Part 3 (1/2)
_The Presidents_ of the Aymen They are chosen with reference to their pre-eminent ability as scholars and adht of the plan of instruction, the maintenance of discipline, and is the representative head of the college before the public Considerable importance is attached to the office of the President, since the success of the college in a great measure depends on his individual talent and character
The Ae _professors_, as a class,scholarshi+p and a genuine speculative spirit, co They are enthusiastically devoted to their work There is a growing disposition to break away fro routine, and adopt an intellectual, energizing style of questions in class work, that elicit enthusias is but little used The teaching is more of an active, earnest conversation on a special subject between the teacher and the pupil The instructor seeks to lead, but not to carry, the student through the study There is also less inclination to doginal and philosophical investigation
_The students_ in our Aes have been well estimated by Professor Von Holst in these words: ”I have not only visited, but lived in a number of countries, and the results of h by no e, yet as to the earnestness, steadiness and enthusiase, the American students stand first And nature has not been in a stingyout their allotment of brains! Give them but the opportunities, and you will soon see whether they need to shun coe governe, as a distinct and separate coulations based on well-established principles, which aiood of the whole body of students The college honor can not be sustained unless there is a recognition of authority and responsibility
The college legislation and government rests principally with the faculty, overseers and trustees, who ai students is often capricious and subject to sudden revolutions Soments, and ied with those ill sacredly uphold law and exercise a fire life in this country the regulations were quite severe In e authorities did not hesitate to inflict upon the students corporal punishe Presidents would so of students, resorting to this punishe C Bush tells us what occurred at Harvard College in 1674: ”On that occasion the overseers of the college, the President and Fellows, the students who chose to attend having been called together in the library, the sentence was read in their presence and the offender required to kneel The President then offered prayer, after which 'the prison keeper at Canal from him 'attended to the performance of his part of the work' The President then closed the solemn exercise with prayer”
Possibly this relic of severe college government found its exae a Fellow at Oxford, ”who had been proved guilty of an over-susceptibility to the charht sermons in the Church of Saint Peter-in-the-East” In the days of President Dunster, of Harvard, ”no possible conduct escaped his eye Class deportment, plan of studies, personal habits, daily life, private devotions, social intercourse, and civil privileges, were all directed”
The student should feel that, in disobeying the rightful authority of the college, he abridges the rights and privileges of every student
The college sentiainst unworthy conduct that a student would as soon shrink fro it known, as any citizen outside the college community When it is discovered that a student has mean and unworthy motives and wilful evil tendencies, he should be sues the students participate in the governing affairs
This is done by having representatives chosen froe class, elected by their fellow-students, who unitedly coe laws, and deal with all questions relating to the good order and decorue is chairman, and has the power to veto the decision of the senate There are many favorable features of this systeonism sometimes manifest between the faculty and students There are no less requiree classes and duties, and it helps to ree The students feel that they have been taken into confidence with the college authorities and will get strict, even-handed justice in college discipline The result is that there comes to exist a more pleasant and friendly relation between the professors and students
Again, this syste The professor's ti as a juror, but is given wholly to his work as teacher
The self-responsibility of the student also has an educating influence, giving to the worthy and right- for future citizenshi+p It is undoubtedly true that the autono the future liberties of our country No college, however, can hope to uphold the highest standard of conduct by trusting to the force of rules and penalties The spring of right action is in the heart All college authorities must rely principally upon appeals to calious faith and feeling
The general good order andfor the better In a large proportion of our colleges only a s drinks or tobacco All reprehensible conduct e authorities Those disposed to do evil represent only a very sive occasion for some supercilious and conceited correspondent of the public press severely to criticise the college governerated statee of students, and then include the entire acadeenerally believed by those qualified to know that the average e arees are entitled to confer _degrees_ as a e wishes to bestow on e has been so es that a little confusion arises as to the true value and significance of the degrees conferred In 1890, there were 8,290 degrees conferred in course or on exaes and professional schools
In the best A the classical course receives the degree of _Bachelor of Arts_ (A B)--_bas chevalier_, a knight of low degree; it signifies ”inception in arts”
If the student, after taking his bachelor's degree, pursues for a few years soree of Master of Arts (A M), an to be conferred in the twelfth century These degrees are granted as a reward of rees of Doctor of Divinity (D D) and Doctor of Laws (LL D) are granted as honorary degrees to men of pre-eminent ability or for conspicuous services The student who coe course or its equivalent, and follows it with a professional course in a university, receives a degree recognizing the fact Schools of Theology confer the degree of Bachelor of Divinity (D B) Schools of Law, Bachelor of Law (LL B), and Schools of Medicine, Doctor of Medicine (M D)
A post-graduate course of study, looking to the degree of Doctor of Philosophy (Ph D), has reference not so much to the professional and practical side of life as to the original investigation and exploration of a special subject, with no other immediate aiht into the saree in the best universities, is required, at the close of his post-graduate work, to write a thesis which would be regarded as an original contribution to the subject discussed
There is no practical uniforree The Doctor's degree should stand in this country, as it does in Europe, for research, and a general knowledge of philosophy, with ability to open up original sources of inforraduate for at least one year, and after rigorous exa to the advanceood character and judgree in American and European universities With such a uniforree will not likely depreciate in public esteerees should, a unifores rees are not essential to a man's success in life, but when they are obtained as a reward of merit have a certain social value which usually insures a speedier entrance into any chosen field of work
Another characteristic of Aes is that they are _endowed_ either by churches, by the state or by individual donors The endow an annual revenue It e, to be loaned and the interest to be permanently appropriated to the support of professors or applied to the current expenses The amount necessary to endow a professorshi+p varies froiven remains intact, and the interest or revenue of it alone is used to carry out the purpose of the donor
No college of a high grade can exist without a generous endowes and universities throughout the world is given alh the benefactions of wealthy s, found professorshi+ps and establish libraries for the use of others
The resources of Aes surpass those of any other country in the world In 1890, the value of grounds, buildings and apparatus for 378 colleges in the United States was 77,894,729, and the productive fund of 315 colleges aggregated 74,090,415 In Germany, the twenty-two universities are national property, and are supported out of the national treasury at a large annual expense The annual incoate es have wealthy foundations Harvard College has in grounds, buildings and productive endowment the sum of 12,000,000, with an incoe claims 13,000,000, with an annual income of 629,000 The estie is 9,000,000, with an annual income of more than 400,000, and Johns Hopkins University has 5,000,000 endowe had 4,019,000, with an annual income of 520,246 The Northwestern University has nearly 3,000,000 endowment and an annual income of 225,000 Boston University has more than 1,500,000 endowo University is one of our youngest universities, and yet it has in property and endowment 7,500,000 These are only a ses and universities in this country whose aggregate wealth and incoher education
The her education has excited the surprise and admiration of the old world
Within the last quarter of a century nearly seventy-five iven for this cause We recall with satisfaction soe Peabody left 6,000,000 of his estate to the cause of education; Isaac Rich, 1,000,000 to Boston University; Johns Hopkins, 3,140,000 to found a university in Baltiave 3,000,000 to Lehigh University; D B Fayerweather left a bequest of nearly 3,000,000 to various colleges; Cornelius Vanderbilt gave 1,000,000 to the Vanderbilt University; John C Green gave 1,500,000 to Princeton College; Ae I Seney, 450,000 to Wesleyan University; Matthew Vassar, 800,000 to Vassar College for woregate 4,500,000, and Leland Stanford's estate will yield from 12,000,000 to 15,000,000 for the university that bears his name on the Pacific Coast Thesegenerations for their generous liberality The wisdohtened judgood citizens We believe, with President Schurenerous and discerning, and so long as ence, that heart will not suffer our civilization to beconorance, brutishness and stupid materialism No one knows better than the es are not founded tohest service The es are of limited e by h as to liher education to a few children of rich raduate to the University at Oxford is 700, at Cae 600, and at Harvard 300 If the actual expenses of running a college of high grade were divided proportionately a the students, they would have to pay three or four times the amount they now do for tuition It is ies and incentives come within the reach of the humblest youth of the Republic, in order that they may be productive of the noblest manhood and womanhood