsible for the attitude of town toward gown4 ,he endeavors in every possible way to conceal his real identity4 ,he positively refuses to be accurately photographed or to reveal real seriousness about anything4 ,he is the last person to be held up and examined as to his interior moral decorations4 ,he would appear to take no thought for the morrow1 but to be drifting along upon a glorious tide of indolence or exuberant play4 ,he would make you believe that to him life is just a great frolic1 a long1 huge joke1 an unconditioned holiday4 ,the wild young heart of him enjoys the shock1 the offense1 the startled pang1 which his restless escapades engender in the stunned and unsympathetic multitude4 ,this perversity of the ,american undergraduate is as fascinating to the student of his real character as it is baffling to a chance beholder1 for the ,american collegian is not the most obvious thing in the world4 ,he is not discovered by a superficial glance1 and surely not by the sweeping accusations of uninformed theoretical critics who have never lived on a college campus1 but have gained their information in second-hand fashion from question-naires or from newspaper-accounts of the youthful escapades of students4 ,we must find out what the undergraduate really means by his whimsicalities and picturesque attitudinizing4 ,we must find out what he is thinking about1 what he reads1 what he admires4 ,he seems to live in two distinct worlds1 and his inner life is securely shut off from his outer life4 ,if we would learn the college student1 we must catch him off guard1 away from the 8fellows10 with his intimate friend1 in the chapter-house1 or in his own quiet room1 where he has no reputation for devilment to live up to4 ,for college life is not epitomized in a story of athletic records or curriculum catalogues4 ,the actual student is not read up in a ,baedeker4 ,his spirit is caught by hints and flashes2 it is felt as an inspiration1 a commingled and mystic intimacy of work and play1 not fixed1 but passing quickly through hours unsaddened by the cares and burdens of the world-- ,no fears to beat away--no strife to heal1 ,the past unsighed for1 and the future sure4 ,it is with such sympathetic imagination that the most profitable approach can be made to the ,american undergraduate4 ,to see him as he really is1 one needs to follow him into his laboratory or lecture-room1 where he engages with genuine enthusiasm in those labors through which he expresses his temperament1 his inmost ideals1 his life's choice4 ,indeed1 to one who knows that to sympathize is to learn1 the soul windows of this inarticulate1 immature1 and intangible personality will sometimes be flung wide4 ,on some long1 vague walk at night beneath the stars1 when the great deeps of his life's loyalties are suddenly broken up1 one will discover the motive of the undergraduate1 and below specious attempts at concealment1 the self-absorbed1 graceful1 winsome spirit4 ,here one is held by the subtle charm of youth lost in a sense of its own significance1 moving about in a mysterious paradise all his own1 8full of dumb emotion1 undefined longing1 and with a deep sense of the romantic possibilities of life40 ,illustration3 ,old ,south ,middle1 ,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 #cdi1eff young men1 among whom were many of ,america's choicest sons4 ,thousands of ,american and ,canadian fathers and mothers1 some for reasons of culture1 others for social prestige1 still others for revenue only1 are ambitious to keep these students in the college world4 ,many of these parents1 whose hard-working lives have always spelled duty1 choose each year to beat their way against rigid economy1 penury1 and bitter loss1 that their sons may possess what they themselves never had1 a college education4 ,and when we have found1 below all his boyish pranks1 dissimulations1 and masqueradings1 the true undergraduate1 we may also discern some of the pervasive influences which are to-day shaping life upon this ,western ,continent2 for the undergraduate is a true glass to give back to the nation its own image4 ,,his ,,passion ,,for ,,reality ,early in this search for the predominant traits of the college man one is sure to find a passion for reality4 8,we stand for him because he is the real thing10 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 undergraduate4 ,the ,american college man worships at the shrine of reality4 ,he likes elemental things4 ,titles1 conventions1 ceremonies1 creeds--all these for him are forms of things merely4 ,to him ,the rank is but the guinea's stamp1 ,the man's the gowd for a' that4 ,the strain of the real1 like the red stripe in the official ,english cordage1 runs through the student's entire existence4 ,his sense of 8squareness0 is highly developed4 ,to be sure1 in the classroom he often tries to conceal the weakness of his defenses with extraordinary genius by 8bluffing10 but this attitude is as much for the sake of art as for dishonesty4 ,the hypocrite is an unutterable abomination in his eyes4 ,he would almost prefer outright criminality to pious affectation4 ,sham heroics and mock sublimity are specially odious to him4 ,the undergraduate is still sufficiently unsophisticated to believe that things should be what they seem to be3 at least his entire inclination and desire is to see men and things as they are4 ,this passion for reality is revealed in the student's love of brevity and directness4 ,he abhors vagueness and long-windedness4 ,his speeches do not begin with description of natural scenery2 he plunges at once into his subject4 ,a story is told at ,new ,haven concerning a preacher who1 shortly before he was to address the students in the chapel1 asked the president of the university whether the time for his address would be limited4 ,the president replied1 8,oh1 no2 speak as long as you like1 but there is a tradition here at ,yale chapel that no souls are saved after twenty minutes40 ,the preacher who holds his sermon in an hour's grip rarely holds students4 ,the college man is a keen discerner between rhetoric and ideas4 ,no decisions are more prompt or more generally correct than his4 ,he knows immediately what he likes4 ,you catch him or you lose him quickly2 he never dangles on the hook4 ,the ,american student is peculiarly inclined to follow living lines4 ,he is not afraid of life4 ,while usually he is free from affectation1 he is nevertheless impelled by the urgent enthusiasm of youth1 and demands immediate fulfilment of his dreams4 ,his life is not 8pitched to some far-off note10 but is based upon the everlasting now4 ,he inhabits a miniature world1 in which he helps to form a public opinion1 which1 though circumscribed1 is impartial and sane4 ,no justice is more equal than that meted out by undergraduates at those institutions where a student committee has charge of discipline and honor-systems4 ,a child of reality and modernity1 he is economical of his praise1 trenchant and often remorseless in his criticisms and censures1 for as yet he has not learned to be insincere and socially diplomatic4 ,this penchant for reality emerges in the platform of a successful college athlete in a ,new ,england institution who1 when he was elected to leadership in one of the college organizations1 called together his men and gave them two stern rules3 ,first1 stop apologizing6 ,second1 do a lot of work1 and don't talk much about it6 ,,his ,,naturalness ,the undergraduate's worship of reality is also shown in his admiration of naturalness4 ,the modern student has relegated into the background the stilted elocutionary and oratorical contests of forty years ago because those exercises were unnatural4 ,the chair of elocution in an ,american college of to-day is a declining institution4 ,last year in one of our universities of one thousand students the course in oratory was regularly attended by three4 ,the instructor in rhetorical exercises in a college to-day usually sympathizes with the remarks of one ,professor ,washington ,value1 the ,french teacher of dancing at ,new ,haven when that polite accomplishment was a part of college education4 ,at one time when he was unusually ill-treated by his exuberant pupils1 he exclaimed in a frenzy of ,gallic fervor3 8,gentlemen1 if ze ,lord vere to come down from heaven1 and say1 #8,mr4 ,washington ,value1 vill you be dancing mast' at ,yale ,collge1 or vill you be tairnally dam'8' ,i would say to ,him--#8',sieur1 eef eet ees all ze sem to you1 ,i vill be tairnally dam'4'0 ,the weekly lecture in oratory usually furnishes an excellent chance for relaxation and horseplay4 ,a college man said to me recently3 8,i wouldn't cut that hour for anything4 ,it is as good as a circus40 ,the student prefers the language of naturalness4 ,he is keen for scientific and athletic exercises1 in part at least because they are actual and direct approaches to reality4 ,his college slang1 while often superabundant and absurd1 is for the sake of brevity1 directness1 and vivid expression4 ,the perfect ,elizabethan phrases of the accomplished rhetorician are listened to with enduring respect1 but the stumbling and broken sentences of the college athlete in a student mass-meeting set a college audience wild with enthusiasm and applause4 ,henry ,drummond was perhaps the most truly popular speaker to students of the last generation4 ,a chief reason for this popularity consisted in his perfect naturalness1 his absolute freedom from pose and affectation4 ,i listened to one of his first addresses in this country1 when he spoke to ,harvard students in ,appleton ,chapel in #ahic4 ,his general subject was 8,evolution40 ,the hall was packed with ,harvard undergraduates4 ,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 continents4 ,as he rose to speak1 the audience sat in almost breathless stillness4 ,men were wondering what important scientific word would first fall from the lips of this renowned ,glasgow professor4 ,he stood for a moment with one hand in his pocket1 then leaned upon the desk1 and1 with that fine1 contagious smile which so often lighted his face1 he looked about at the windows1 and drawled out in his quaint ,scotch1 8,isn't it rather hot here80 ,the collegians broke into an applause that lasted for minutes1 then stopped1 began again1 and fairly shook the chapel4 ,it was applause for the natural man4 ,by the telegraphy of humanness he had established his kinship with them4 ,thereafter he was like one of them2 and probably no man has ever received more complete loyalty from ,american undergraduates4 ,,his ,,sense ,,of ,,humor ,furthermore1 the college man's love of reality is kept in balance by his humorous tendencies4 ,his keen humor is part of him4 ,it rises from him spontaneously on all occasions in a kind of genial effervescence4 ,he seems to have an inherent antagonism to dolefulness and long-facedness4 ,his life is always breaking into a laugh4 ,he is looking for the breeziness1 the delight1 the wild joy of living4 ,every phenomenon moves him to a smiling mood4 ,recently ,i rode in a trolley-car with some collegians1 and could not but notice how every object in the country-side1 every vehicle1 every group of men and women1 would draw from them some humorous sally1 while the other passengers looked on in good-natured1 sophisticated amusement or contempt4 ,the whole student mood is as light and warm and invigorating as summer sunshine4 ,he lives in a period when 'tis bliss to be alive4 ,rarely does one find revengefulness or sullen hatred in the ,american undergraduate4 ,when a man with these traits is discovered in college1 it is usually a sign that he does not belong with collegians4 ,his place is elsewhere1 and he is usually shown the way thither by both professors and students4 ,heinrich ,heine said he forgave his enemies1 but not until they were dead4 ,the student forgives and usually forgets the next day4 ,the sense of humor is a real influence toward this attitude of mind1 for the student blots out his resentment by making either himself or his antagonist appear ridiculous4 ,he has acquired the fine art of laughing both at himself and with himself4 ,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 that1 because of it1 several cadets were forced to perform disciplinary sentinel duty4 ,it was decided that the young offender should be forthwith taken out on the campus1 and ordered to kiss all the trees1 posts1 telegraph-poles1 and1 in fact1 every free object on the parade-ground4 ,the humorous spectacle presented was sufficient compensation to sweep quite out of the hearts of his classmates any possible ill feeling4 ,the faculty song1 the refrain of which is ,where1 oh1 where is ,professor ----8 ,way down in the world below1 and is indulged in by many undergraduate students1 usually covers all the sins and foibles of the instructors4 ,one or two rounds of this song1 with the distinguished faculty members as audience1 is often found sufficient to clear the atmosphere of any unpleasantness existing between professors and students4 ,not long ago1 in an institution in the ,middle ,west1 this common tendency to wit and humor came out when a very precise professor lectured vigorously against athletics1 showing their deleterious effect upon academic exercises4 ,the following day the college paper gave on the front page1 as though quoted from the professor's remarks1 8,don't let your studies interfere with your education40 ,the student's humor is original and pointed4 ,not long ago ,i saw a very dignified youth solemnly measuring the walks around ,boston ,common with a codfish1 keeping accurate account of the number of codfish lengths embraced in this ancient and honorable inclosure4 ,his labors were made interesting by a gallery of collegians1 who followed him with explosions of laughter and appropriate remarks4 ,not long ago in a large university1 during an exceedingly long and prosy sermon of the wearisome type which seems always to be coming to an end with the next paragraph1 the students exhibited their impatience by leaning their heads over on their left hands4 ,just as it seemed sure that the near-sighted preacher was about to conclude1 he took a long breath and said1 8,let us now turn to the other side of the character of ,saint ,paul10 whereupon1 suiting the action to the word1 every student in the chapel shifted his position so as to rest his head wearily upon the other hand4 ,illustration3 ,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 moods1 8,is the ,american college man really religious80 ,the answer must be decidedly in the affirmative4 ,the college boy--with the manner of young men somewhat ashamed of their emotions--does not want to talk much about his religion1 but this does not prove that he does not possess the feeling or the foundation of religion4 ,in fact1 at present there is a deep current of seriousness and religious feeling running through the college life of ,america4 ,the honored and influential students in undergraduate circles are taking a stand for the things most worth while in academic life4 ,the undergraduate's religious life is not usually of the traditional order2 in fact it is more often unconventional1 unceremonious1 and expressed in terms and acts germane to student environment4 ,college men do not1 for example1 crowd into the church prayer-meetings in the local college town4 ,as some one has expressed it1 8,you cannot swing religion into college men1 prayer-meeting-end-to40 ,when the student applies to people such words as 8holy10 8saintly10 or 8pious10 he is not intending to be complimentary4 ,furthermore1 he does not frequent meetings 8in derogation of strong drink40 ,his songs1 also1 are not usually devotional hymns1 and his conversation would seldom suggest that he was a promoter of benevolent enterprises4 ,yet the undergraduate is truly religious4 ,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 exercises4 ,dr4 ,henry van ,dyke has said that the college man's songs and yells are his prayers4 ,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 loyalty1 8,old ,nassau40 ,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 described4 ,as a rule there was little conversing except a suggestion of a popular song1 a plantation melody1 or some stirring hymn4 ,one feels at such times1 however1 that the thoughts of the men are not as idle as their actions imply4 ,as one student expressed it in a college fraternity recently1 8,when we sing like that1 ,i always keep up a lot of thinking40 ,moreover1 if we consider the college community from a strictly conventional or religious point of view1 the present-day undergraduates do not suffer either in comparison with college men of other days1 or with other sections of modern life4 ,the reports of the last year give sixty out of every one hundred undergraduates as members of churches4 ,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 ,association4 ,the religious tendencies of the ,american undergraduates are also reflected in their participation in the modern missionary crusades both at home and abroad4 ,twenty-five years ago the entire gifts of ,north ,american institutions for the support of missions in foreign lands was less than #aj1jjj4 ,last year the students and alumni of ,yale ,university alone gave #ae1jjj for the support of the ,yale ,mission in ,china1 while #aca1jjj represented the gifts of ,north ,american colleges to the mission cause in other countries4 ,the missionary interests of students on this continent are furthermore revealed in the fact that #aa1hch men were studying modern missions in weekly student mission study classes during the college season of #aiji-aj4 ,at ,washington and ,lee ,university there were more college men studying missions in #aiaj than were doing so in the whole ,united ,states and ,canada sixteen years ago4 ,during the last ten years #dcch college graduates have gone to foreign lands from ,north ,america to give their lives in unselfish service to people less fortunate than themselves4 ,six hundred of these sailed in #aiaj to fill positions in foreign mission ports in the ,levant1 ,india1 ,china1 ,japan1 ,korea1 ,africa1 ,australia1 and ,south ,america4 ,,the ,,bacchic ,,element ,furthermore1 the standards of morals and conduct among the ,american undergraduates are perceptibly higher than they were fifty years ago4 ,there is a very real tendency in the line of doing away with such celebrations as have been connected with drinking and immoralities4 ,to be sure1 one will always find students who are often worse for their bacchic associations1 and one must always keep in mind that the college is on earth and not in heaven2 but a comparison of student customs to-day with those of fifty years ago gives cause for encouragement4 ,even in the early part of the nineteenth century we find conditions that did not reflect high honor upon the sobriety of students2 for example1 in the year #ahad we find ,washington ,irving and ,james ,k4 ,paulding depicting the usual sights about college inns in the poem entitled 8,the ,lay of the ,scottish ,fiddle40 ,the following is an extract3 ,around the table's verge was spread ,full many a wine-bewildered head ,of student learn'd1 from ,nassau ,hall1 ,who1 broken from scholastic thrall1 ,had set him down to drink outright ,through all the livelong merry night1 ,and sing as loud as he could bawl2 ,such is the custom of ,nassau ,hall4 ,no ,latin now or heathen ,greek ,the senior's double tongue can speak4 ,juniors from famed ,pierian fount ,had drank so deep they scarce could count ,the candles on the reeling table4 ,while emulous freshmen1 hardly able ,to drink1 their stomachs were so full1 ,hiccuped1 and took another pull1 ,right glad to see their merry host1 ,who never wine or wassail crost2 ,they willed him join the merry throng ,and grace their revels with a song4 ,there has probably never been a time in our colleges when such scenes were less popular than they are to-day4 ,indeed1 it is doubtful whether the ,american college man was ever more seriously interested in the moral1 social1 and religious uplift of his times4 ,one of his cardinal ambitions is really to serve his generation worthily both in private and in public4 ,in fact1 we are inclined to believe that serviceableness is to-day the watchword of ,american college religion4 ,this religion is not turned so much toward the individual as in former days4 ,it is more socialized ethics4 ,the undergraduate is keenly sensitive to the calls of modern society4 ,any one who is skeptical on this point may well examine the biographies in social1 political1 and religious contemporaneous history4 ,in a recent editorial in one of our weeklies it was humorously stated that 8,whenever you see an enthusiastic person running nowadays to commit arson in the temple of privilege1 trace it back1 and ten to one you will come against a college40 ,president ,taft and a majority of the members of his ,cabinet are college-trained men4 ,the reform movements1 social1 political1 economic1 and religious1 not only in the ,west1 but also in the ,levant1 ,india1 and the ,far ,east1 are being led very largely by college graduates1 who are not merely reactionaries in these national enterprises1 but are in a very true sense 8trumpets that sing to battle0 in a time of constructive transformation and progress4 ,,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 institutions4 ,indeed1 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 athletics4 ,and it is not strange that such opinions should exist4 ,a dignified father visits his son at college4 ,he is introduced to 8the fellows in the house10 and at once is appalled by the awestruck way with which his boy narrates1 in such technical terms as still further stagger the fond parent1 the miraculous methods and devices practised by a crack short-distance runner or a base-ball star or the famous tackle of the year4 ,when in an impressive silence the father is allowed the unspeakable honor of being introduced to the captain of the foot-ball team1 the autocrat of the undergraduate world1 the real object of college education becomes increasingly a tangle in the father's mind4 ,as a plain business man with droll humor expressed his feelings recently1 after escaping from a dozen or more collegians who had been talking athletics to him1 8,i felt like a merchant marine without ammunition1 being fired into by a pirate ship until ,i should surrender40 ,whatever the undergraduate may be1 it is certain that to-day he is no 8absent-minded1 spectacled1 slatternly1 owlish don40 ,his interest in the present-day world1 and especially the athletic world1 is acute and general4 ,whether he lives on the 8,gold ,coast0 at ,harvard or in a college boarding-house in ,montana1 in his athletic loyalties he belongs to the same fraternity4 ,to the average undergraduates1 athletics seem often to have the sanctity of an institution4 ,artemus ,ward said concerning the ,civil ,war that he would willingly sacrifice all his wife's relatives for the sake of the cause4 ,some such feeling seems to dominate the ,american collegian4 ,,concerning ,,athletics ,because of such athletic tendencies1 the college student has been the recipient of the disapprobation of a certain type of onlookers in general1 and of many college faculties in particular4 ,president ,lowell of ,harvard1 in advocating competitive scholarship1 in a ,phi ,beta ,kappa address at ,columbia ,university1 said1 8,by free use of competition1 athletics has beaten scholarship out of sight in the estimation of the community at large1 and in the regard of the student bodies40 ,woodrow ,wilson pays his respects to student athleticism by sententiously remarking1 8,so far as colleges go1 the side-shows have swallowed up the circus1 and we in the main tent do not know what is going on40 ,professor ,edwin ,e4 ,slosson1 who spent somewhat over a year traveling among fourteen of the large universities1 utters a jeremiad on college athletics4 ,he found 8that athletic contests do not promote friendly feeling and mutual respect between the colleges1 but quite the contrary2 that they attract an undesirable set of students2 that they lower the standard of honor and honesty2 that they corrupt faculties and officials2 that they cultivate the mob mind2 that they divert the attention of the students from their proper work2 and pervert the ends of education40 ,and all these cumulative calamities arrive1 according to ,professor ,slosson1 because of the grand stand1 because people are watching foot-ball games and competitive athletics4 ,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 woods1 provided no one was looking4 8,if there is nobody watching1 they will not hurt themselves much and others not at all10 he concedes4 ,meanwhile1 regardless of their doom1 ,the little victims play4 ,in fact1 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 bull4 ,the ,irishman ran until out of breath1 with the bull directly behind him2 then a sudden thought struck him1 and he said to himself3 8,what a fool ,i am6 ,i am running the same way this bull is running4 ,i would be all right if ,i were only running the other way40 ,it will doubtless be conceded by fair-minded persons generally that in many institutions of ,north ,america athletics are being over-emphasized1 even as in some institutions practical and scientific education is emphasized at the expense of liberal training4 ,it is difficult1 however1 to generalize concerning either of these subjects4 ,opinion and judgment vary almost as widely as does the point of view from which persons note college conditions4 ,a keen professor of one of the universities where athletics too largely usurped the time and attention of students1 justifiably summed up the situation by saying3 ,the man who is trying to acquire intellectual experience is regarded as abnormal 7a 8greasy grind0 is the elegant phrase1 symptomatic at once of student vulgarity1 ignorance1 and stupidity71 and intellectual eminence falls under suspicion as 8bad form40 ,the student body is too much obsessed of the 8campus-celebrity0 type1--a decent-enough fellow1 as a rule1 but1 equally as a rule1 a veritable ,goth4 ,that any group claiming the title students should thus minimize intellectual superiority indicates an extraordinary condition of topsyturvydom4 ,during the last twelve months1 however1 ,i have talked with several hundred persons1 including college presidents1 professors1 alumni1 and fathers and mothers in twenty-five ,states and provinces of ,north ,america in relation to this question4 ,while occasionally a college professor as well as parent or a friend of a particular student has waxed eloquent in dispraise of athletics1 by far the larger majority of these representative witnesses have said that in their particular region athletic exercises among students were not over-emphasized4 ,illustration3 ,university ,hall1 ,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 rest4 ,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 morality4 ,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 men4 ,in this connection1 however1 ,i wish to throw some light upon the student side of the athletic problem1 a point of view too often overlooked by writers upon this subject4 ,in the first place1 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 century4 ,fifty years ago1 even1 we find foot-ball a fast and furious conflict between classes4 ,if we can judge by ancient records1 these conflicts were often quite as bloody in those days as at present4 ,an old graduate said recently that1 compared with the titanic struggles of his day1 modern foot-ball is only a wretched sort of parlor pastime4 ,in those days the faculty took a hand in the battle1 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 '#eh4 ,poor '#eh had scarce got well ,from that sad punching in the bel-- ,of old ,prof4 ,olmstead's umberell4 ,it will be impossible to fully represent the values of athletics as a deterrent to the dissolute wanderings and immoralities common in former times4 ,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 exercises4 ,much also might be said in favor of athletics1 especially foot-ball1 because of the fact that such exercises emphasize discipline1 which1 outside of ,west ,point and ,annapolis1 is lamentably lacking in this country both in the school and in the family4 ,while there is much need to engage a larger number of students in general athletic exercises1 it is nevertheless true that even though a few boys play at foot-ball or base-ball1 all of the students who look on imbibe the idea that it is only the man who trains hard who succeeds4 ,there is1 too1 a feeling among those who know intimately the real values of college play life1 when wholesale denunciations are made of undergraduate athletics1 that it is possible for one outside of college walls or even for one of the faculty to produce all the facts with accuracy1 and yet to fail in catching the life of the undergraduate at play4 ,inextricably associated with college athletics is a composite and intangible thing known as 8college spirit40 ,it is something which defies analysis and exposition1 which1 when taken apart and classified1 is not2 yet it makes distinctive the life and atmosphere of every great seat of learning1 and is closely linked not only with classrooms1 but also with such events as occur on the great athletic grand stands1 upon fields of physical contest in the sight of the college colors1 where episodes and aims are mighty1 and about which historical loyalties cling much as the old soldier's memories are entwined with the flag he has cheered and followed4 ,while we are quoting from ,phi ,beta ,kappa orators1 let us quote from another1 a contemporary of ,longfellow1 ,horace ,bushnell1 whom ,henry ,m4 ,alden has called1 next to ,emerson1 the most original ,american thinker of his day4 ,in his oration before the ,phi ,beta ,kappa ,society of ,harvard sixty years ago1 ,dr4 ,bushnell said that all work was for an end1 while play was an end in itself2 that play was the highest exercise and chief end of man4 ,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 citizen4 ,it is difficult exactly to define the spirit of this play life1 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 vast1 brilliant throng of vivacious and spell-bound youth2 the vision of that fluttering scene of color and gaiety in the ,june or ,october sunshine2 the temporary freedom of a thousand exuberant undergraduates2 pretty girls vying with their escorts in loyalty to the colors they wear2 the old 8grad10 forgetting himself in the spirit of the game1 springing from his seat and throwing his hat in the air in the ebullition of returning youth2 the mercurial crowd as it demands fair play2 the sudden inarticulate silences2 the spontaneous outbursts2 the disapprobation at mean or abject tricks1--or that unforgettable sensation that comes as one sees the vast zigzagging lines of hundreds of students1 with hands holding one another's shoulders in the wild serpentine dance1 finally throwing their caps over the goal in a great sweep of victory4 ,one joins unconsciously with these happy spirits in this grotesque hilarity as they march about the stadium with their original and laughable pranks1 in a blissful forgetfulness1 for the moment at least1 that there is any such thing in existence as cuneiform inscriptions and the mysteries of spherical trigonometry4 ,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 days1 grateful not only for the instruction and the teachers he knew1 but also for those childish outbursts of pride and idealism when the deepest1 poignant loyalties caught up his spirit in unforgettable scenes3 ,ah6 happy days6 ,once more who would not be a boy8 ,a friend of mine had a son who had been planning for a long time to go to ,yale4 ,shortly before he was to enter college he went with his father to see a foot-ball game between ,yale and ,princeton4 ,on this particular occasion ,yale vanquished the orange and black in a decisive victory4 ,after the game the ,yale men were marching off with their mighty shouts of triumph4 ,the ,princeton students collected in the middle of the foot-ball-field1 and before singing 8,old ,nassau10 they cheered with even greater vigor than they had cheered at any time during the game1 and this time not for ,princeton1 but for ,yale4 ,the sons of ,eli came back from their celebration and stopped to listen and to applaud4 ,as the mighty tiger yell was going up from hundreds of ,princetonian throats1 and as the ,princeton men followed their cheers by singing the ,yale 8,boolah10 the young man who stood by his father1 looked on in silence1 indeed1 with inexpressible admiration4 ,suddenly he turned to his father and said3 8,father1 ,i have changed my mind4 ,i want to go to ,princeton40 ,illustration3 ,the ,serpentine ,dance after a ,foot-ball ,game ,such events are associated 7in the minds of undergraduates7 not only with the physical1 but with the spiritual1 with the ideal4 ,the struggle on the athletic-field has meaning not simply to a few men who take part1 but to every student on the side-lines1 while the pulsating hundreds who sing and cheer their team to victory think only of the real effort of their college to produce successful achievement4 ,standing beneath a tree near ,soldiers' ,field at ,cambridge1 with undergraduates by the hundred eager in their athletic sports on one side1 and the ancient roofs of ,harvard on the other1 there is a simple marble shaft which bears the names of the men whom the field commemorates1 while below these names are written ,emerson's words1 chosen for this purpose by ,lowell3 ,though love repine and reason chafe1 ,there came a voice without reply-- ',tis man's perdition to be safe1 ,when for the truth he ought to die4 ,not only upon the shields of our ,american universities do we find 8veritas02 in spirit at least it is also clearly written across the face of the entire college life of our times4 ,gentlemanliness1 open-mindedness1 originality1 honor1 patriotism1 truth--these are increasingly found in both the serious pursuits and the play life of our ,american undergraduates4 ,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 perfection4 ,this search for truth and reality may bring to our undergraduates unrest or doubt or arduous toil4 ,they may search for their answer in the lecture-room1 on the parade-ground1 in the hurlyburly of college comradeships1 in the competitive life of college contests1 or even in the hard1 self-effacing labors of the student who works his way through college4 ,while1 indeed1 it may seem to many that the highest wisdom and the finest culture still linger1 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 ,god4 ,,ii ,,education ,,la ,,carte 8,if ,i were to return to college1 ,i should take nothing that was practical10 remarked a recent college graduate4 ,this attitude reveals by contrast a somewhat wide-spread tendency of opinion toward practical and progressive studies4 ,at a public gathering not long since1 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 livelihood4 ,a cultivated disciple of quiet and delightful studies who overheard this remark was heard to say almost in a groan1 8,if ,i thought that was true of ,american education generally1 ,i should want to die40 ,an even more significant note of warning against merely bread-and-butter studies comes from ,amherst ,college1 where the class of #ahhe recently presented to the governing board the radical plan of abolishing entirely the degree of bachelor of science1 with the purpose of building up a strictly classical course for a limited number of students admitted to college only by competitive examinations4 ,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' salaries4 ,the general idea in the mind of the ,amherst committee is expressed as follows3 ,the proposition for which ,amherst stands is that preparation for some particular part of life does not make better citizens than 8preparation for the whole of it02 that because a man can 8function in society0 as a craftsman in some trade or technical work1 he is not thereby made a better leader2 that we have already too much of that statesmanship marked by ability 8to further some dominant social interest10 and too little of that which is 8aware of a world moralized by principle1 steadied and cleared of many an evil thing by true and catholic reflection and just feeling1 a world not of interest1 but of ideas40 ,amherst upholds the proposition that for statesmen1 leaders of public thought1 for literature1 indeed for all work which demands culture and breadth of view1 nothing can take the place of the classical education2 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 8vocationalized10 but that there is a most important work to be performed by an institution which stands outside this straight line to pecuniary reward2 that there is room for at least one great classical college1 and we believe for many such4 ,illustration3 ,johnston ,gate from the ,yard1 ,harvard ,university ,these opinions are impressive4 ,no one can visit widely our ,american colleges without feeling the appropriateness of such warnings and demands4 ,a story is told of the president of a college praying in chapel for the prosperity of his school and all new and 8inferior0 institutions4 ,the prayer would seem to have been answered in the last decade1 which marks the marvelous growth of modern technical institutions in ,america4 ,this growth has been specially pronounced in the great ,state universities and in the institutions fitted to train men in practical education4 ,,growth ,,of ,,practical ,,education ,dr4 ,william ,r4 ,harper is quoted as saying shortly before his death that 8no matter how liberally the private institution might be endowed1 the heritage of the future1 at least in the ,west1 is to be the ,state university40 ,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 universities3 #ahif-ig #aijf-jg ,state universities #af1dad #cd1ggj ,increase #aab ,eastern institutions #ah1cca #bh1fca ,increase #ef ,almost any one of our great universities at present has many times the wealth1 equipment1 and students of all of our colleges fifty years ago4 ,our ,american agricultural and mechanical colleges1 the greater number of which have arisen within ten years1 now enroll more than #be1jjj students4 ,in #ahej there were only eight non-professional graduate students in the ,united ,states4 ,in #ahgf1 when ,johns ,hopkins opened1 there were #djj such students4 ,there are now at least #aj1jjj students of this class1 and every year finds an additional number of our larger institutions including graduate courses preparing for practical vocations1 with many of them adding facilities for graduate study during the summer4 ,the following more concrete comparison by ,professor ,e4 ,e4 ,slosson reveals the manner in which the new ,state institutions are rapidly meeting the demands of modern times for technical and professional education2 for the chief progress in these institutions has been not in the old-fashioned culture studies1 but in special departments1 including well-nigh everything from engineering and dairying to music and ceramics3 ,total ,annual ,total ,average ,annual ,appropriation ,instructing ,expenditure ,income4 for ,salaries ,staff in for ,instruction of ,instructing ,university4 per ,student4 ,,institutions4 ,staff4 ,columbia ,university #a1fge1jjj #a1ade1jjj #eei #bhj ,harvard ,university #a1hbg1ghi #hda1igj #egc #bji ,university of ,chicago #a1cjd1jjj #fii1jjj #bia #acg ,university of ,michigan #a1jgh1jjj #ecf1jjj #bhe #abe ,yale ,university #a1jhh1iba #ebd1egg #cfe #aeh ,cornell ,university #a1jhb1eac #eaj1ica #ejg #adj ,university of ,illinois #a1bjj1jjj #dia1fge #dad #acf ,university of ,wisconsin #iih1fcd #dhi1haj #big #aeg ,university of ,pennsylvania #ehi1bbf #dcc1caa #cge #aag ,university of ,california #hdd1jjj #djh1jjj #cej #acf ,stanford ,university #hej1jjj #cfe1jjj #acf #bcj ,princeton ,university #ddb1bcb #cjh1fej #afc #bce ,university of ,minnesota #eae1jjj #bfc1jjj #cjc #ff ,johns ,hopkins ,university #caa1hgj #baa1jac #agb #cbd ,,what ,,is ,,the ,,chief ,,end ,,of ,,an ,,american ,,college8 ,this sudden and enormous advance in the pursuit of technical studies1 which have made the ,state universities formidable rivals to our older1 privately endowed institutions1 has aroused uncertainty as to the real object of collegiate training4 ,modern commercialism1 which has said that you must touch liberal studies1 if at all1 in a utilitarian way1 has swept in a mighty current through our ,american universities4 ,the undergraduate is feeling increasingly the pressure of the outside modern world--the world not of values1 but of dollars4 ,the sense of strain1 of rush1 and of anxiety which generally pervades our business1 our public and our professional life1 has pervaded the atmosphere in which men should be taught first of all to think and to grow4 ,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 artificial1 unreal1 and undesirable4 ,last winter ,i visited an institution on the ,pacific coast where literary studies were considered1 among certain classes of students1 as not only unpractical1 but almost unmanly4 ,as a result of such drift in educational sentiment1 the ,american undergraduate is in danger of getting prepared for an emergency rather than for life4 ,he is losing1 ,in action's dizzying eddy whirled1 ,the something that infects the world4 ,the student leads his life noisily and hurriedly4 ,he scarcely takes time to see it all plainly without dust and confusion4 ,there is all about him a blurred sense of motion and duties4 ,his culture lies upon him in lumps4 ,he does not allow it time to impress him4 ,college is a bewildering episode rather than a place of clear vision4 ,,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 thoughtful1 men who know themselves and the world4 ,the value of the modern man to society does not depend upon his ability to do always the same thing that everybody else is doing4 ,college men should be fitted to make public sentiment as well as to follow it4 ,the educated leader should be in advance of his period4 ,independence born of thoughtfulness and self-control should mark his thought and decision4 ,the world looks to him for assistance in vigorously resisting those deteriorating influences which would commercialize intellect1 coarsen ideas1 and dilute true culture4 ,his hours of insight and vision in the world of art1 ideas1 letters1 and moral discipline should assist him to will aright when high vision is blurred by the duties of the common day4 ,his clearer conception of highest truth should lead him to hope when other men despair4 ,our colleges should train men who will be 8trumpets that sing to battle0 against all complacency1 indifference1 and social wrong4 ,when a student1 however1 puts his profession of medicine or engineering before that of responsible leadership in social1 political1 moral1 and industrial life1 he ceases to be a real factor in the modern world4 ,we already have a thousand men who can make money to one man who can think and make other men think4 ,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 way4 ,it is one thing for an undergraduate to go out from his institution expert in electrical science2 it is quite another thing for him to so truly discover the spirit of life itself1 as to be able to harmonize his expert ability with the broader and deeper life of the age in which he lives4 ,the present undergraduate often fails lamentably at this very point4 ,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 station4 ,the old lady1 turning to her companion1 said eagerly1 8,do you think he will catch it80 ,the old man answered1 8,i am wondering what he will do with the blamed thing if he does catch it40 ,the college undergraduate likewise is often uncertain about what he is to do with his profession beyond making a living with it4 ,our colleges1 with their technical training1 should give the conviction that a physician in a community is more than a medical practitioner4 ,his success as a physician brings with it an obligation of interest and leadership in all of the social1 civic1 and philanthropic movements of the town or city in which he works4 ,he should discover in college that he is to be more than a doctor2 that he is to be also a man and a citizen4 ,in the last analysis1 for real success it is not a question whether a man is a great engineer or a great electrician or a great surgeon2 it is the question of individual character4 ,the pressing inquiry1 then1 for all undergraduate training is1 ,are we giving to our boys the kind of education which will fill their future life with meaning8 ,a man must live with himself4 ,he must be a good companion for himself4 ,a college graduate1 whatever his specialty1 should be able to spend an evening apart from the crowd4 ,the theater1 the automobile1 the lobster-palace1 were never intended to be the chief end of collegiate education4 ,a college course should give the undergraduate tastes1 temperament1 and habits of reading4 ,a graduate who studies to be a specialist in any line needs also the education which will give him depth1 background1 and the historical significance of civilization and life in general4 ,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 university4 ,she talked to him of books1 education1 theater1 races1 pictures1 society1 and out-of-door life4 ,all of her efforts were futile4 ,finally he said1 8,try me on leather2 that's my line40 ,this college graduate lost something important in his incompetency for general and intelligent conversation4 ,his loss was more tragic1 however1 as a representative of the so-called college-educated classes1 exponents of specialistic training1 who have become materially successful1 but who are without those personal resources necessary for their own enjoyment and profit1 and who find themselves utterly inadequate for guidance or incentive to their fellowmen4 ,,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 due4 ,in many institutions the whole curriculum is in a state of unstable equilibrium4 ,the endeavor to follow the demands of the times and the desire to secure patrons and students1 have often brought to both the faculty and the undergraduate an uncertainty as to the true meaning of the college4 ,even in freshman and sophomore years the arrangement of studies is often left to the choice of the immature student4 ,in one of our oldest universities there is at present only one prescribed course of study4 ,for the rest1 the students are allowed to choose at their own sweet will1 and their choice1 while dictated by a variety of motives1 is influenced in no small degree by the preponderance of emphasis1 both in buildings and faculty1 upon technical education4 ,students are left to flounder about in their selection of courses1 guided neither by curriculum nor life purpose4 ,recently ,i asked twenty-six students why they chose their studies4 ,sixteen of them gave monetary or practical reasons2 six answered that the studies chosen furnished the line of least resistance as far as preparation was concerned2 and only four had in mind comprehensive culture and preparation for life4 ,i sympathize with the educator who said recently3 ,is it not time that we stop asking indulgence for learning and proclaim its sovereignty8 ,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 achievement8 that if a university is a place for distinction at all1 it must be distinguished by conquest of mind8 ,while these tendencies threaten1 instead of criticizing too severely our universities and our undergraduates1 we should strive first to find the reason for these modern scientific and practical lines of work2 and second1 to suggest1 if possible1 definite ways by which a truer harmony in educational studies may be brought about4 ,,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 education4 ,this change of emphasis has effected a distinct transformation in the curriculum1 in the college teacher and in the student ideal4 ,should one care to get one's fingers dusty with ancient documents1 one might turn to an old leaflet in the files of the library at ,columbia1 dated ,november #b1 #ahec4 ,it is the report of the trustees of ,columbia ,college upon the establishment of a university system4 ,among other things this report outlines1 in accordance with the ideas of the trustees1 8the mission of the college40 ,illustration3 ,the ,library1 ,columbia ,university ,this mission is1 8to direct and superintend the mental and moral culture4 ,the design of a college is to make perfect the human intellect in all its parts and functions2 by means of a thorough training of all the intellectual faculties1 to obtain their full development2 and by the proper guidance of the moral functions1 to direct them to a proper exertion4 ,to form the mind1 in short1 is the high design of education as sought in a ,college ,course40 ,the report hereupon proceeds to note that unfortunately this sentiment1 8manifest and just0 though it be1 8does not meet with universal sympathy or acquiescence40 ,on the contrary1 the demand for what is termed progressive knowledge 444 and for fuller instruction in what are called the useful and practical sciences1 is at variance with this fundamental idea4 ,the public generally1 unaccustomed to look upon the mind except in connection with the body1 and to regard it as a machine for promoting the pleasures1 the conveniences1 or the comforts of the latter1 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 gained4 ,the committee therefore 8think that while they would retain the system having in view the most perfect intellectual training1 they might devise parallel courses1 having this design at the foundation1 but still adapted to meet the popular demand40 ,we have here one of the early indications of 8parallel courses0 in one of our institutions of higher learning as a concession to popular demands4 ,but this concession at ,columbia was made before the immense extension and development of modern natural1 physical1 and industrial science4 ,education or culture in the early fifties was something easy to define4 ,it included logic1 literature1 oratory1 conic sections1 and religion4 ,since that date1 however1 the ,american undergraduate has discovered modern research work at the ,german university4 ,cecil ,rhodes has opened ,oxford for ,american students with his 8golden key40 ,the ,american student has been called upon to match with his technical ability the enormous and rapid development of a new material civilization1 and educational institutions take color from the social and political media in which they exist4 ,in fact1 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 awakening4 ,the ,american undergraduate is more than ever before contemporaneous with all that is real and important in modern existence4 ,he is filled with enthusiasm for civic and social and religious investigation and improvement4 ,with self-reliant courage he works his way through college1 tutoring1 waiting on table1 and performing other real services4 ,he debates with zeal economics1 immigration1 and labor questions4 ,indeed1 the modern ,american university is taking increasingly firmer hold upon the life of the nation4 ,the college graduate of fifty years ago was more or less a thing apart4 ,if he was strong in his literary studies1 he was also weak in his attachment to life itself1 where education really has its working arena4 ,in comparison with him1 the student to-day spends a greater proportion of his time in the study of political science4 ,one feels the limitation of the modern undergraduate especially in the sweep of his literary knowledge1 and in his acquaintance with abstract thought1 art1 and poetry4 ,but when we see student and professor working together on our ,american farms1 bringing about a new and higher type of rural life2 when we find our mechanical engineers not only in the mountains and on the ,western prairies1 but in the heart of ,india or inland ,china or ,south ,africa1 building there their bridges and railroad tunnels according to the ideas seen in the vision of their new practical educational training1 we are bound to ask whether the modern undergraduate is not truly interested in the deep aim of all true scholarship1 namely1 the spiritual and concrete construction of life by means of ideas made real4 ,ambassador ,bryce's opinion of the ,american universities carries weight1 and of them he has said3 ,if ,i may venture to state the impression which the ,american universities have made upon me1 ,i will say that while of all the institutions of the country they are those of which the ,american speaks most modestly1 and indeed deprecatingly1 they are those which seem to be at this moment making the swiftest progress1 and to have the brightest promise for the future4 ,they are supplying exactly those things which ,european cities have hitherto found lacking to ,america2 and they are contributing to her political as well as to her contemplative life elements of inestimable worth4 ,but since undergraduate training must deal not simply with the theory of education1 but also with the imperative demands and conditions of a new time1 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 knowledge2 means by which they may discover literary1 historical1 linguistic1 and philosophical values without losing their mathematics and their physical and material sciences4 ,to the end1 therefore1 of making cultural studies as strong1 attractive1 and profitable to our undergraduates as practical and scientific training1 our institutions should train men of large caliber to teach ,english and belles-lettres4 ,they should discover great teachers and inspiring personalities4 ,,personality ,,of ,,great ,,teachers ,president ,gilman of ,johns ,hopkins ,university took as his motto1 8,men before buildings40 ,the subject of securing great teachers for students is perhaps the most vital topic which can be considered1 since from the point of view of undergraduates a professor1 whether teaching civil engineering or ,greek1 is invariably influential because of what he is personally4 ,in a large university which ,i recently visited ,i was told that there were three thousand students and five hundred instructors and professors1 an average of a professor to every six students4 ,upon asking several of the undergraduates how many professors they knew personally1 ,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 classes4 ,one graduate told me that he had not been in the home of more than three professors during his college course4 ,there are undoubtedly reasons for this lack of association between the professors and the undergraduates4 ,in a large university1 the demand upon the teacher for more work than he should rightfully undertake1 the ever-increasing interest of the student in college affairs1 with many other influences1 are constantly presented as difficulties in the way of the teacher's close relationship with the student4 ,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 him4 ,in too many cases he is a dry and weary man1 living his life in books rather than in men4 ,a4 ,c4 ,benson has described a ,cambridge don in terms that at times we fear fit some college professors of our own land4 ,he sits 8like a moulting condor in a corner1 or wanders seeking a receptacle for his information40 ,the ,american college teacher has too often been chosen simply because of his scholarship4 ,our institutions of learning have been obsessed with the mere value of the degree of doctor of philosophy4 ,as a consequence1 many a young professor is scholarly and expert in his knowledge of his subject1 but utterly without ability to impart it with interest4 ,he lacks driving force as well as guiding and regulating force4 ,he seems at times without the capacity for real feeling4 ,he is not alive to the issues of the time in which he lives4 ,he starts his subject a century behind the point of view in which his scholars are interested4 ,too often1 alas6 he misses the chief opportunity of a college teacher in not becoming friendly with his undergraduates2 for there is no comradeship like the comradeship of letters1 the comradeship of knowledge1 the comradeship of those whose lives are united in the higher aims of serious education4 ,letters have never lacked their fascination when they have been embodied in the thought and personalities of great teachers4 ,albert ,harkness1 with his face aglow with literary enthusiasm1 reading 8,prometheus ,bound10 in his lecture-room in the old ,university ,hall at ,providence1 is one of the unfading memories of my undergraduate days4 ,when ,tennyson said1 8,i am sending my son not to ,marlborough1 but to ,bradley1 the great teacher10 it was not a subject he had in mind1 but a personality4 ,in one institution which ,i visit1 virtually the entire undergraduate body elects botany4 ,a student said to me one day1 8,we do not care especially for botany1 but we would elect anything to be under ,dr4 ----40 ,not long ago1 attending a college dinner at the ,university of ,minnesota1 ,i heard a professor at my side lamenting the tendency to irreverence on the part of ,american college men4 ,while we were speaking1 ex-,president ,northrop came into the room1 and the entire crowd of students were on their feet in an instant1 cheering their beloved president4 ,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 prayed2 and he quoted the following verse3 ,when ,prexy prays ,our heads all bow1 ,a sense of peace ,smooths every brow1 ,our hearts1 deep stirred1 ,no whisper raise ,at chapel time ,when ,prexy prays4 ,,the ,,professor ,,in ,,the ,,lecture-,,room ,the classroom presentation of the college professor is also highly important4 ,many a subject is spoiled for a student because of the pedantic1 priggish1 or solemn manner of the teacher4 ,many a teacher is devoted to his subject and painstaking1 but his lack of knowledge as to the use of incident1 epigram1 and enticing speech in presenting his subject1 prevents his popularity and power as a teacher4 ,woodrow ,wilson says that he had been teaching for twenty years before he discovered that the students forgot his facts1 but remembered his stories4 ,we realize that tables of population1 weights1 and measures1 temperatures1 birth-rates1 and dimensions1 are at times necessary1 but these should be used in the classroom with moderation4 ,too often a teacher takes for granted that he has an uninteresting subject1 and therefore gives up the task of making it attractive4 ,a professor of mathematics1 endeavoring to evade the obligation for good teaching1 gave to a professor of chemistry1 whose lecture-room was always crowded with interested students1 the following reason for the unpopularity of his subject3 8,the trouble with mathematics is that nothing ever happens4 ,if1 when an equation is solved1 it would blow up or give off a bad odor1 ,i should get as many students as you40 ,the real reason1 however1 was deeper than the nature of his subject4 ,it lay in the nature of the man4 ,he did not have the power to bring his subject into vital contact with reality and with the life of his students4 ,the lecture plan also handicaps many a teacher in this important task of getting near the student and drawing him out4 ,the seminar of our larger universities and graduate schools help much in individualizing the students4 ,students may be talked to death4 ,they themselves often want to talk4 ,an undergraduate in the ,south1 after hearing a professor who was without terminal facilities1 told me the old story of ,josh ,billings1 who defined a bore as a man who talked so much about himself that you couldn't talk about yourself4 ,in many institutions the students also are forced to take too many lectures4 ,their minds become jaded4 ,thinking is the last thing they have power to do in the lecture-room4 ,there is little desire or opportunity for intellectual reaction2 as one professor of a ,western university humorously remarked3 ,they do not listen1 however attentive or orderly they may be4 ,the bell rings1 and a troop of tired-looking boys1 followed perhaps by a larger number of meek-eyed girls1 file into the classroom1 sit down1 remove the expressions from their faces1 open their note-books on the broad chair-arms1 and receive4 ,it is about as inspiring an audience as a room full of phonographs holding up their brass trumpets4 ,,two ,,ways ,,of ,,teaching ,,history ,the most discouraging moments of my college days occurred during the lecture hours of history1 not because ,i did not have a natural bent for history1 but because the professor made the topic1 for me1 uninteresting4 ,my mind became a blank almost as soon as ,i entered the classroom4 ,lecture days in history covered me with a darkness beyond that which ,i had ever imagined could emanate from the world of fallen spirits4 ,my powers went into eclipse4 ,there seemed to be a kind of automatic cut-off between my brains and my note-book4 ,my only source of comfort consisted in the fact that my miseries had companionship4 ,in some examinations1 ,i remember1 only a small remnant of the class succeeded in satisfying the demands of our scholarly teacher4 ,i can only remember flashes and hints of a long1 solemn1 student face1 shrouded with whiskers1 bending with piercing eye over books which seemed only slightly less dry than a remainder biscuit1 droning1 in 8hark-from-the-tombs-a-doleful-sound0 incantation1 words1 which to our vagrant attention were just words1 belonging to remote centuries1 while about me my companions shivered audibly1 waiting to be called up4 ,the professor was called a great student of history4 ,he might have been4 ,we gladly admitted this3 it was the chief compliment we could pay him4 ,as a teacher and inspirer of boys1 however1 he was a good example of the way to make history impregnable4 ,illustration3 ,a ,popular ,professor of ,chemistry and his ,crowded ,lecture-,room ,i hold in memory1 also1 another professor who taught history4 ,he was seldom called a professor4 ,the students called him 8,benny40 ,there was a kind of lingering affection in our voices as we spoke his name4 ,his lecture-room was always crowded4 ,no student ever went to sleep1 no student became so frightened that he lost his wits1 no student ever took himself too seriously4 ,there was an element of humor and humanness which was constantly kindled by this great1 manly teacher and which fired at frequent intervals every student heart4 ,his illustrations were not confined to ,horatius on the bridge1 ,garibaldi promising his soldiers disaster and death1 or ,luther at ,worms4 ,he attached history to modern themes4 ,his historical situations were described not in the terms of tedious systems1 but in the personalities of great men4 ,we somehow felt that he himself was greater than anything he said2 that he himself was a great man4 ,he found interest in the life of college as well as in the work of college4 ,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 failure4 ,the value of his remarks was enhanced by the fact that most of the men had seen him on the running-track in the gymnasium1 or on the front row of the grand stand1 cheering patriotically with both voice and arms4 ,i remember how he used to add driving power to our awakening resolves and ambitions4 ,we were quite likely to forget that we were learning history4 ,to-day at alumni dinners the mere mention of the name 8,benny0 brings an enthusiasm which the most eloquent speech of any other man seems incapable of invoking4 ,here was a man who also taught history2 but the man was more than his book1 he was more than his subject3 he was the light and the blood of it1 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 eyes4 ,it was of such teachers that ,emerson must have been thinking when he said1 8,there is no history1 only biography10 and again1 8,an institution is but the lengthened shadow of a man40 ,it is of such men that other college graduates think to-day1 even as ,matthew ,arnold thought of ,jowett at ,balliol3 ,for rigorous masters seized my youth1 ,and purged its faith1 and trimmed its fire1 ,shew'd me the high1 white star of truth1 ,there bade me gaze1 and there aspire4 ,,wanted3 ,,the ,,great ,,teacher ,but how are we to train such teachers for our undergraduates8 ,this is no child's task4 ,it is the matchless opportunity of the college2 it is the crying need of our times4 ,a large proportion of undergraduates in college lecture-rooms are virtually untouched in either their feelings or their intellects by the ministry of the church4 ,whatever the ministry may have been in our father's times1 it is not to-day significant or effective in imparting its message to students4 ,the fact is periodically demonstrated by test questions of teachers to their students concerning the ,bible1 ,english literature1 and church history4 ,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 home4 ,indeed1 many students go up to our best preparatory schools in almost a heathenish condition as regards religion and ,christian knowledge4 ,it is the day and time of the teacher's ministry in both secondary schools and in colleges4 ,no pulpit in our day is more far-reaching and decisive than the desk of the college teacher4 ,the college professor who does not forget that he is first a man1 then a professor1 and who can get past the friendship of books and knowledge to a genuine friendship with students1 can be the highest force in our present day civilization4 ,but the teacher says3 8,i am only a teacher of literature1 or of chemistry1 or of engineering1 or of bridge-building4 ,i am not an evangelist or a moral reformer1 or a promoter of polite accomplishments or of social service40 ,much of this is true also of the great teachers of history4 ,yet somehow these men found in their specialty the door through which they entered into the very hearts and lives of their school-boys4 ,a short time ago at the ,university of ,iowa ,i had the opportunity of meeting at luncheon thirty members of the faculty4 ,the subject for discussion was3 8,what can the professor do really to assist students at the ,university of ,iowa in discovering the values worth while in college life80 ,approximately one-half of the teachers for various reasons prayed to be excused from the discussion4 ,i was specially interested in the answers of the other men--among whom were the men1 according to student testimony1 who had a real hold upon the university life4 ,one man was of the department of chemistry4 ,he was prominent in student activities4 ,when he was introduced1 a student said1 8,there is no man more truly liked in the university than ,professor ----40 ,as he talked1 we felt that1 while he might be a good teacher of chemistry1 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 men4 ,after the conference he said to me3 8,if professors want influence with students1 let them appear at debates1 at athletic games1 and at student mass-meetings2 let them show real interest in undergraduate activities of all sorts1 even at personal sacrifice40 ,another professor was a teacher of ,english4 ,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 things4 ,that was his message--his individual message to his college4 ,his life-work was more than presenting the evolution of the ,english novel3 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 days4 ,it is not necessary that two college teachers should present the same truth in the same way1 but when college professors and instructors1 presidents1 deans1 and tutors1 realize that teaching to-day as in former days is a calling1 not simply a means of livelihood1 and that every man who holds any such position must somehow discover how to reach personally at least a small circle of students1 then our colleges will not longer be defined as 8knowledge shops10 but as the homes of those inspirations and friendships1 those ideals and incitements1 which make life more than meat and the body than raiment4 ,while the drift of our modern life in the outside world may be toward technical and scientific education1 the drift in college is still toward the great teacher--the man of thought-provoking power and of spiritual capacity2 sincere and genuine both in scholarship and manhood1 of whom one can speak1 as ,carlyle spoke of ,schiller1 8a high ministering servant at ,truth's altar1 and bore him worthily of the office he held40 ,,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 world4 ,there are likewise vantage-points in our ,american colleges from which one may discover not only the influential undergraduate types1 but also the real life of their environment4 ,one of these places is the college campus4 ,undergraduate life falls into two broad divisions3 college work1 pertaining to the study and the classroom2 and college relaxation1 centering upon the campus4 ,the latter includes social life1 amusements1 athletics1 and the other voluntary exercises in which students meet for fellowship and competition4 ,the close tie between college work and college play is often shown4 ,a change in student sentiment has instant effect on student work1 while no rules of the faculty can nullify those deeply rooted principles of student life which make all college men akin4 ,a ,,west ,,point ,,incident ,this relation of student feeling to college authority was shown not long ago at ,west ,point4 ,the cadet corps was under arrest for having given the 8silence0 to an officer in the mess-hall during supper1 for reasons deemed by the cadets to be vital to corps honor and dignity4 ,the first silence occurred at supper4 ,the whole corps of cadets1 #dej men1 were marched back to barracks supperless1 and were placed under arrest in their rooms4 ,again at breakfast the cadets repeated the silence1 for which they were returned to barracks1 but not until they had been made to 8double time0 up and down the road for about twenty minutes4 ,that morning the cadets had virtually no breakfast4 ,at the next formation for midday dinner an incident occurred which struck a chord even deeper than discipline and authority1 and broke the insubordination of the students4 ,in the autumn one of the cadets had brought from home a graphophone1 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 club1 when his wife confronted him with the command1 ,put on your slippers2 you're in for the night4 ,this song was very popular with the cadets4 ,they were drawn up in front of the barracks1 every man indignant1 obstinate1 and determined to repeat the silence1 and to continue it even at the risk of starvation and confinement4 ,at this critical moment the graphophone1 which had been set to begin its work five minutes after its humorous owner had left his room1 began to sing in a high-pitched voice through the open window directly above the lines of cadets1 ,put on your slippers2 you're in for the night4 ,illustration3 ,student ,waiters in the ,dining-,hall of an ,american ,college ,the effect was irresistible4 ,it was like the changing of a current in an electric battery4 ,the eyes of the cadets1 despite the fact that they were at attention1 sought the eyes of their fellows2 their faces relaxed1 then broke into a smile4 ,by the time they reached the mess-hall the whole corps was laughing1 and their sense of humor had swept away the sense of anger and pride4 ,this was the beginning of the restoration of the traditional ,west ,point discipline4 ,the campus had spoken to the classroom4 8,,grown-,,up0 ,,collegians ,it is through an understanding of this spirit of the campus that the work of ,american undergraduates can be adjusted to modern demands4 ,the work of the classroom and examination-hall makes for democracy1 while the social life of the college makes for conservatism and aristocracy4 ,campus life is increasingly difficult to understand because of its growing complexity4 ,the material needs of our time have created a class of undergraduates bent on becoming specialists1 and these men have increasingly less time for either college work or college life2 for them the undergraduate course is something to be hurried through as a short cut to professional efficiency4 ,even athletics and college affairs have only a slender hold upon these utilitarian specialists4 ,they have a 8grown-up0 look on their faces as1 eager for scientific research1 they rush to and fro between their rooms and their laboratories4 ,undergraduate life is now likewise influenced by the influx of students who are not the sons of college men1 but who come from homes the chief ideals of which have been derived from counting-rooms and laboratories1 from brokers' and railroad offices4 ,these students1 scions of a property-getting class1 in conjunction with the social and the scientific students in college1 help to change the classical traditions4 ,they emphasize the campus side of college life more than that of the lecture-room4 ,their eyes are upon the stadium rather than upon the library2 the delights of scholarship influence them less than ambition for leadership and the importance of 8making good0 in student affairs4 ,they are in college for 8popular0 reasons1 and too often fail to learn how to think4 ,but they are eager1 versatile1 adaptable1 with a ready capacity for social adjustment and modern expression4 ,,cosmopolitan ,,life ,,at ,,college ,furthermore1 the student world has been subdivided until it is a wholly different thing from what it was fifty or even twenty years ago4 ,while in the seventies the college student knew every man in his class1 in the large institution to-day an undergraduate will meet in the college yard scores of classmates who are perfect strangers1 and to whom he has no more idea of speaking than to persons whom he has never seen before4 ,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 one4 ,the influx of foreign students has added to the cosmopolitan life of ,american institutions4 ,so far as they are ,orientals1 the ,english departments are specially modified both in the character of the attendance and the instruction by their presence4 ,the professor's task of adjusting instruction to a mixed assembly of ,american1 ,indian1 ,mohammedan1 ,porto ,rican1 ,chinese1 and ,japanese students may be inferred from the answer of a young ,east ,indian student who was asked to describe in ,english his daily routine3 ,at the break of day ,i rises from my own bed1 then ,i employ myself till #h o'clock1 after which ,i employ myself to bathe1 then take for my body some sweetmeat1 and just at #i ,i came to school to attend my class duty1 then1 at #b ,p4 ,m4 ,i return from school and engage myself to do my further duties then ,i engage for a quarter to take my tiffin1 then ,i study till #e ,p4 ,m41 after which ,i began to play anything which comes in my head4 ,after #h half pass to eight we are began to sleep1 before sleeping ,i told a constable just #aa o' he came and rose us from half pass elevan we began to read still morning4 ,the familiar din of dishes at the commons of ,columbia1 as well as at the ,university of ,california1 serves to raise the pitch of a polyglot table-talk that often represents a dozen nationalities4 ,last year in ,american colleges there were hundreds of undergraduates of alien speech1 customs1 ideals1 temperaments1 and religion4 ,among these were a specially important delegation of three hundred ,chinese young men who were beneficiaries of the ,boxer indemnity fund4 ,these students from foreign nations still further subdivide undergraduate life through their race clubs1 societies for learning ,english1 special religious conferences1 and new studies4 ,,college ,,traditions ,college tradition adds its distinctive and forceful factor to the campus life of the undergraduate1 particularly in the older seats of learning4 ,a good tradition makes it easy to accomplish things worth while without the spasmodic campaigns that characterize many younger institutions4 ,students are often more zealous to uphold the ancient customs of their college than anything else connected with it4 ,the annual conflicts between freshmen and sophomores have become a part of the institution4 ,certain traditional habits1 often humorous1 sometimes doubtful1 in character1 have grown up in nearly every ,north ,american college4 ,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 it4 ,it was described as a transmittendam 7it went with the room71 and was handed down in some such forcible manner from one generation of freshmen to another4 ,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 students4 ,the old college pump has been a traditional means of grace to many freshmen1 and the customary restriction to upper classmen of caps1 canes1 and pipes has added pugilistic zest to undergraduate life4 ,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 men4 ,when any undergraduate body becomes blindly a law unto itself1 refusing to learn from other institutions2 when faculty and students take the position that because certain ideas have never prevailed at their college1 therefore they never should and never shall prevail1 they show their unfitness for leadership in an age of vast and varied opportunity4 ,the students of the ,middle ,west and the ,far ,west are more sensible of their freedom from the past than are our ,eastern undergraduates4 ,they realize that they are at least a hundred years behind ,eastern colleges in the dignity of their traditions1 and they therefore seek to crystallize college spirit about college customs2 but their customs do not interfere with progress1 as sometimes happens in the ,east1 and a question is decided on its merits quite regardless of precedent or policies4 ,if a proposition seems sensible and right1 it is adopted1 despite its novelty or its conflict with tradition4 ,keeping close to modern needs1 those colleges have gone ahead and accomplished things while more conservative institutions have been leisurely thinking about them4 ,it is this audacity of spirit1 this dash and action1 which endear to the undergraduates of the ,west all men of achievement4 ,when among them one thinks of the old verse3 ,oh1 prudence is a right good thing ,and those are useful friends1 ,who never make beginnings ,until they see the ends1 ,but now and then give me a man ,and ,i will make him king1 ,just to take the consequences1 ,just to do the thing4 ,,the ,,gaiety ,,of ,,undergraduates ,traditions are closely connected with college gaiety1 and gaiety forms a real part of the comprehensive life of the ,american student4 8,cheerfulness10 says ,arnold ,bennett1 8is a most precious attainment40 ,the undergraduate cultivates it as an art1 puts worry behind him1 and faces the world with a laugh4 ,about his gaiety there is a kind of humorous bravado4 ,he likes to defy the lightning4 ,an old graduate of ,princeton relates how1 in #aheg1 when the paper called ,the ,rake1 because of its daring criticisms1 had brought its editors under the ban of suspension by the faculty1 the editors injected fun into the dismal situation by printing the statement1 8,we have authority for supposing that even the faculty do not coperate as heartily with our undertaking as they could and should40 ,at the ,university of ,michigan a professor1 lecturing on electricity1 wished to show that the fur of a cat is raised by an electrical current4 ,he asked one day1 8,will some student bring a cat to-morrow1 in order that we may show this experiment80 ,the next day every one of the forty students entered the lecture-room with a cat under his arm6 ,mechanical laws seem never to baffle the collegian in search of gaiety4 ,indeed1 when one studies some of the mysterious happenings on and about the college campus1 one ceases to wonder at the mechanical triumphs of the ,egyptians4 ,at one college which ,i visited1 the stilly night was disturbed by half a hundred students who1 with riotous yells1 ran a two-horse wagon back and forth on an upper story of a college dormitory1 to which place they had succeeded in hoisting it4 ,this occurred at midnight1 for the delectation of three hundred students and members of the faculty who were sleeping below4 ,next day the college paper declared that the president of the institution had been seen at his bedside supplicating against earthquakes and thunderbolts4 ,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-organ4 ,as several hundred students marched into the chapel1 the old ,german professor1 who was deaf1 began to play the organ4 ,the commingled sounds that issued from that instrument when the levers began to work were described as extraordinary4 ,much of the enduring loyalty of college men clings about the memories of such events4 ,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 8idlesse0 long after time had blotted out the serious impressions of the classroom4 ,as one apostle of the easy-going side of student days has said3 8,there is some chill and arid knowledge to be found upon the summits of formal and laborious science2 but it is all around about you1 and for the trouble of looking that you will acquire the warm and palpitating facts of life40 ,still1 there is the duty of drawing a distinct line between college fun and fundamental decency and good order4 ,when this line is crossed1 all the authority of the faculty and1 if necessary1 the laws of the land should be brought to bear upon the offenders4 ,there should be no dallying with undergraduate law-breakers1 no special exemptions for students4 ,reprehensible and even criminal acts have been committed by college men in the last few years which called for severer punishment than seemingly they received4 ,it is no kindness to the undergraduate to overlook acts of dishonesty1 ruthless destruction of property1 or dissipated license4 ,respect for property and conventions should be impressed upon a boy before he reaches college age4 ,it is because lawlessness has been tolerated by parents in the home1 as well as by over-lenient masters at boarding-school1 that we read continually of offenses against common sense and respectability1 committed by persons of supposed cultivation4 ,few things are more needed in ,american life to-day than strengthening the respect for discipline and lawful authority4 ,,college ,,men',s ,,honor ,such abuses of liberty1 as well as nearly all other college delinquencies1 can be largely prevented by a consistent appeal to the undergraduate's sense of honor4 ,recently ,i asked the president of a ,north ,carolina college what he regarded as the chief characteristic of ,american students4 ,he replied promptly1 8,college honor40 ,at ,princeton1 at the ,university of ,virginia1 at ,amherst1 and at many other institutions1 the honor system in examinations arranged and managed by students1 represents the deliberate intention of the undergraduates to do the square thing4 ,these laws1 which the students voluntarily impose upon themselves1 are enforced more vigorously than the rules of the faculty4 ,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 honor4 ,a senior of high standing socially and intellectually1 the son of a prominent family1 high in popular favor1 was overheard to use disrespectful language to his landlady4 ,the senior was summoned before the student committee having charge of undergraduate affairs1 confronted with the charges1 allowed to make answer1 and1 being found guilty1 was asked to leave the institution4 ,his family and friends1 incensed by this demand1 which seemed to them both harsh and unjust1 appealed to the faculty for redress4 ,the chairman of the faculty replied that the matter was entirely in the hands of the students4 ,application was then made to the student committee to present the young man's side of the question to the whole college4 ,the student council readily acceded to this request1 saying that they were perfectly willing to consider the charges more at length1 as their only desire was to be absolutely just4 ,when he went up for a new trial the young man's family engaged a lawyer4 ,the student body also engaged counsel4 ,the trial was held in one of the largest halls in the university town1 and virtually the whole student body sat through the evening and far into the morning listening to the presentations of both sides4 ,a judge who told me of the incident said that during those hours1 looking into those student faces1 he did not remember seeing any man change his expression1 but that every one sat in the attitude of seeking only the truth4 ,the jury1 which was chosen from the faculty and from impartial men in the town1 found that the young man had actually used the words attributed to him1 and therefore pronounced him guilty of the charge4 ,a few months ago an incident occurred at a ,southern college that impressed me deeply4 ,at one of a series of meetings which ,i was holding1 a student rose and said that he wished to make confession to the student body4 ,he had recently won the sophomore-junior debate1 but wished to confess that he had gained it unfairly4 ,he had overheard his opponent rehearsing his debate in an adjoining room1 and although he stopped his ears and refused to listen1 his room-mate took down the points4 ,afterward1 the debater said1 the temptation was so subtle that he took the notes1 arranged his own debate accordingly1 and won4 8,but10 he said with deep feeling1 8,i stole it1 and ,i have come to plead the forgiveness of the student body40 ,very early the next morning a young man called at the house where ,i was being entertained1 to tell me that he was the room-mate who had taken the notes mentioned in the confession4 ,he1 too1 wished an opportunity to speak to the students4 ,at the public meeting that evening1 before three hundred college men1 he rose and told of his all-night fight for character on the college campus4 ,he described the humiliation which he saw confronting him if he should tell of his part in the dishonorable proceeding1 and said3 8,i was helped by a power beyond myself to make a clean breast of it4 ,i am here to tell the students that ,i1 rather than the man who spoke last night1 should take the blame for stealing that debate40 ,i do not remember ever having witnessed such deep feeling1 or heard such applause in any assembly1 as greeted that sturdy confession4 ,it was a triumph of college honor and integrity1 rooted in manhood1 conscience1 and religion4 ,illustration3 ,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 presentations2 it also belongs to the complex social life of the colleges1 which has become important4 ,the club-book of an ,eastern university1 for example1 records the existence at that institution of ninety different social organizations1 the object of most of them being to bring men together sociably4 ,such intermingling is vital for college friendship4 ,it is true1 as former ,dean ,henry ,p4 ,wright of ,yale has said1 that1 to a student1 a friend is a 8fellow whom you know all about1 and still like10 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 friendships4 ,the social groupings of college life are also important because they give an opportunity for concrete and tangible success through student leadership4 ,college society1 in fact1 has brought into being a restricted1 but very real1 world1 with special laws and a kind of public opinion founded on student initiative and sentiment4 ,responsibility and leadership in college affairs have given many an undergraduate the initial stir to the qualities which make him successful in after life4 ,these fraternal bodies1 democratic1 discriminatingly alert for the best men1 and usually emphasizing worth rather than birth1 are vital not only in the discovery of individuality1 but also in their unique contribution to the corporate strength and unity of college life4 ,,college ,,fraternity ,,life ,the ,greek-letter society is found at the heart of these undergraduate social activities4 ,indeed1 fraternities have become in many institutions as much the center of the college itself as of college society4 ,so far as social and moral influences go1 the character of the fraternity which a young man joins is quite as important as the college or university he selects4 ,the fraternity students represent the 8system0 in college3 they choose athletic managers1 they exert the 8pull0 which controls editorship upon the college papers1 they determine largely the presidents of classes1 and in some cases the elections to senior societies4 ,the membership of the thirty-five national ,greek-letter fraternities 7not to mention a hundred or more local fraternities or the fifty fraternities of the professional schools7 now comprises #bjj1jjj undergraduates and graduates4 ,these figures do not include the twenty intercollegiate sororities that claim #bej chapters and #be1jjj members4 ,three hundred and seventy colleges and universities at present contain chapters of national ,greek-letter fraternities1 and millions are invested in the buildings of these societies4 ,an almanac for #aiaa ascribes #ajac fraternity-houses to ,american colleges4 ,half a million dollars is invested in chapter-houses at the ,university of ,michigan alone4 ,the property of the eleven fraternities at ,amherst had twenty times greater money value than ,yale's available funds in #ahcj2 and the property of the fraternities at ,columbia1 valued at a million dollars1 are as great as the total productive funds of all the colleges at the beginning of the last century4 ,the college fraternity or the college club becomes responsible for a large and representative part of the undergraduate life in ,america4 ,it is usually responsible for the histrionics in university life1 and there is perhaps no literary tendency more pronounced in our colleges to-day than that toward the making of the drama4 ,several important plays of recent years may be traced to graduates who were members of such clubs as 8,the ,hasty ,pudding0 of ,harvard and 8,the ,mask and ,wig0 of ,pennsylvania4 ,at a time when confessedly there is a crying demand for good1 strong plays at the theater1 it is agreeable to hear that the classes of professors of dramatic literature are crowded4 ,furthermore1 the fraternity is no longer simply a debating society2 it is also a student-home4 ,there is an increasing tendency1 especially on the part of state institutions1 to make it possible for college fraternities to erect their buildings on the campus4 ,every fraternity-house is the product of much thought1 liberal support1 and often sacrifice1 on the part of influential alumni4 ,college authorities are seriously considering the many problems connected with these organizations1 for thousands of undergraduates find their homes in them for four very impressionable years4 ,the general attitude of the faculties is wisely not one of repression or of drastic regulation by rules1 but1 as ,president ,faunce of ,brown has expressed it1 of 8sympathetic understanding1 constant consultation1 and the endeavor to enlist fraternities in the best movements in college life40 ,there is1 moreover1 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 societies4 ,they realize that these organizations can be effectively influenced only by a leavening process within the fraternity itself1 for external pressure and rules have never yet succeeded in forming or changing student sentiment4 ,the fraternity can establish manliness and decency1 or sportiness and laziness1 as its ideals1 and these ideals are clearly reflected in the membership4 ,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 fraternities1 which have chosen efficient field-secretaries to travel among the chapters in order to study conditions and to assist in the direction1 control1 and general betterment of fraternity activities4 ,the type of men selected for membership is being more carefully scrutinized4 ,in a considerable and growing number of institutions1 students are not chosen for membership until the end of the freshman year2 there is thus needful opportunity on both sides for more intelligent choice4 ,more and more the coperation of fraternity alumni is being sought by the authorities4 ,these graduates1 who are often largely responsible for the fine houses of the fraternities1 are justly called upon by the college to assist in maintaining proper regulations within them4 ,moreover1 assurance is given that the fraternity itself wishes to coperate with the faculty in securing a higher grade of scholarship1 which fraternity life too frequently menaces1 and in demanding the reform of conditions leading to delinquency of all kinds4 ,there is no police force really effective for a college community but a student police force1 and this operates not by external pressure1 but by internal persuasion4 ,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 indifference1 laziness1 or immorality4 ,the chapter-house tends to suggest that college work is optional1 not imperative4 8,thou shalt not loaf60 as an eleventh commandment1 written across the doorposts of a fraternity club-house in the ,middle ,west1 is no inappropriate injunction4 ,the undue and distressing waste of time in inconsequent and foolish play1 the inevitable interruptions1 the dissipations of social events1 the inane profligacy1 the autocracy of athletics1 the feeble conversations that 8skim like a swallow over the surface of reality0--all these are too often the doubtful compensations received by the college man as fraternity privileges4 8,the modern world is an exacting one10 says ex-,president ,woodrow ,wilson1 8and the things that it exacts are mostly intellectual40 ,one often wonders1 in visiting the fraternities of ,america1 how large a place this intellectual work holds in college life4 ,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-office1 and when asked what he did1 replied1 8,i just set and think1 and set and think1 and sometimes ,i just set40 ,the fraternity-house that becomes a place to 8set0 rather than a place to work is hardly a credit to a college campus4 ,as ,president ,northrop said to some society men at the ,university of ,minnesota1 8,if your fraternity is not a place for intellectual and moral incitements1 it is a failure1 and it must go the way of all failures40 ,among other gifts1 the ,american college fraternity may justly be expected to bestow upon its members devoted friendship1 the ability to live successfully with other men1 and such habits of application1 industry and sobriety as develop ideas and character4 ,,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 is1 as a rule1 a thoughtless creature or that he fails to formulate a philosophy of life4 ,gilbert ,k4 ,chesterton remarks1 8,there are some people1 and ,i am one of them1 who think that the most practical and important thing about a man is still his view of the universe40 ,certain beholders of collegiate conditions have evidently become acquainted with only those students who have thoughtlessly taken their serious views1 in second-hand fashion1 from their ancestors or from current opinion4 ,these spectators have perhaps justly concluded that the undergraduate has no view of life--no view1 at least1 which is complimentary to him4 ,illustration3 ,the ,main ,hall1 ,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 works4 ,many of the vital movements of the time have originated among these seemingly thoughtless college men4 ,it was in a small room at ,princeton1 in the year #ahgf1 that ,cleveland ,h4 ,dodge1 ,w4 ,earl ,dodge1 and ,luther ,d4 ,wishard1 after earnest conversation regarding the moral and religious life of the institution1 decided to send delegates to the next year's ,convention of the ,international ,committee of ,young ,men's ,christian ,associations1 held in ,louisville1 ,kentucky4 ,this delegation presented to the ,international ,committee plans for the ,student ,young ,men's ,christian ,association at ,princeton4 ,other groups of undergraduates took similar action both in ,america and in other countries1 until at present the ,world's ,student ,christian ,federation includes #adh1cjj students and professors in its membership4 ,these federated movements represent twenty-one nations4 ,in connection with these societies during the last college season #ff1jjj students met regularly for ,bible study4 ,these associations at the colleges have given rise to many other organizations which have stimulated the educated life of the world4 ,the ,student ,volunteer ,movement for ,foreign ,missions1 which originated in connection with a student conference at ,mount ,hermon1 ,massachusetts1 in the year #ahhf1 has been responsible for enlisting thousands of collegians who have been sent by churches and ,christian organizations to serve in foreign lands4 ,this student missionary organization is also accomplishing an educational work in familiarizing undergraduates with the social1 political1 and religious conditions of foreign nations4 ,the college ,christian associations now have #afc graduates among their employed officers in the institutions of higher learning in ,north ,america4 ,undergraduate philosophy of life is an evolution4 ,it consists of three stages3 the first is characterized by a sense of calamity or fear as the student leaves behind the observances and conventional creeds of childhood1 held with unquestioning and often unthinking assent4 ,he begins to think for himself4 ,he enters an atmosphere of thoughtfulness and scientific discovery1 an environment in which facts come before opinions4 ,his first alarm is because he thinks he is losing his religion4 ,he says1 like the prophet ,micah1 when the hostile ,danites took away his images1 8,ye have taken away my gods 444 what have ,i more80 ,in the second period of his thinking he changes his early ceremonial god for breadth of mind4 ,he revels in his impartial view of men and the universe4 ,by turns he calls himself a pantheist1 a pragmatist1 or an agnostic4 ,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 wisdom1 saying to his expectant hearers3 8,dearly beloved1 you must repent--as it were2 and be converted--in a measure2 or be damned--to a certain extent60 ,the third stage of the undergraduate's philosophy is usually in line with constructive action4 ,he begins to be interested in doing something1 and practice for him1 as for men generally1 helps to solve the riddle of the universe4 ,the best test of college theology or college philosophy is its serviceableness1 its power to attach the student to something which needs to be done1 and which he can do4 ,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 work4 ,indeed a strikingly aggressive social propaganda is now in operation in the ,north ,american colleges4 ,the college student1 like the modern ,american1 is a practical being and is interested in securing practical results4 ,his first question regarding any movement usually is1 8,what is it doing that is really worth while80 ,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 ,canada4 ,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 ,philadelphia1 which is owned and conducted by the ,christian ,association of the university4 ,the settlement1 erected in the river-front district1 immediately opposite the university1 at ,lombard and ,twenty-sixth streets1 consists of a group of buildings built at a cost of #fj1jjj2 a children's playground adjoining the house2 an athletic field across the river2 and1 forty miles from ,philadelphia1 a beautifully situated farm of sixty-four acres1 used for a camp for boys and girls1 for mothers and children1 in the summer months4 ,every year one hundred students and members of the faculty take part in the active service and support of the settlement4 ,among the activities are the following3 ,boys' and girls' and adults' clubs2 industrial classes2 athletics2 dispensary2 modified milk station2 visiting physician2 resident nurse2 public lectures2 entertainments2 religious meetings2 social investigation2 political work2 and the usual activities of a playground1 athletic field1 and summer camp4 ,former residents and volunteer workers of the settlement are scattered throughout the world engaging in social and religious work4 ,four are medical missionaries in ,china1 one is a missionary in ,persia1 another in ,honolulu1 another in ,south ,america1 while three are holding prominent positions in social work in this country4 ,,philosophy ,,of ,,serviceableness ,such works1 with numerous other tendencies which might be mentioned in the line of unpaid and voluntary service for college publications1 musical organizations1 debating organizations1 and athletics1 lead one to define the ,american undergraduate's philosophy of life as one of service4 ,unlike the ,german or ,indian1 his seriousness is not associated with metaphysical or theological discussion or expression4 ,he asks not so much ,what8 as ,what for8 ,his aims belong to 8a kingdom of ends40 ,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 men4 ,the undergraduate is enamoured of a gospel of action4 ,to him 8deeds are mightier things than words0 are4 ,his spirit slumbers under sermons and lectures upon dogma and description1 but rises with an heroic call to give money1 time1 and life for vital college or world enterprises4 ,difficulties stir him as they always stir true men4 ,he admires the power that is 8caught in the cylinder and does not escape in the whistle40 ,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 state1 to the church1 and to industrial life which1 though often unpaid and unappreciated1 brings to the servant a satisfying reward in the doing4 ,a few years ago a ,harvard athlete played in a hard and exciting foot-ball game against ,yale4 ,toward the end of the game1 when it was nearly dark1 this man was fairly hurled through the ,yale line in a play that shortly afterward resulted in giving the game to the ,cambridge men4 ,it seemed a strange irony of circumstance that just before time was called the heroic player was disqualified4 ,when the game was over and the crimson men were marching wildly about the field1 yelling for ,harvard and carrying the foot-ball players on their shoulders1 the man whose playing was largely contributory to this triumph was down in the training-quarters1 almost alone1 but with the satisfaction that1 although forgotten by the crowd1 he had 8played the game40 ,certain alumni1 who had seen this man's plucky but unpraised fight for his ,alma ,mater1 sent to him these words of ,kipling3 ,and only the ,master shall praise us1 and only the ,master shall blame2 ,and no one shall work for money1 and no one shall work for fame1 ,but each for the joy of the working4444 ,we must admit that the undergraduate's philosophy of life may be obscure at times1 even to himself2 that it is as subtle and evasive as the moods of youth2 and that its expression is as cosmopolitan as nationality1 and as varied as human nature4 ,for some students1 too1 we must conclude that trivialities and immoralities bury far out of sight the true meaning of college training and life-work2 but in other students1 and these are the majority1 underneath his curriculum and his customs1 his light-heartedness1 his loves1 and his seeming listlessness1 one may discern the real ,american undergraduate1 energetic1 earnest1 expectant1 and strenuously eager for those great campaigns of his day and generation in which the priceless guerdon is the 8joy of the working40 ,,iv ,,reasons ,,for ,,going ,,to ,,college ,recently ,i attended the commencement exercises at one of our large universities4 ,as undergraduates and friends of the graduating class were gathered in a large church awaiting the arrival of the procession1 in a seat directly in front of me sat a middle-aged woman and a man whose appearance and nervous expectation drew general attention4 ,the man's clothes were homely and of country cut4 ,his face was deeply lined1 and wore the tan of many summers4 ,i noted his hard1 calloused hand resting on the back of the seat as he half rose to look at the door through which the seniors were to enter4 ,the woman by his side was a quiet1 sympathetic person to whom a phrase from ,barrie would be applicable3 she had a 8mother's face40 ,while many eyes were turned toward the old couple1 the commencement procession entered the church4 ,the two seemed scarcely to notice the dignitaries who led the procession1 but their eyes were straining to catch the first glimpse of the seniors4 ,at least half of the audience were now interested in this father and mother4 ,the latter suddenly placed both hands upon the man's arm4 ,her face beamed1 and an answering light appeared in the face of a strong young man who marched near the head of the seniors4 ,that day some persons in the audience heard only listlessly the commencement speeches4 ,instead1 they were picturing the couple back on an upland farm of ,new ,england1 dedicating their lives to the task of giving their boy the advantages which they had never received1 and which they must have felt would separate him forever from their humble life and surroundings4 ,it had been no easy path up which this pair had struggled to the attainment of that ambition4 ,this was the day of their reward4 ,all the gray days behind were lost in the radiance of pride and love4 ,the father was full of joy because he had had the privilege of working for the boy1 while to the mother it was enough that she had borne him4 ,such scenes are still frequent in commencement time1 and they are significant4 ,does it really pay to send boys to college in ,america8 ,is the game worth the candle8 ,is the contemptuous notice placed by ,horace ,greeley in his newspaper office still applicable3 8,no college graduates or other horned cattle need apply08 ,we can probably take for granted1 as we consider the vast expenditure of money and time and men in the cause of ,american education1 that the people of the country are believing increasingly in the value of college training2 but to many persons there arises the question1 ,to what college shall we send our young hopeful8 ,there is even a more basic question1 ,why go to college at all8 ,rather than theorize on this subject1 ,i asked one hundred recent graduates of ,north ,american colleges to tell me what decided their choice of an institution1 the chief values derived from their college course1 and the effect of college training upon their life-work4 ,the following is a summary of the testimony thus obtained3 ,,graduate ,,testimony ,,concerning ,,college ,i4 ,what were the reasons that led you to choose your college8 ,financial reasons #dj ,influence of friends or relatives #ah ,type of the alumni #cb ,standing of the institution #aj ,,ii4 ,what do you consider the most important values received from your college course8 ,broader views of life #ba ,friendships formed #ah ,training or ability to think #g ,general education as foundation for life-work #aa ,influence of professors #cf ,technical training #g ,,iii4 ,in the light of your experience1 what would you suggest to a boy relative to the kind of preparatory school to choose8 ,high school or public school #de ,academy or private school #cc ,a school emphasizing athletics #bb ,,iv4 ,did your college training decide your life-work8 ,decision before going to college #cb ,decision during college #ch ,decision after graduation #b ,not yet fully decided #bh ,the values of a college course are strikingly presented by the following answers3 ,a ,johns ,hopkins man attributes to his university 8a desire for1 search after1 and acceptance of the truth regardless of the consequences40 ,a recent alumnus of ,boston ,university says3 8,i learned to have a far broader view of what teaching 7my profession7 really is4 ,when ,i entered college ,i regarded it as a process of instilling a knowledge of facts in a young person's mind2 when ,i was graduated ,i knew that this was a very small part1 merely a means to the great end--the development of personality40 ,a graduate of the ,university of ,georgia says that his college course meant to him 8a self-unfoldment1 a diversity of interests in life1 a growth of ideals1 of purposes1 and of judgment2 strong convictions and friendships40 ,a student from the ,school of ,mines in ,colorado considers the chief value of his college training was the giving him 8a vision of a life-work instead of a job02 a graduate of the ,university of ,louisiana writes that the chief value to him was 8a realization that ,i was worth as much as the average man02 while an alumnus of ,vanderbilt ,university said that his course gave him 8the feeling of equality and of opportunity to do things and be something along with other men4 ,it has meant1 perhaps1 a greater chance to do my best40 ,,choosing ,a ,,college ,the choice of a college1 according to this testimony1 is largely dependent upon one of three things1--the location of the institution 7involving expense71 the influence of friends or relatives1 and the advantages the institution may offer for special training4 ,the selection of the college1 however1 is not so important as formerly4 ,every prosperous institution now gives sufficient opportunity for the acquirement of knowledge and training4 ,apart from the prestige which the name of a large and well-known university or college gives to its graduates in after life1 the difference between the values imparted by scores of ,american institutions is not considerable4 ,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 supply4 ,their libraries are filled with books2 their laboratories contain expensive and elaborate modern appliances2 their gymnasiums are preminent in equipment2 their instructors are drawn from the best scholars in the country and also from the finishing schools of ,europe2 the spirit of athletics and undergraduate leadership are1 as a rule1 strongly emphasized1 while the fraternity and social systems afford rare opportunities for friendship4 ,temptations and college evils vary comparatively little in different institutions4 ,illustration3 ,blair ,arch1 ,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 college4 ,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 student4 ,it is my belief1 after visiting more than five hundred institutions in ,north ,america1 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 moment4 ,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 teacher1 and often by closer friendships with fellow-students4 ,indeed1 educational results are not always commensurate with material advantages4 ,as ,president ,garfield said1 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 college4 ,many years ago ,henry ,clay visited ,princeton1 and was asked by ,president ,mc,lean 7,johnnie1 as he was familiarly and popularly called7 to sit down in the president's study4 ,the furniture was not elaborate in those days1 nor did it consist of the most solid material4 ,mr4 ,clay sat down1 and the rickety old chair which was proffered him sank beneath his weight4 ,the statesman1 rising from the floor1 said solemnly1 8,dr4 ,mc,lean1 ,i hope that the other chairs of this institution are on a more permanent foundation40 ,indeed1 the foundation of learning in those days was laid upon the personality of great teachers who1 like ,dr4 ,mc,lean1 had personal contact with the students1 making up in individual interest what was lacking in material equipment4 ,it is important that the student should choose instructors quite as carefully as institutions4 ,what a man selects when he gets to college--his studies1 his teachers1 and his friends--will prove far more vital to him than the institution he happens to choose4 ,,ideals ,,joined ,,to ,,action ,whether in college or out in the world1 the important thing is that college gives an opportunity not only for the acquirement of knowledge1 but also for the matching of that knowledge against real problems4 ,something definitely good is derived from new adjustments4 ,education can never be completed at home4 ,the college boy returns to his old home with new reverence1 with a new conception of its meaning4 ,he has secured a vision that enriches and liberates by getting in touch with universal interests4 ,he has gotten out of himself into the life of others4 ,college brings together ideas and action4 ,it is the practice-ground for honor and square-dealing4 ,a championship base-ball game was played recently between ,wesleyan and ,williams at ,williamstown4 ,this game was the last one of a series1 and it was to decide which college should hold the championship for the coming year4 ,the tension was naturally great4 ,at the end of the seventh inning the score stood #a to #j in favor of ,wesleyan4 ,the last ,williams man at the bat knocked a slow 8grounder0 to the short-stop4 ,in throwing it to first base1 he drove it so high that the first baseman1 in attempting to get it1 stepped about an inch off the base4 ,the umpire called the man out1 but the ,wesleyan first baseman1 going up to the umpire1 said1 8,that man was not out40 ,williams finally won that day1 but ,wesleyan had the satisfaction of knowing that their man had 8played the game40 ,,training ,,of ,,the ,,individual ,one of the chief functions of the ,american college is to discover the man in the student1 and to train him for citizenship and public service4 ,president ,hadley of ,yale points out the fact that of the twenty-six presidents of the ,united ,states1 seventeen were college men1 and of these seventeen1 fourteen were graduates of the old-fashioned classical colleges4 ,grant was a ,west ,point man1 ,monroe and ,mc,kinley left college before the end of their junior year1 one to go to the army1 and one to teach school4 ,this contribution of individual leadership to a nation seems to be proper and fitting1 as ,dr4 ,hadley says3 ,if a college man has used the opportunities offered by the faculty1 he has acquired a wide knowledge of history and a broad view of public affairs4 ,if he has utilized the opportunities offered by his fellow-students1 he has acquired the democratic spirit1 has gotten a grip upon public opinion1 and has had considerable experience in dealing with a large variety of men4 ,all these things give him an advantage in the race1 and statistics show that he makes good use of this advantage4 ,this power of the ,american college to develop individual initiative and leadership has been decidedly enhanced in recent years4 ,the college in the ,united ,states has gradually developed from a quasi-family institution for growing school-boys to a small world of wide1 voluntary opportunity for young men4 ,there is a decided difference between ,american undergraduate life to-day and that of a century ago1 or even of fifty years ago4 ,then boys were graduated at eighteen or nineteen years of age1 and they were under the watchful eye of presidents1 professors1 and tutors1 who were in loco parentis4 ,the earlier period was a period of flogging and fagging and 8freshmen servitude rules40 ,indeed1 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 ,csars4 ,freshmen were forbidden to wear hats in the president's or professors' dooryards or within ten yards of a president1 eight rods of a professor1 or five of a tutor4 ,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 window4 ,seniors had the power to regulate the dress and the play of underclass members4 ,in those early days fines and penalties for misdemeanors ran from half a penny up to three shillings1 while sophomores had their ears boxed before the assembled college by the president or a member of the faculty4 ,the conclusion of the college prayer indicated the enforced humility of students in those days3 8,may we perform faithfully our duties to our superiors1 our equals1 and our inferiors40 ,american college life had its rise in ,new ,england institutions presided over by rigorous ,puritans whose hands were as hard as their heads1 who believed in total depravity and original sin1 and who held the young sternly to account for any remissness4 ,in those early days student community life differed little from student home life2 both failed dismally to develop initiative or individual responsibility4 ,they were characterized by strict authority on the part of the parent and teacher1 and ingenious attempts to outwit this authority on the part of the young4 ,it was this conception of the college which led the ,massachusetts legislature to give the ,harvard faculty authority to inflict corporal punishment upon ,harvard students4 ,at that time it was easy for a student to determine his life-work1 for the great majority of boys either entered the ministry1 or studied law or medicine4 ,the whole college living was simple and homogeneous4 ,,government ,,by ,,undergraduates ,existence in the modern ,american college is quite another thing4 ,in the college itself there has arisen an interminable round of activities which make demands on the talents and abilities of students4 ,managerial1 civic1 social1 religious1 athletic1 and financial leadership is exemplified in almost all colleges4 ,undergraduate leadership is the most impressive thing in college life4 ,one reason for the sway of athletics over students exists in the fact that through these exercises the student body recognizes real leadership4 ,loyalty to it is repeatedly seen4 ,at a small college the students may elect their best pitcher as the president of the senior class2 their best jumper for the secretary2 and1 regardless of the subtlety of the humor1 may choose their best runner for the treasurer of the class4 ,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-seven1 and included everything from the glee-club leader to the chairman of an old-clothes committee4 ,the dean of another institution who felt this overwhelming change in student affairs is quoted as recommending 8a lightening of non-academic demands upon the students40 ,a college man is surrounded1 therefore1 with ample opportunity for individual development4 ,his habits and his executive abilities are considered quite as important as his 8marks0 when the final honors are awarded4 ,in short1 the real government of our large ,north ,american institutions is to-day in the hands of the students1 however much the faculty may think that they wield the scepter4 ,honor systems1 athletics1 college journalism1 fraternity life1 self-support1 curriculum1 seminars1 unrestrained electives1 student researches1 and laboratory methods--all these are signs of the new day of student individualism4 ,the parental form of government is less popular2 the self-government idea is now the slogan in student life4 ,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 education4 ,meanwhile embryonic statesmen and railroad managers are discovering themselves and their life-work in the society and politics of undergraduate days4 ,in the ninety per cent4 of his time which it is estimated the ,american undergraduate spends outside of his recitations1 there is increasingly the tendency to make the college a practice-ground for the development of personal enterprise1 individuality1 and efficiency4 ,,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 think4 ,it has been stated by ,dr4 ,hamilton ,wright ,mabie that to ,americans no conquests are possible save those which are won by superiority of ideas4 ,professor ,george ,h4 ,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 classroom1 and which had directly influenced his life4 ,the professor1 naturally elated1 hastened to inquire what particular remark had so influenced the young man's career4 ,the graduate replied3 8,you told us one day that ,john ,locke insisted on clear ideas4 ,these two words have been transforming elements in my life and work40 ,the colleges liberate every year a tremendous vital force1 which is a prodigious energy4 ,it may drive men aimlessly into all kinds of trifling1 display1 and doubtfully acquired possessions1 or it may be harnessed to clear ideas and sturdy convictions on the great subjects of nationalism1 industrialism1 and enlightenment through schools and art and literature and religion4 ,education in the fullest meaning of the term is the source and secret of ,american success4 ,some of our colleges are older than the nation4 ,harvard was founded in #afcf1 ,william and ,mary in #afic1 ,yale in #agja1 ,princeton in #agdf1 all before our distinctively national life began4 ,the colleges are the training centers of the nation's life1 and to the trained men of any nation belong increasingly the opportunities and the prizes of public life4 ,bismarck was sagaciously prophetic when he said that one-third of the students of ,germany died because of overwork1 one-third were incapacitated for leadership through dissipation1 and the other third ruled ,germany4 ,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 leadership4 ,the power of leadership is developed in part at least by the expression of ideas in writing and speaking4 ,president ,eliot is quoted as saying that the superior effectiveness of some men lies not in their larger stock of ideas1 but in their greater power of expression4 ,many a student has learned to give expression to his ideas and convictions1 and many an editor has found his vocation1 by writing for the college journals4 ,illustration3 ,editors of the ,harvard ,lampoon1 making up the 8,dummy0 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 colleges4 ,when we look beyond the college daily1 we find literary periodicals nearly at a standstill as to funds and ideas4 ,in the ,middle ,west especially1 the editors of literary journals spend a good part of their time in drumming up delinquent subscribers4 ,the principal activity manifested by many a college literary magazine is to start and to stop4 ,they resemble the ephemeral ,edinburgh university magazine1 described by ,robert ,louis ,stevenson3 8,it ran four months in undisturbed obscurity and died without a gasp40 ,to the modern era of literary productiveness the college man1 at least while in college1 seems to be a comparatively small contributor4 ,the best men are needed to make college journalism popular1 for deep within most students' hearts is a love for real literature2 as one student said recently1 8,many a man is found reading classic literature on the sly40 ,it may seem to an outsider that the student usually prefers his heroes to be visible and practical1 jumping and fighting about on the athletic field1 much as certain persons prefer to hear a big orchestra1 the players in which can be seen sawing and blowing and perspiring1 rather than to listen to mysterious1 sweet1 but unseen music4 ,some day strong college leaders will rise up to champion college journalism and college reading as to-day they fight for athletics4 ,then college sentiment will make popular the pen and the book4 ,when book-life is as popular as play-life1 college conversation will have new point2 the fraternity man will be able to spend an hour away from the 8fellows0 and the rag-time piano1 and the docile professor1 starting out reluctantly to visit his students1 will not need to pray 8,make me a child again just for to-night60 as he immolates himself for a long1 dreary evening trying to smile and talk wisely of college politics and base-ball averages4 ,a ,,new ,,realism ,,in ,,literature ,how is the undergraduate to be interested in writing8 ,how can college journalism be made to take a real hold on the undergraduate's life8 ,one might answer1 present literature and writing in an interesting manner1 bring out the humanity in it2 for1 above all1 the undergraduate is intensely human4 ,new college ideals and interests have been born1 and have grown up in a new age of literary aspiration and method4 ,the times demand literature instinct with human interest1 vital with reality4 ,we may quarrel with the type2 we may call it vulgar and yellow and thin and realistic1 but the fact remains that it is the literary temper of the day2 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 lightly1 even in comparison with the poetic and stately form of ,elizabethan letters4 ,,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 atmosphere4 ,in the year #agjj1 when ,william and ,mary were on the throne of ,england1 ,james ,pierpont selected eleven trustees1 nine of whom were graduates of ,harvard1 who1 it is recorded1 met at ,branford1 ,connecticut4 ,each of the eleven brought a number of books1 and1 laying them on the table1 said1 8,i give these books for the foundation of a college in this colony40 ,this was the early foundation of ,yale4 ,the influence of such foundations upon the ideals of ,american students has been considerable4 ,many a man has discovered in college what ,thackeray meant when he wrote to his mother in #aheb1 8,i used1 you know1 to hanker after ,parliament1 police magistracies1 and so forth2 but no occupation ,i can devise is so profitable as that which ,i have at my hand in that old inkstand40 ,robert ,louis ,stevenson--and who can forget him in thinking of books8--said twenty years after his school-days1 8,i have really enjoyed this book as ,i--almost as ,i used to enjoy books when ,i was going twenty to twenty-three2 and these are the years for reading4 ,books10 he continued1 8were the proper remedy3 books of vivid human import1 forcing upon the minds of young men the issues1 pleasures1 business1 importance1 and immediacy of that life in which they stand2 books of smiling1 or heroic temper1 to excite or to console2 books of a large design1 shadowing the complexity of that game of consequences to which we all sit down1 the hanger-back not least40 ,,how ,,to ,,interest ,,students ,,in ,,good ,,reading ,some critics tell us that the undergraduate of to-day reads only his required books1 and talks nothing but athletics4 ,one gets the impression that the average college man feels about his prescribed work in literature much as ,d4 ,g4 ,rossetti felt about his father's heavy volumes4 8,no good for reading40 ,the fault is not wholly with the undergraduate4 ,there is need for a change of method in interesting students in books4 ,too early specialization has frustrated the student's literary tendencies4 ,college men are forced into 8original research0 before they know the meaning of the word bibliography4 ,they rarely read enough of any one great author to enter into real friendship with him4 ,classroom study is often microscopic4 ,literature is made easy for the student by the innumerable sets of books giving dashes of the world's best literature1 and chosen from an utterly different point of view than the student would take were he to make his own choice1 thus often prejudicing him against an author whom he might otherwise have loved4 ,grammatical and syntactical details too often obstruct the path to the heart of classical education4 ,a student in one of our colleges had read the first six books of ,vergil's neid in a preparatory school1 and when his father asked him what it was about1 answered1 8,i hadn't thought about that40 ,the real charm and interest of this classic had entirely escaped him4 ,it had been buried beneath a mountain of philology4 ,when we fail to make the student realize that the best literature of the world is interesting1 why should we wonder that the student's literary realm is invaded by the pseudo-psychological novel1 the humanly human though indelicate memoirs which tend frequently to keep the mind in the low and morbid levels8 ,emphasis is needed on a few great books1 not upon everything4 ,the student is often discouraged by long lists of books1 and it frequently happens that he reads without assimilating4 ,a college friend of mine became an example of devotion to ,bacon's injunction about reading until one becomes a 8full man40 ,he was literally full to the brim and running over with reading4 ,he rarely laid down his books long enough to prepare for his course lectures2 he certainly never stopped long enough to think about what he had read4 ,his chief delight was in recounting the titles of the books he had consumed in a given period4 ,he was something like ,kipling's traveler in ,india1 who spent his time gazing intently at the names of the railway stations in his ,baedeker4 ,when the train rushed through the station he would draw a line through the name1 saying in a satisfied manner1 8,i've done that40 ,the undergraduate's reading may be made pleasurable instead of being a painful duty4 ,books ought to open new rooms in his house of thought1 start new trains of ideas and action1 help him to find his own line1 give just views of the nation's history and destinies1 impart a mental tone1 and give a real taste for literature1 inspired by intellectual curiosity4 ,college reading should also awaken the soul of the student and attach his faith to the loyalties of life4 ,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 reserve4 ,his men were equal1 if not superior1 to the other team in their technic1 they followed the signals1 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 game4 ,good reading is good training4 ,good books give mental and spiritual reserve4 ,they fill the reservoirs of the mind and heart with the kind of knowledge that arouses1 sustains1 and steadies a man in a crisis4 ,the best books assure power in the right direction4 ,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 sensational4 ,it will be unfortunate if ,tennyson's indictment against an ,english university become true of our ,american teachers3 ,because you do profess to teach1 and teach us nothing4 ,feeding not the heart4 ,illustration3 ,the ,library and the ,thomas ,jefferson ,statue1 ,university of ,virginia ,to find not simply the laws of chemical and electrical action1 but also the laws of the mind and the spirit1 the nature of life and death1 and the character of 8that power not ourselves that makes for righteousness0--all this should determine the lines of reading for students outside of their specialty4 ,such reading is not for acquisition1 for attainment1 or for facts alone2 it is for inspiration and ideals1 and a realizing sense of that passionate joy derived from all things real and beautiful4 ,,the ,,pioneer ,,spirit ,college training brings with it responsibility and reward4 ,the responsibility is that of leadership--the kind of leadership which comes to the man of advanced knowledge and unusual advantages1 who sees the needs of his time and does not flinch from the hardest kind of sacrifice in view of those needs4 ,the reward is not always apparent to the world1 but it is more than sufficient for the worker4 ,indeed1 the ,american undergraduate is becoming more and more aware that his pay is not his reward4 ,he is learning that the world is not keen to pay the cost of new ideas or to reward professional leadership with material values4 ,furthermore1 his half-paid service does not tell the whole story of his sacrifice4 ,his work is often lost in the successes of some other man who follows him4 ,but the college-trained man who has weighed well these needs1 and has deliberately chosen1 is not to be pitied4 ,indeed1 it is doubtful whether any one is more to be envied4 ,he is under the impulsion of an inner sense of mission4 ,the college has given him faith in himself and his mission4 ,many a graduate1 going out from ,american halls of learning1 feels somewhat as ,carlyle felt when he said3 8,i have a book in me2 it must come out10 or as ,disraeli intimated in his answer when he was hissed down in the ,house of ,commons1 8,you will not hear me now1 but there will come a time when you will hear me40 ,the undergraduate1 spending laborious days upon the invention which shall make industrial progress possible in lands his eyes will never see1 is carried along by an impulse not easily expressed4 ,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 terms4 ,he has deliberately turned his back upon certain temporalities in order to face the sunrise of some new ideal for social betterment or national progress4 ,he has heard the gods calling him to some far-reaching profession that is more than a position4 ,there is stirring in him always the sense of message4 ,he has caught the clear1 captivating voice of a unique life-work4 ,it urges him on to the occupation of his new land of dreams4 ,is this leader worried because some one misunderstands him8 ,does he envy the man who1 following another ideal1 sweeps by in an automobile which perhaps his own particular genius has made possible8 ,the pioneer of letters who has known the sweetness and light of literary satisfaction1 the fine frenzy of that creative1 imaginative activity in which ideas are caught and crystallized in words1 does not despair when his earthly rewards seem to linger4 ,the college1 then1 is a means only to the larger life of spirit and service4 ,it exists to point out the goal the attainment of which lies inherent in the student4 ,the college is like the tug-boat that pulls the ship from the harbor to the clear water of the free1 open sea4 ,the curriculum1 the play-life1 the laboratory1 the patriotism of the college spirit1 the buildings1 and the men1 are only torches gleaming through the morning shadows of the student's coming day4 ,v ,,the ,,college ,,man ,,and ,,the ,,world 8,how crooked can a modern business man be and still be straight80 ,this question was propounded at a college dinner in ,new ,york by a young lawyer who1 in behalf of the recent graduates of an ,eastern university1 had been asked to give utterance to some of the first impressions of a young alumnus upon his entrance into the life of the world4 ,the question was not asked in a trifling manner1 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 times4 ,the question awakens the inquiry as to whether the colleges of ,america are to-day sending into the world trained leaders or subservient followers2 whether graduates enter their special careers with a real message and mission1 or whether1 however optimistically they may begin their work1 their high purposes are buried or not beneath the rush of practical and material affairs4 ,more than half a million students are to-day studying in our secondary schools and institutions of higher learning1 with a money expense to the nation involving many millions dollars4 ,tens of thousands of teachers and trained educators are devoting years of hard and faithful service in preparing these ,american youths for life4 ,are these students1 after graduation1 assuming real leadership8 ,are they contributing vision1 judgment1 and guidance in great national enterprises sufficiently definite and valuable to compensate the country for the sacrifices in time1 money1 and life that are made for the support and continuance of our educational institutions8 ,there seems to be a difference of opinion concerning this subject even in these times of vast educational enterprises4 ,a business man of high repute wrote to me recently as follows3 ,i do not consider that our colleges are meeting the requirements of modern business life4 ,from your own observation you must know that the most conspicuously successful people in business were conspicuously poor at the start1 both financially and educationally4 ,grover ,cleveland1 who was not a college graduate1 once said that the perpetuity of our institutions and the public welfare depended upon the simple business-like arrangement of the affairs of the ,government4 ,this is the frequently expressed opinion of men of business and affairs1 who present the successful careers of self-made men as an argument against collegiate education4 ,this argument1 however1 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 training4 ,ask these masters of the business world who have risen by their individual force what they most regret in life4 ,in nine cases out of ten the answer will be1 8,the lack of an opportunity for education40 ,and they will usually add3 8,but my sons shall have an education4 ,they shall not be handicapped as ,i have been40 ,for the practical proof of the genuineness of this feeling1 one has simply to read over the names in the catalogues of the great universities and colleges of ,america1 where the names of the sons of virtually all the great business and professional men will be found4 ,while1 therefore1 we must take it for granted that ,americans generally believe in a collegiate education1 we may still question whether the colleges are really equipping for leadership the young men whom they are sending into our modern life4 ,what1 after all1 do the colleges give8 ,out of one hundred graduates whom ,i asked what they had gained in college1 twenty-one said1 8,broader views of life10 or perspective4 ,long ago ,john ,ruskin said that the greatest thing any human being can do in the world is to see something1 and then go and tell what he has seen in a plain way4 ,to make the undergraduate see something beyond the commonplace is still the purpose of education4 ,this enlarged vision is often the salvation of the individual student4 ,it furnishes the impulse of a new affection4 ,it attaches him to some great1 uncongenial task4 ,it gives him a mission great enough and hard enough to keep his feet beneath him4 ,it saves him by steadying him4 ,,the ,,art ,,of ,,relaxation ,but no graduate is equipped for either mental or moral leadership until he has learned the art of relaxation4 ,both his health and his efficiency wait upon his ability to rest1 to relax1 to be composed in the midst of life's affairs4 ,a real cause of ,american physical breakdown has been attributed by a famous physician 8to those absurd feelings of hurry and having no time1 to that breathlessness and tension1 that anxiety of feature and that solicitude of results1 that lack of inner harmony and ease1 in short1 by which with us the work is apt to be accompanied1 and from which a ,european who would do the same work would1 nine times out of ten1 be free4 ,it is your relaxed and easy worker1 who is in no hurry1 and quite thoughtless most of the while of consequence1 who is your most efficient worker4 ,tension and anxiety1 present and future all mixed up together in one mind at once1 are the surest drags upon steady progress and hindrances to our success40 ,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 labor4 ,in his writing upon education1 ,herbert ,spencer gives special attention to the training that fits citizens for leisure hours4 ,illustration3 ,harper ,memorial ,building and the ,law ,building1 ,university of ,chicago ,the ,american college graduate is quite certain to receive early the impression that efficiency is synonymous with hustling2 that modern life1 in ,america at least1 as ,g4 ,lowes ,dickinson has said1 finds its chief end in 8acceleration40 ,his danger is frequently in his inability to concentrate1 to compose himself for real thoughtful leadership4 ,many a graduate takes years to get over that explosive energy of the sophomore1 which spends itself without result4 ,he takes display of energy for real force4 ,his veins are filled with the hot blood of youth4 ,he has not learned to wait4 ,he is inclined to put more energy and nervous force into things than they demand4 ,like all youth1 he is inclined to scatter his energy in all directions4 ,he is therefore in danger sooner or later of breaking down physically or mentally1 or both1 and in spending the time which should be utilized in serviceableness in repairing the breakages of an uneconomic human machine4 ,the average ,american graduate rarely needs ,emerson's advice for a lazy boy1 which was1 8,set a dog on him1 send him ,west1 do something to him40 ,college training must give a man permanent idealism4 ,too often the graduate is inclined to fall into the line of march4 ,he begins to worry and to lose his attractive gaiety and buoyancy4 ,his habits of thought and study are soon buried beneath the myriad details of business life or nervous pleasures4 ,he becomes anxious about things that never happen4 ,his anxiety about future happenings or results takes his mind from present efficiency4 ,he becomes tense and tired and irritable4 ,the attitude of composure and self-assurance which for a time he possessed in college is changed to a fearsome1 troubled state1 the end of which is the sanatorium or something even more baneful4 ,i have sometimes thought that for a month at least ,i should like to see the office signs1 8,do it now10 8,this is my busy day10 8,step quickly10 replaced by the old scriptural motto1 8,in quietness and confidence shall be your strength40 ,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 strain8 ,such gifts will often be the chief assets of a college man's training4 ,business men1 and professional men1 too1 frequently reach middle life with no interest outside their specialties4 ,when business is over1 life is a blank4 ,there are no eager voices of pleasant pursuits calling them away from the common round and routine tasks4 ,it is too late to form habits4 ,the rich rewards that education may give in leisure hours are lost1 swallowed up by a thousand things that are merely on the way to the prizes that count4 ,this is a terrific loss1 and for this loss our colleges are in part at least at fault4 ,in certain institutions1 however1 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 relaxation4 ,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 days4 ,these walks occurred on ,sunday and ,thursday afternoons4 ,with rigid persistence he had followed the plan of walking with his students for six or eight months1 a sufficient time in which to form habits4 ,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 graduation4 ,while his college physical training had benefited him physically1 he nevertheless found himself quite without habits of bodily relaxation4 ,he was deprived of apparatus and the opportunity for many out-of-door games1 but had found an immense value in walking4 ,in passing on to these college boys this inclination for out-of-door relaxation1 he was perhaps contributing his chief influence as a teacher4 ,why should not habits of this kind be definitely organized and carried out by the physical departments of our colleges8 ,the opportunity to study trees1 plants1 and animals1 and to become watchful for a hundred varying phases of nature1 would furnish no small opportunity for projecting the influence of college into later life4 ,these tendencies toward relaxation take different forms according to individual tastes4 ,one graduate of my acquaintance finds outlet for his nervous energy in a fish-hatchery4 ,to be sure1 he bores his friends by talking fish at every conceivable opportunity1 and people frequently get the impression that his mind has a piscatorial rather than financial trend1 as he loses no opportunity to dilate upon his latest adventure in trout2 and yet his physician was doubtless right in saying that this man1 the head of one of the largest financial institutions in ,america1 owes his life as well as his success to this special form of relaxation4 ,a graduate of one of our large ,western technical schools who is at the head of a big steel foundry has a private book-bindery1 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-making4 ,the best treatises upon book-binding line the walls4 ,old and rare editions of the most famous masters are carefully sheltered in cases of glass4 ,one end of the room is filled with his printing and binding-machines4 ,he showed me a beautifully bound volume which he himself had printed and bound4 ,as he lovingly fingered the soft leather1 reading to me his favorite passages from this masterpiece1 ,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 ,america4 ,a deeper1 finer man had been discovered in the hours of recreation4 ,when asked how he happened to become interested in a matter so antipodal to his life-work1 ,i found that the tendency started in college days1 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 books4 ,the college1 moreover1 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 men4 ,letters received from scores of recent graduates1 many of whom are taking a large share in moral1 social1 and philanthropic endeavors1 state that the beginnings of their interest dated with their experience in the ,christian associations1 settlement houses1 boys' clubs1 and charitable organizations of college days4 ,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 night4 ,the story touched a chord deep in the hearer1 who saw this vision of a world until then unknown to him--a world of suffering and hunger and cold2 and when in later life it was made possible1 he devoted his influence and his fortune to the erection of a home for friendless boys4 ,what is the college accomplishing toward the solution of that vital subject1 the question of the immigrant8 ,the possibilities of dealing with such far-reaching international problems is indicated by the influence of a college debate upon the subject1 8,what shall we do with the immigrant80 ,through his reading and investigation of the subject1 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 population4 ,,mental ,,resourcefulness ,according to ,president ,john ,g4 ,hibben of ,princeton1 graduates on the average earn only six dollars per week at the start4 ,he justifies this low earning power by saying1 8,it is our endeavor to create a high potential of mental possibility rather than actual attainment40 ,we are inclined to consider efficiency only as expressed along social1 economic1 industrial1 or mechanical lines4 ,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 formerly4 ,yet reactive tendencies from strictly utilitarian education are evident4 ,individual and ideal aims of education are beginning to emerge above the commercial and mechanical aims4 ,already the salaries of college presidents and college teachers are increased1 offering additional incentive for men of brains and scholarly achievement4 ,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 satisfactions4 ,how otherwise can we explain such establishments as the ,carnegie ,foundation1 the millions of ,mr4 ,morgan for art1 the vast sums contributed to religion and education in this and other lands8 ,the ethical and social ideals of to-day are attaching thousands of our best youth to far-reaching endeavor4 ,there is a new quest for that philosophy of life which1 as ,novalis stated it1 could indeed bake no bread1 but would give us ,god1 freedom1 and immortality4 ,these are the signs of a new age of mental productivity--an age in which scholarship and learning will have a value for themselves2 when people will appreciate that it is not merely the book one studies1 but how he studies it that counts2 that if we can produce a man of scholarly1 thoughtful ability1 we are sending into the world a person who will be proficient along any line in which he may engage4 ,in a ,harvard address a few years ago1 it was remarked by ,mr4 ,owen ,wister that ,america possessed only three men of unquestioned preminence to whom students could turn for academic tuition in their respective lines4 ,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 poetry4 ,while these statements may be questioned1 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 teachers4 ,the trend of the times1 however1 is slowly but certainly toward a new individualism4 ,attention is being focused more and more upon the values of life rather than upon the volume of life4 ,the college graduate may not be able to deliver an oration in ,hebrew in the morning and in ,latin in the afternoon1 but he is able to think through and around his problem1 and this is mental resourcefulness1 truly a chief aim of collegiate education and one of the first necessities for success4 ,emerson's prophecy may be realized in our day3 ,perhaps the time has already come1 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 skill4 ,our day of dependence1 our long apprenticeship to the learning of other lands1 draws to a close4 ,the millions that around us are rushing into life cannot always be fed on the sere remains of frozen harvests4 ,who can doubt that poetry will revive and lead in a new age1 as the star in the constellation ,harp1 which now flames in our zenith1 astronomers announce shall one day be the pole star for a thousand years4 ,the challenge is to our undergraduates4 ,and it will be accepted4 ,the colleges will teach men to think1 to be mentally alert and resourceful1 and then the man will count in the leadership of modern life1 in the sense intended by ,dr4 ,simeon who1 upon seeing a trained graduate approach1 exclaimed1 8,there comes three hundred men40 ,in order to accomplish this1 however1 the college must make it a point to teach principles rather than dogmatic methods4 ,too often our systems of learning are too bookish4 ,the boy is inclined to get the impression that there is only one way to do a thing1 and that is the way he has learned from his professor or his text-book4 ,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 proposition4 ,his training had circumscribed him1 cramped1 limited1 and enslaved him instead of freeing him4 ,he was unable to move about easily in his sphere of chosen activity4 ,he had gained a prejudice rather than a principle4 ,he still lived in a classroom1 though out in the world4 ,his progress was water-logged in academic conservatism4 ,,life-,,work ,,propaganda ,it is1 moreover1 time for constructive action on the part of both college and alumni in the matter of directing students to their proper calling4 ,while it is impossible for our colleges to make great men out of indifferent raw material1 it is possible to assist undergraduates to discover their inherent bent or capacity4 ,until the student has made such a discovery1 the elective system which is now general in our ,american institutions is something of a farce4 ,the lazy student1 undecided in his vocation1 uses it as a barricade through which he wriggles and twists to his degree1 or at best is tempted in a dozen various directions1 selecting disconnected subjects1 in no one of which he finds his chief aptitude4 ,the elective system to such a student is an art-gallery without a key1 a catalogue without the pictures4 ,he does not know what he wishes to see4 ,illustration3 ,the ,arch between the ,dormitory ,quadrangle and the ,triangle1 ,university of ,pennsylvania ,this undergraduate ability or inclination is not easily grasped either by himself or by others4 ,it requires study and discriminating sympathy1 to extricate a main desire from many incidental likings4 ,frequently the desire itself must be virtually created4 ,it is a common remark among ,american undergraduates1 8,i wish ,i knew what ,i was fitted for40 ,the college is under deep obligation to serve the nation not merely by presenting a great number of excellent subjects1 which1 if properly selected1 will land the young man in positions of leadership and usefulness2 but it may and must go beyond this negative education1 and assist the student actually to form his life purpose4 ,american institutions of learning are at present neglecting an opportunity par excellence for presenting different phases of life-work to undergraduates1 especially emphasizing the relation of this life-work to the great branches of leadership and modern enterprise4 ,there are hundreds of students being graduated from our institutions to-day who have not decided what they are to do in after life4 ,even if we assume that these men are prepared in an all-round way for life1 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 vocation4 ,they not only miss the tremendous advantage of enthusiasm and impulse of the young1 but they are also in danger of drifting rather than of moving forward with positive and aggressive activity4 ,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 institutions4 ,a man is needed who can treat with students with real human interest1 as well as with teaching intelligence4 ,he should not be the college pastor1 who is looked upon as a professional religionist1 and therefore shunned by many students who need him most1 but one definitely and actively responsible for the development of leadership4 ,he should be a close student of college affairs1 sympathetic with students1 human1 high-minded1 natural1 and keenly alive to humor and social interests4 ,in some institutions this man might hold the leadership in philanthropic1 religious1 and social-service interests4 ,it might be his privilege to arrange lectures by leading men of the country who were filled with zeal for their callings4 ,the man who could make possible the endowment of such a chair in a great university would be doing a great work for his country4 ,,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 effective1 the world looks to the college for definite and advanced information4 ,the college1 with its accumulated stores of intellect1 its apparatus1 and its unusual means for observation1 owes the world a debt that none but it can pay4 ,and this is the gift which the college has given1 and is still giving1 to the world so quietly1 so unobtrusively1 that the world scarcely dreams of the source of its gain4 ,let one think of the myriad signs of modern progress by which society is being constantly carried forward4 ,behind the scenes you will find some quiet1 hidden worker in a laboratory or library1 an unpractical man perhaps1 but one through whom a new realm of possibilities in science or industry or letters have been revealed4 ,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 families1 who1 beyond their own personal satisfaction1 have as little recognition as perhaps any workers of modern society8 ,when the world demands expert knowledge in industry1 science1 literature1 and art1 the college may well reply1 8,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-day80 ,and this example of the man who learns to devote himself to one thing is not lost upon the undergraduate1 to whom example is ever stronger than precept4 ,indeed1 it is this tendency to learn how to do one thing well that is bringing the colleges into the attention of the modern world4 ,the secret of genius is to be able to seize upon some concrete1 near-at-hand piece of work1 to see it with unobstructed and steady vision1 and then1 out of the rich treasure of knowing how to do one thing thoroughly1 to draw by insight and expression the general principle4 ,for1 after all1 the contribution of the college to the world is often one which cannot be fully analyzed4 ,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 industries4 ,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 fellows4 ,days that flew swiftly like the band ,that in the ,grecian games had strife1 ,and passed from eager hand to hand ,the onward-dancing torch of life4 ,after we have said much concerning the life and the work of the ,american undergraduate1 there is still a valuable thing which the college should impart to him1 and through which he should become enabled to present with greater charm and with greater force the message which is in his soul4 ,this valuable thing1 at once both idealism and incentive1 is the undergraduate's individual message to the world4 ,it may be composed of knowledge1 the ability to think1 the faculty of relaxation1 and the power to do faithfully and successfully some given task4 ,these things1 however1 are all dependent upon the spirit of the actor1 upon his vision1 his determination1 his ambitious and unflagging attempts4 ,the true modern university contributes to the world a great-minded and a great-hearted man1 to whom college life has been a soul's birth as well as a mind's awakening4 ,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 said1 8,i1 too1 am a painter40 ,,end ,,index ,a ,action the ,gospel of the ,undergraduate1 #acj ,agricultural ,colleges1 ,attendance at1 #ef ,alden1 ,henry ,m41 #dj ,alien ,influences in ,college ,life1 #aja ,american ,undergraduate ,life1 #h ,amherst ,college honor system1 #aji ,amherst ,college1 value of fraternity property1 #aag ,amherst ,college1 plan proposed to abolish the ,b4 ,s4 degree1 #eb ,analysis of attitude of the ,undergraduate1 #f ,anecdotes1 humorous1 #ai-bj ,anecdotes of the working of college honor systems1 #aaj-aaa ,appleton ,chapel1 #af ,arnold1 ,matthew1 quoted1 #d1 #hd ,athletics fifty years ago1 #ch ,athletics in colleges1 #ca ,athletics over-emphasized in ,american colleges1 #cc ,attendance of students at state and representative universities1 #ef ,b ,bacchic element among undergraduates1 #bf ,barrie1 ,james1 #ace ,base-ball game1 an exhibition of honor1 #adf ,bennett1 ,arnold1 #aje ,benson1 ,a4 ,c41 #gd ,bible classes1 attendance1 #be ,bible study1 great organizations for1 #abe ,bible teaching1 inadequacy of1 #he ,billings1 ,josh1 quoted1 #gh ,bismarck1 quoted1 #aed ,book-binding as a relaxation1 #ahd ,book-life in college1 #aeh ,books and the undergraduate1 #aei ,books1 influence of1 #afd ,boston ,university1 #aci ,branford1 ,conn41 #aei ,bryce1 ,james1 quoted1 #gb ,bushnell1 ,horace1 #dj ,c ,cambridge1 old life at1 #ajb ,campus and schoolroom1 #ih ,carnegie ,foundation1 #adc1 #ahh ,carlyle1 ,thomas1 #d1 #hi1 #afi ,chesterton1 ,gilbert ,k41 #abb ,chief end of an ,american college1 #eh-fb ,choosing a college1 #adj ,church history1 inadequately taught1 #he ,church membership1 #be ,classroom presentation of the professor1 #gg ,clay1 ,henry1 #add ,college1 a means to the larger life1 #afi ,college and the immigrant question1 #ahf ,college clubs responsible for large part of undergraduate life1 #aag ,college1 constructive action of1 #aia ,college develops individual initiative1 #adg ,college fraternities1 dangers of1 #abj ,college graduates in the missionary field1 #bf ,college graduates of fifty years ago versus those of to-day1 #ga ,college journalism1 #aed ,college men and the world1 #agc ,college men as leaders of reform movements1 #bi ,college men should be makers of public sentiment1 #fj ,college slang1 #ae ,college spirit1 #ci ,college teachers1 what they lack1 #ge ,college traditions1 #ajb ,college work and college relaxation1 #ic ,college ,y4 ,m4 ,c4 ,a41 #be ,colleges and the requirement of modern business life1 #agd ,colleges1 dates of founding1 #aec ,colorado ,school of ,mines1 #aci ,columbia ,university1 #ca ,columbia ,university1 financial statistics1 #eg ,columbia ,university1 report of plan to establish the university system1 #ff ,columbia ,university1 value of fraternity property1 #aag ,commercialism in ,american universities1 #eh ,cornell ,university1 financial statistics1 #eg ,cosmopolitan life at college1 #ajj ,courses of study1 tendency towards the practical1 #ea ,criticisms of ,american colleges1 #c ,d ,dangers of modern college fraternities1 #abj ,degrees1 radical plan proposed at ,amherst college1 #eb ,dickinson1 ,l4 ,lowes1 #agh ,discipline emphasized by athletics1 #ci ,disraeli1 quoted1 #afh ,dodge1 ,cleveland ,h41 #abe ,dodge1 ,w4 ,earl1 #abe ,drummond1 ,henry1 quoted1 #af ,dyke1 ,henry van1 #bd ,e ,east ,indian student's description of his daily routine1 #aja ,eastern universities1 attendance at1 #ef ,editors of ,the ,rake suspended1 #aje ,education the secret of ,american success1 #aec ,education to meet popular demands1 #fe ,elective studies1 #fc ,eliot1 ,president of ,yale1 #aed ,emerson1 ,ralph ,w41 #dj1 #df1 #aha1 #aij ,english literature1 inadequately taught1 #he ,enrollment in agricultural and mechanical colleges1 #ef2 in ,johns ,hopkins ,university1 #ef ,f ,faculties' attitude towards fraternities1 #aah ,faunce1 ,president of ,brown ,university1 #aah ,fish-hatching as a relaxation1 #ahd ,financial statistics of various colleges1 #eg ,foot-ball in colleges1 #cg ,foot-ball1 instance at a ,harvard-,yale game1 #aca ,foreign students in ,american colleges1 #ajj ,forms of relaxation1 #ahc ,fraternities1 membership1 #aaf ,fraternity alumni1 coperation of1 sought1 #aai ,fraternity houses1 #aag ,fraternity houses1 problems connected with1 #aah ,fraternity life in college1 #aaf ,g ,garfield1 ,james ,h41 #add ,german universities1 research work in1 #gj ,gilman1 ,daniel ,coit1 ,president ,johns ,hopkins1 #gc ,gosse1 ,edmund1 #ahi ,government by ,undergraduates1 #aej ,graduate testimony concerning college1 #ach ,grant1 ,gen4 ,u4 ,s41 #adg ,greek-letter societies1 #aaf ,growth of practical education1 #ee ,h ,hadley1 ,arthur ,twining1 ,president of ,yale1 #adf ,harkness1 ,albert1 #ge ,harper1 ,dr4 ,william ,r41 #ee ,harvard ,university1 date founded1 #aec ,harvard faculty authorized to inflict corporal punishment1 #adi ,harvard ,university1 financial statistics1 #eg 8,hasty ,pudding1 ,the10 of ,harvard1 #aag ,heine1 ,heinrich1 #ah ,hibben1 ,john ,g41 #ahg ,history1 two ways of teaching1 #gi ,honor and square dealing1 #ade ,honor of the college men1 #ajh-aab ,honor systems1 #ac1 #aji ,hopkins1 ,mark1 #add ,humor of the collegian1 #aje-ajg ,humor1 sense of in undergraduate1 #ag ,humorous anecdotes1 #ai-bj ,i ,ideals joined to action1 #ade ,immigrant question1 the1 #ahf ,individual character1 the need of1 #fb ,individual training1 #adf ,influence of professors with students1 #hg ,influences on student life1 #ii ,irving1 ,washington1 #bg ,j ,johns ,hopkins ,university1 #aci ,johns ,hopkins ,university1 financial statistics1 #eg ,johnson1 ,owen1 #d ,k ,kipling1 ,rudyard1 #ic1 #aca1 #afc ,l ,lawlessness in college1 #ajh ,learning and investigation1 #aif ,learning to think1 #aeb ,lectures1 making interesting1 #gh ,literature1 new realism in1 #aei ,locke1 ,john1 #aec ,longfellow1 ,henry ,w41 #dj ,lowell1 ,abbott ,lawrence1 ,president of ,harvard1 #ca ,lowell1 ,james ,russell1 #df ,loyalty to leadership1 #aej ,m ,mc,lean1 ,president of ,princeton1 #add ,mc,kinley1 ,william1 #adg ,mabie1 ,dr4 ,hamilton ,wright1 #aeb 8,mask and ,wig1 ,the10 of ,university of ,pennsylvania1 #aag ,mechanical colleges1 enrollment in1 #ef ,membership of ,greek letter societies1 #aaf ,mental resourcefulness1 #ahg ,micah1 quoted1 #abg ,mission contributions1 #be ,mission of the university system1 #ff ,missions1 origin of the student volunteer movement1 #abf ,missionaries1 college graduates as1 #bf ,monroe1 ,james1 #adg ,mount ,hermon1 ,mass41 conference resulting in organization of ,the ,student ,volunteer ,movement for ,foreign ,missions1 #abf ,n ,naturalness of the undergraduate1 #ad-ag ,need of leaders in the world1 #ei ,new college officer needed1 #aie ,northrup1 ,cyrus1 ex-president of ,university of ,minnesota1 #gf1 #aba ,o ,oxford ,university1 opened to ,american students by ,cecil ,rhodes1 #gj ,p ,palmer1 ,professor ,george ,h41 #aeb ,parallel courses1 first conceded1 #fi ,parental sacrifices1 #h ,paulding1 ,james ,k41 #bg ,personality of great teachers1 #gc ,philadelphia1 ,u4 of ,p4 settlement house1 #abh ,pierpont1 ,james1 #aei ,pioneer spirit1 #afg ,practical courses of study the tendency1 #ea ,practical education1 growth of1 #ee ,pranks of college undergraduates1 #ajf ,predominant traits of college man1 #aa ,presidents who were college men1 #adg ,princeton ,university1 date founded1 #aec ,princeton ,university1 financial statistics1 #eg ,princeton honor system1 #aji ,princeton inception of ,world's ,student ,christian ,federation1 #abe ,princeton-,yale foot-ball anecdote1 #de ,professor in the lecture room1 #gg ,provincialism as a result of college traditions1 #ajc ,puritan influence on ,american college life1 #adi ,r ,reasons for going to college1 #ace-afi ,reform movements1 led by college men1 #bi ,relaxation1 the art of1 #agg ,religion and the college man1 #bc-bf ,research work in ,german universities1 #gj ,responsibilities of college fraternities1 #aai ,rhetoric versus ideas1 #ac ,rhodes1 ,cecil1 #gj ,rossetti1 ,d4 ,g41 #afa ,rules of a ,new ,england athletic leader1 #ad ,ruskin1 ,john1 #agf ,s ,settlement house of the ,university of ,pennsylvania1 #abh 8,silence0 insubordination at ,west ,point1 #id ,slang in college1 #ae ,slosson1 ,professor ,elwin ,e41 #cb1 #eg ,social organizations in colleges1 #aab ,social service1 promotion of1 #abh ,society life among undergraduates1 #aab ,soldiers' ,field1 ,cambridge1 memorial shaft1 #de ,specialistic training1 #fc ,spencer1 ,herbert1 #agh ,spirit of college play life1 #da ,stanford ,university1 financial statistics1 #eg ,state institutions1 growth of1 #eg ,state universities1 attendance at1 #ef ,stevenson1 ,robert ,louis1 #aeg1 #afj1 #afh ,student individualism1 #aea ,student1 the 8for popular0 reasons class1 #ii ,student ,volunteer ,movement of ,foreign ,missions1 origin of1 #abf ,students1 and their relationship to teachers1 #gd ,students' passion for reality1 #ab ,studies1 choice of1 #fd ,studies1 elective1 #fc ,systems of learning too bookish1 #aij ,t ,tablet-talk in ,columbia commons1 #aja ,taft1 ,william ,h41 #bi ,teachers1 for undergraduates1 how to train1 #he ,teachers1 need of1 #gc ,teachers' relationship to students1 #gd ,teaching a calling1 not a means of livelihood1 #hh ,technical institutions1 growth of1 #ee ,tennyson1 quoted1 #gf1 #afd ,thackeray1 ,w4 ,m41 quoted1 #afj ,town versus gown1 #e ,training of the ,individual1 #adf ,u ,undergraduate life of a century ago1 #adh ,undergraduate life1 two divisions of1 #ic ,undergraduate1 perversity of1 #d-aa ,undergraduate philosophy1 three stages of1 #abf ,undergraduate--his naturalness1 #ad-ag ,undergraduate1 his passion for reality1 #aa-ad ,undergraduate1 his sense of humor1 #ag-bj ,undergraduate life1 influences on1 #ii ,undergraduates and the temperance question1 #bg ,undergraduates as readers1 #afa ,undergraduates1 book-life of1 #aeh ,undergraduates1 gaiety of1 #aje ,undergraduate's philosophy of life1 #abb ,undergraduate's philosophy of serviceableness1 #acj ,undergraduates1 play life of1 #bi ,uninteresting lectures1 #gh ,university of ,california1 ,chinese students at1 #aja ,university of ,california1 financial statistics1 #eg ,university of ,chicago1 financial statistics1 #eg ,university of ,georgia1 #aci ,university of ,illinois1 financial statistics1 #eg ,university of ,iowa1 faculty discussion1 #hf ,university of ,louisiana1 #aci ,university of ,michigan1 chapter houses1 #aag ,university of ,michigan1 financial statistics1 #eg ,university of ,minnesota1 anecdote of ex-,president ,northrup1 #gf ,university of ,minnesota1 financial statistics1 #eg ,university of ,pennsylvania1 settlement house in ,philadelphia1 #abh ,university of ,pennsylvania1 financial statistics1 #eg ,university of ,virginia honor system1 #aji ,university of ,wisconsin1 financial statistics1 #eg ,university system1 its mission1 #ff ,v ,value1 ,prof4 ,washington1 anecdote of1 #ae ,vanderbilt ,university1 #aci ,vocational versus classical education1 #ee ,w ,walking as a relaxation1 #ahc ,ward1 ,artemus1 #ca ,washington and ,lee ,university ,mission students1 #bf ,wesleyan ,university1 #adf ,west ,point1 an incident at1 #id ,william and ,mary ,college1 date founded1 #aec ,williams ,college1 #adf ,wilson1 ,woodrow1 #cb1 #gg1 #aba ,wishard1 ,luther ,d41 #abe ,wister1 ,owen1 #ahi ,wright1 ,dean ,henry ,p41 #aae ,world's ,student ,christian ,federation1 organization of1 #abe ,y ,yale anecdote1 #ab ,yale ,mission in ,china1 #bf ,yale ,university1 date founded1 #aec ,yale1 early foundation of1 #aei ,yale ,university1 financial statistics1 #eg ,,transcriber',s ,,note ,italic text is denoted by underscores4 ,bold text is denoted by equal signs4 ,obvious typographical errors and punctuation errors have been corrected after careful comparison with other occurrences within the text and consultation of external sources4 ,except for those changes noted below1 all misspellings in the text1 and inconsistent or archaic usage1 have been retained4 ,many words with hyphens1 or without them1 have been silently adjusted to be more consistent4 ,for example1 instances of #8,football' have been changed to #8,foot-ball'4 ,pg xi3 #8,aften ten years' replaced by #8,after ten years'4 ,pg #cc3 #8unforgetable sensation' replaced by #8unforgettable sensation'4 ,pg #db3 #8unforgetable scenes' replaced by #8unforgettable scenes'4 ,pg #age3 #8both finacially and' replaced by #8both financially and'4 ,pg #bjh3 #8college graudates as' replaced by #8college graduates as'4