Category Archives: Chapter 14

p. 304 – The Cutten Period, 1922-1942

Sponsored by the chapter, the Phi Society elected annually those sophomores whose first year’s work merited recognition for excellence. Nine members of the Class of 1931 became its initial members in December 1928.

Since the A.B., B.S., and B.Th. degrees were nearly equivalent the faculty in 1926 decided upon one degree, the A.B., with uniform requirements; the B.D. was retained for theological students who had taken two extra years. With the increasing emphasis on the undergraduate work the faculty came to recognize that the college was not prepared to maintain programs for the master’s degrees in arts and science, which had never attracted many students, and in 1926 gradually began to eliminate them; ten years later they had disappeared.

Enrollment in the College in the Cutten period showed a steady gain, save a slight decrease in the Depression years 1932-35, with the total rising from 664 in 1922 to a high of 1,092 in 1939 and declining to 1007 in 1942. Seminary enrollment stayed at about 60 until the removal to Rochester in 1928. It was in the fall of 1930, however, that the enrollment reached the 1,000 mark. Though the totals after 1930 frequently went beyond the 1,000 limit set by the Trustees in 1924 the excess was slight and attrition through the academic year was sufficient to prevent serious overcrowding of facilities.

As was to be expected, student life reflected the spirit and behavior on eastern campuses in the carefree “roaring twenties” and Depression ’30’s. Colgate was noted for its athletic enthusiasm which often overshadowed its genuine non-athletic accomplishment. Mobility became increasingly easier with the greater number of student automobiles. In 1923 it became necessary to restrict owning and operating motor vehicles to juniors and seniors and to require that vehicles be registered at the Registrar’s Office. By 1928 parking had become so much of a problem that the Trustees adopted a set of rules to deal with it. Student dress of the 20’s featured coonskin coats for the more affluent, and sheepskin-lined khaki coats with high collars for their fellows. Red rubber overshoes and maroon sweaters were worn in winter, and distinctive class blazers in the fall and spring. The Class of 1926 seems to have been the first to adopt the blazer which remained in vogue until 1931. Perhaps white bucks were the hallmark of the less flamboyant ’30’s.

Student discipline, long the province of the Senior Governing Board  which concerned itself about such matters as enforcing the wearing of

p. 303 – The Cutten Period, 1922-1942

evaluation the student’s entire concentration program and viewed the comprehensive examination as a means to that end.

The Colgate Plan attracted nationwide attention as a somewhat radical experiment in higher education. The President and faculty were asked to discuss it at conferences; articles on it were published; representatives of other institutions carne to the campus to study it. Perhaps its highest recommendations came in the form of adaptations of various segments and the use of its Survey texts by other colleges. Though it was not related to the Colgate Plan, Eugene T. Adams of the Philosophy Department and eight faculty collaborators in 1942 published The American Idea, a discussion of aspects of American culture which served as a basis of a course they taught during part of the World War II period.

Of particular interest, also, were instructional approaches which the Departments of Psychology and Political Science developed independently of the Colgate Plan. Professor Donald A. Laird stressed the experimental approach in psychology and was responsible for setting up a laboratory in 1928 in which undergraduates studied sleep under controlled conditions with themselves as subjects. Dr. Rodney L. Mott of the Political Science Department suggested the Washington Study Group which for the first time spent a semester in the capitol in 1935 under the supervision of Dr. Paul S. Jacobsen, ’27. This innovation aroused the interest of prospective applicants to Colgate, served to stimulate students already enrolled who sought to meet the high standards required for appointment to the group, and afforded a unique opportunity for first-hand, quasi-laboratory experience with many phases of the national government.

As an incentive for high quality work in the new curriculum, commencement programs, beginning in 1932, noted the seniors who had won honors in tutorial work and their departments of concentration. In 1933 the designations “summa,” “magna,” and “cum,” were first used to show outstanding attainment in the whole academic program. To encourage freshman interest in scholarly achievements and to make them aware of Phi Beta Kappa and its’ purposes, the local chapter of the organization in 1928 established the Phi Society in imitation of such a group at Denison University. Professor Frank C. Ewart of the Romance Languages Department had brought the idea before the group and was active in promoting its adoption at other colleges.

Capstone of the Colgate Plan (p. 302)

in a department of the school. Provision was also made for. required work in written and spoken English and a reading knowledge of two foreign languages.

The first of the survey courses, that in philosophy and religion prepared by Dr. Alton and Dr. Bewkes, was offered in 1928. Thereafter came biological sciences in 1929; the physical sciences, social sciences, and fine arts in 1930. Since these courses were pioneer cooperative efforts, instructors, drawn from various departments of each school, had to prepare the instructional materials and help each other in the fields where they had no training, and often did their best teaching in what they knew least about because they had to “dig” before meeting their classes. In due time course manuals evolved from mimeographed pages into published textbooks by Harper-Art in the Western World (1935), The Human Organism and the World of Life and Atoms, Rocks and Galaxies (both 1938), and Men, Groups and the Community and Experience, Faith and Reason (both 1940). They won adoption in several colleges which established general education courses.

Honors courses, designed to provide exceptionally able seniors with the opportunity for independent study and to encourage high intellectual attainment, were instituted in 1925, on recommendation of the Committee on Scholastic Standards, as an experiment in four departments. Tutorial seminars, begun on a voluntary basis in 1931 and required of all juniors and seniors beginning in 1934 when the Colgate Plan was in full operation, superseded the honors courses but held to somewhat similar objectives. Each student took a seminar in his department of concentration both semesters of his last two years and was thus enabled to have dose contact with his instructor and to meet weekly with his associates for discussion of the papers they had prepared. The seminar system, which was not peculiar to Colgate, won general approval though there was some question of its value for the less capable students.

The capstone of the Colgate Plan was the comprehensive examination, introduced in 1932, in the field of concentration, required of all seniors following a reading period. Heretofore it had been possible for seniors to avoid final examinations their last semester if they had the requisite general or course standing. The faculty felt that the college course should end in a climax bringing together for analysis and

p. 301 – The Cutten Period, 1922-1942

The Committee on Scholastic Standards had also suggested in 1922 that a system of advisors be introduced. For a brief period seniors were selected to advise freshmen but in 1931 a preceptorial program was instituted on an experimental basis with every 9th freshman assigned to seven faculty members who, in the role of “philosopher, guide, and friend,” would meet with them regularly to counsel and to stimulate reading and discussions, somewhat in the fashion of tutors in the English universities and at Harvard. In 1932 the experiment was widened to permit 31 sophomores who, as freshmen, had already been in the program to continue to meet their preceptors regularly on an individual basis in what was known as the sophomore tutorial program. The Carnegie Corporation found the two programs so promising that in 1933 it made a grant of $120,000 for a four-year period to support them and other aspects of the emerging Colgate Plan, as the new curriculum was called. Additional faculty were hired and in 1934 all underclassmen had advisors and all phases of the Plan were in full operation.

Perhaps the best known features among the innovations were the survey, or general education, courses. Based on a reorganization of theentire curriculum, they were Colgate’s answer to the fragmentation induced by the elective system as well as an elaboration of measures already taken to stimulate and orient students to their new intellectual environment. Under the President’s chairmanship, two committees, one of the older faculty and one of the younger, meeting frequently, separately and jointly, had heated debates. They had the benefit of suggestions of Miss Amy Kelly, advisor to the new Bennington College, and Dr. William S. Learned of the Carnegie Foundation who had addressed the whole faculty, and they drew upon the experience of Columbia, Dartmouth, Chicago and Wisconsin in reaching their conclusions. Their report, which the faculty adopted in 1928, called for dividing the college into six schools-Physical Sciences, Biological Sciences, Social Sciences, Language, Fine Arts, and Adjustment Philosophy and Religion (Physical Education and Athletics was added as a seventh school in 1936) and instituting required orientation courses in all except Language in the first year-and-a-half of the college program. On the basis of this broad view of knowledge the  student at the end of his second year would choose one of the schools  as his field of concentration for the last two years, with specialization

p. 300 – The Cutten Period, 1922-1942

Club of Colgate University “to furnish opportunities for social and literary association among its members.”

Faculty meetings at the outset of the Cutten administration were usually held once a month but presidential impatience with tedious professorial discussion led to scheduling them only three times a year-at the opening of the fall and spring semesters and in May or early June. Well-chosen committees were empowered to take action on many matters which would normally have come before the faculty and, from the late ’20’s on, their chairmen and the department heads met Sunday evenings at the President’s House. Meanwhile, the meetings of the Colgate Chapter of the American Association of University Professors became a substitute for faculty meetings and a free forum for airing opinions on campus affairs, especially in the late 1930’s when there was considerable dissatisfaction over the relationship of faculty, administration, and trustees in the operation of the University. Academic freedom or untrammeled classroom discussion the President staunchly supported.

The extensive curricular reorganization and innovation of the Cutten period may be traced to the Faculty Committee on Scholastic Standards, under Professor Greene’s chairmanship, which had been active prior to 1922 and which had been particularly concerned with freshman failures. Well-versed in literature on the problem as seen at other colleges, they recommended a special freshman course taught by a number of professors which was instituted in 1923. The first semester, called “Orientation,” covered such topics as: the University’s history, tradition and ideals; the meaning of college; the value of extracurricular activities; religion in the life of a student and how to study. The second, “The World of Nature and Man”, was an introduction to the physical, biological and social sciences. With the inauguration of the new surveys in philosophy and religion and in the biological sciences in 1928 and 1929, to be discussed later, and the promise of two more in the physical and social sciences, the course lost some of its usefulness and was abandoned. Meanwhile, in 1924, a special orientation program: in advance of registration had been established for a portion of the entering class, and six years later it became a project which the YMCA sponsored at nearby Lake Moraine. After 1937, however, all freshmen were required to attend a week of orientation on the campus.

p. 299 – The Cutten Period, 1922-1942

comparison with that in eastern colleges, ranged from $1,500 for instructors to $4,000 for professors; by 1942 it had increased to $5,000 for professors and to $1,800 for instructors. As already noted, however, there were no reductions in salaries because of the depression. In 1924 the University instituted a faculty pension system for the two upper ranks by contract with the Teachers’ Insurance and Annuity Association of America, which in later stages was extended to include assistant professors and instructors, administrative staff members and non-professional employees. Faculty investigations chiefly by Professor Shortliffe, led the Trustees in 1931 to establish a group insurance plan through the Connecticut General Life Insurance Company, which embraced the teaching staff and certain others. When Taylor Hall was no longer needed for student use after the Student Union became available in 1937, the faculty took it over for the newly organized Faculty Club which was to fulfill a long-felt need for promoting informal contacts and recreational activities. Ten years earlier their wives, with Mrs. Cutten as prime mover, had formed the Woman’s

SENIOR FACULTY, 1933 1st row: Stewart, Moore, McGregory, Crawshaw, Huntington, Chester
2nd row: Whitnall, Shepardson, Ewart, E. W. Smith, R. B. Smith, Langworthy, A. W. Smith
SENIOR FACULTY

Colgate Inn built (p. 298)

would no longer be accommodated at the fraternity houses. George Cobb again headed the appeal for funds which alumni and friends gave as an affectionate tribute to Mr. Colgate. Norman F. S. Russell,’01, the capable and devoted Chairman of the Trustee Committee on Buildings and Grounds, was especially active in working with Mr. Chambers in designing the building and overseeing construction.

Though not a University property, Colgate Inn was an important center for many University activities. Built in 1925 by a corporation of alumni and local residents, it replaced the old Park House which had stood on the same site for over a century.

The faculty in 1922 numbered 54 of whom 6 were in the Seminary and 48 in the College. By 1942 the latter group reached 90. The ratio of teachers to students dropped from approximately 1 to 18 to 1 to 11. Often deceased or retiring professors were replaced by men in the instructors rank, a practice which lowered the average age and average salary. The salary scale, which in 1923, was very modest in

McGregory Hall dedicated and Student Union completed (p. 297)

CORNER OF BIOLOGY BUILDING, LATHROP AND MCGREGORY HALL

McGregory Hall, the chemical laboratory, was made possible by a bequest of Miss Evelyn Colgate, supplemented by a gift from her father, James C. Colgate. It honors Dr. Joseph F. McGregory, esteemed Professor of Chemistry for forty-five years, who assisted the architect, Mr. Chambers, in drawing up the plans for the building which he intended to provide ample accommodations for his department. Its dedication in 1930 was the occasion for a conference on chemical education addressed by leaders in the field.

The projected student activities center, which the burning of the old gymnasium in 1926 delayed, at last became a reality in 1937 in the James C. Colgate Student Union. The need for a freshman dining hall had become acute in view of the impending change in fraternity practices, which would defer rushing and pledging from the first to the second semester. This would require eating arrangements for the first year men, more extensive than the Commons in East Hall, since they

Lawrence Hall (1926) Stillman Hall (1927) (p. 296)

Lawrence Hall was also completed in 1926. The gift of Colonel Austen Colgate, a Trustee since 1898, it was named in honor of his friend and former pastor, Dr. William M. Lawrence, President of the University Trustees, (1905-12), and since 1912, Lecturer in Christian Ethics and Homiletics in the Seminary. The architect was Walter B. Chambers, New York, who designed the three remaining buildings of the Cutten administration. Its classrooms were assigned to the Departments of Classics, German, Mathematics, Romance Languages, History and Politics, and English and thus congestion in other classroom buildings was relieved.

The second dormitory of the Cutten period was Stillman Hall which Edward H. Harkness, the benefactor of Harvard and Yale, gave in memory of his father-in-law, Thomas Edgar Stillman, Class of 1859, a prominent New York lawyer. It was opened in 1927 for the exclusive use of freshmen.

Huntington Gym (p. 295)

The first of the new buildings of the Cutten period was the dormitory, Andrews Hall, made possible by the bequest of Richard M. Colgate, supplemented by gifts from his brothers. Designed in “collegiate Tudor” by Frederick H. Gouge and William M. Ames of Utica, it was completed in 1923 and named for the late Newton Lloyd Andrews, beloved dean and Professor of Greek.

The gymnasium was the second of the new buildings. As early as 1911 “Doc” Huntington had pointed out that the rapidly expanding enrollment had made the old gymnasium most inadequate and soon plans were underway to replace it. Actual construction, however, had to wait until 1924 when alumni and students, led by George W. Cobb, ’94, President of the Alumni Corporation, and Clarence J. Myers, ’20, staged an enthusiastic and successful drive to raise the necessary funds to supplement those already pledged and those contributed in the 1920 financial campaigns. Under the direction of Franklin B. Ware, architect of New York, the building, including the swimming pool, the gift of James C. Colgate, was completed in 1926. Named in tribute to the beloved Dr. Ellery Channing Huntington, the “grand old man of Colgate athletics,” it proved admirably suited to the University’s needs. The old gymnasium which it was planned to convert into a student union and Y building, was destroyed by fire only a few weeks before its successor was ready for occupancy.