Tag Archives: Educational Philosophy

p. 285 – The Cutten Period, 1922-1942

Posted on June 14, 2012 by | Comments Off on p. 285 – The Cutten Period, 1922-1942

 

PRESIDENT GEORGE B. CUTTEN, 1922-42
PRESIDENT GEORGE B. CUTTEN, 1922-42

president had idiosyncrasies which they would do well to indulge. He strongly opposed smoking, especially because it was a fire-hazard and its debris gave, as he said, a “pig pen” appearance to the buildings. A confirmed teetotaler, he attempted to prohibit the use of alcoholic beverages. Dogs were to be tolerated only out-of-doors and walking on the grass he strenuously sought to prevent.

Dr. Cutten’s inaugural address, “The Reconstruction of Democracy,” revealed much of his basic philosophy and set the course for his administration. He maintained that there never had been a true democracy because the low level of the intelligence of the people would not permit it. Rather, the intellectual aristocracy, in fact, ruled

Comments Off on p. 285 – The Cutten Period, 1922-1942

Posted in Chapter 14, p. 285, The Cutten Period 1922-1942

Tagged

p. 270 – The Bryan Period, 1908-1922

Posted on June 14, 2012 by | Comments Off on p. 270 – The Bryan Period, 1908-1922

gation that deterioration was most serious and that in their opinion the chief causes were the poor quality of the average entering student, an apparently lax faculty attitude toward academic responsibilities, and undue pressure from outside activities. Responding to their recommendations the faculty: limited entrance to about 200 of the best applicants; refused to permit new students to register until all their credentials had been approved; and urged that highest academic standards be maintained with no concessions to extracurricular activities and that the amount of required work be increased by about 25 percent. Other reforms included reducing the amount of time required for athletic practice, a tougher policy on excused class absences, a more rigid control of schedules for teams and other groups traveling off campus, more stringent rules on eligibility for extracurricular activities, and the adoption of a quality point system which meant in effect that a student must have an average standing of C in all his work to graduate.

The curricular aims of the College remained substantially unchanged throughout the Bryan period. Its essential purpose was to provide a liberal education and character training as preparation for whatever profession its graduates might enter. With the Class of 1914 business rather than teaching for the first time attracted the largest number of graduates. With the Class of 1916 the percentage going into the marketplace made a notable increase which remained steady.

Instruction in the humanities saw various changes and innovations.
The beloved Newton Lloyd Andrews retired in 1918 as the Professor of the Greek Language and Literature to be succeeded in 1920 by Richard A. Parrock, an 1891 graduate of Pembroke College, Cambridge. Principal Frank L. Shepardson joined the Classics Department to teach Greek as well as to become Treasurer after the Academy was discontinued in 1912, and James C. Austin, A.B., Syracuse, 1916, was added in 1921 to teach Latin. After Dr. Andrews retired, Dean Crawshaw introduced courses in General Literature including those in Greek literature in translation which Dr. Andrews had offered. “Craw” maintained that literature courses had great value as a “liberalizing” influence, especially for students entering business or science. Their response was so great that some of his classes, especially Shakespeare, had to be held in the chapel-testimony to the truth of his conviction and his inspired teaching. Elmer W. Smith, ’91, who had come from Colgate Academy to the English department in 1908, specialized in

Comments Off on p. 270 – The Bryan Period, 1908-1922

Posted in Chapter 13, p. 270, The Bryan Period 1908-1922

Tagged , , , ,

p. 251 – The Merrill Presidency, 1899-1908

Posted on June 14, 2012 by | Comments Off on p. 251 – The Merrill Presidency, 1899-1908

Education Society Trustees, who were especially concerned over the poor furnace system of Eaton Hall, made it possible. In 1907 a stone power house with a five-boiler capacity was constructed to the south of Whitnall Field; two boilers installed; and a pipe-line to Eaton Hall laid. As occasion arose the main could be extended to the other buildings on the campus.

The size of the faculty grew from 29 in 1899 to 38 in 1908, the biggest change being in the College where the number increased from 16 to 21; in the Academy it rose from 6 to 10 while the figure remained at 7 in the Seminary. By 1908 the average salary in the College and Academy had reached slightly more than $1,700 and in the Seminary approximately $2,000, levels which the President felt were much too low.

During the Merrill period the chief curricular change was a revision of the Sophomore program in 1903 so that, except for a public speaking course, it consisted of electives chosen from three well-defined areas. Also, the Ph.B. was abolished and the philosophical and classical courses were amalgamated into a new arts course leading to the A.B. degree. The faculty took this action by nearly unanimous vote with the President and Professor Andrews alone opposing the move because it involved dropping Greek as a requirement for entering the arts course. Nevertheless, Dr. Merrill reluctantly accepted the change as in line with current practices of American colleges. Colgate now granted two degrees-A.B. and B.S.

The rapidly growing interest in science, as rising enrollments in science courses and the construction of Lathrop Hall and the Chemistry Building addition indicated, gave pause to Dean Crawshaw in 1906. He acknowledged, in his report to the President, that the facilities had been sorely needed but he called for equal emphasis and opportunity for the humanities as essential for liberal education which was the University’s primary purpose. There was no more staunch supporter of the Dean’s position than the President himself who had repeatedly stressed the importance of the humanities both in terms of course offerings and non-classroom activities, such as concerts and lectures, and who enthusiastically encouraged the expansion of the University’s art collection of plaster busts. and reproductions of classical sculpture housed in the Library.

Aside from the science courses, perhaps those in public speaking

Comments Off on p. 251 – The Merrill Presidency, 1899-1908

Posted in Chapter 12, p. 251, The Merrill Presidency, 1899-1908

Tagged , , , ,

p. 243 – The Merrill Presidency, 1899-1908

Posted on June 14, 2012 by | Comments Off on p. 243 – The Merrill Presidency, 1899-1908
President George E. Merrill, 1899-1908, Presidential Photographs (Artificial Collection), p243

recognize it as something they needed and responded to it. His wife, somewhat younger than he, was a charming and gracious hostess who enjoyed entertaining and made the president’s home a social center as it had not been since the time of President Eaton. She was also a skilled soloist and took an active part in promoting vocal and instrumental concerts on the campus.

The new president found it easy to identify himself with the University’s prevailing educational purposes. In his first chapel speech he endorsed the liberal arts idea and maintained that it should include physical training as well as intellectual pursuits and the cultivation of spiritual life. At his inauguration he paid special tribute to Colgate as a small college which enabled students to have personal contact with their teachers. Dean Crawshaw recalled that he found him ready to

Comments Off on p. 243 – The Merrill Presidency, 1899-1908

Posted in Chapter 12, p. 243, The Merrill Presidency, 1899-1908

Tagged ,

p. 224 – Colgate in the 1890’s

Posted on June 14, 2012 by | Comments Off on p. 224 – Colgate in the 1890’s

the Seminary and Academy from six to seven. Four of the Seminary professors also taught in the College in 1890 but only one nine years later. Of the 1899 faculty, 15 of the 27 had been appointed since 1890-a rather remarkable turnover in less than a decade. These newcomers included: Albert P. Brigham (Geology and Natural History), Ralph W. Thomas (Rhetoric and Public Speaking), Melbourne S. Read (Philosophy), Charles W. ‘Spencer (History), Clement D. Child (Physics), Wayland M. Chester (Biology), George W. Banning (Director of the Gymnasium), George R. Berry (Semitic Languages), Arthur Jones (Homiletics), David F. Estes (New Testament Interpretation), and Frank L. Shepardson (Principal of the Academy).

Faculty appointments represented an attempt to get men of broader educational experience than the old faculty had. Of the new members, in 1899 three had Ph.D.’s, one an M.D. and four had taken advanced work at leading American universities and one at it European university. The first Ph.D., Ferdinand C. French, came in 1892. The Trustees granted leaves of absence to encourage graduate study and travel in Europe and several men took advantage of the opportunities.

Though James C. Colgate and his associates on the Provisional Committee stressed to the Board in 1891 that adequate compensation was necessary to attract and hold men of ability and promise, the Trustees do not appear to have been able to allocate sufficient funds for the purpose. Instructors’ salaries began at a point as low as $800; by 1899 those for senior professors had risen only from $2,200 to approximately $2,500. In resigning to go to the University of Chicago in 1892 Professor Terry frankly admitted to Mr. Colgate that salary was the chief factor in enticing him away.

Unless there were exceptional circumstances, tenure was not granted appointees until the expiration of their first year on the campus. In 1891 the Trustees established the rank of Associate Professor for those whose “experience and attainments” entitled them to a standing higher than that of instructor but not that of a professor. After 1894 the teachers of both the College and the Seminary organized as the University Faculty to act as single unit on matters of common concern yet each group continued to maintain its separate existence and functions.

During the ’90’s a slight shift in educational philosophy may be observed. Training a Christian ministry and an educated laity re-

Comments Off on p. 224 – Colgate in the 1890’s

Posted in Chapter 11, Colgate in the 1890's, p. 224

Tagged ,

p. 188 – Administration, Faculty, and Instruction in the Dodge Era

Posted on June 14, 2012 by | Comments Off on p. 188 – Administration, Faculty, and Instruction in the Dodge Era

and Seminary faculty was only $1,300 to $2,200 and, for teachers in the Academy, $800 to $2000. President Dodge and one or two others had independent means but most faculty members managed by rigid economies to subsist on their salaries. Several had vegetable gardens and kept chickens and a cow or two; Professor Osborn had a farm a few miles north of the village.

Faculty social life seems to have been quite limited when compared with that of the 1840’s. The Dodges seldom entertained at their large yellow, pillared President’s House except at commencement but Professor and Mrs. Lewis and Dr. Walter R. Brooks, who joined the faculty in 1874, and his wife occasionally had guests. All faculty members and their families were members of the village Baptist Church which served as a social outlet and brought them into contact with the local community. Several were very active as church officers and from time to time preached from its pulpit.

The tone and coloration of the University’s purpose for the next two decades were quite well established at President Dodge’s inauguration in 1868. On this occasion James B. Colgate recalled that the University had its origin in the need for educating young men for the Baptist ministry and maintained “It were better that it should cease to exist than that its future should prove false to its origin.” In his response, the President stressed the necessity for the best possible faculty who should be able not only to impart knowledge but also to inspire students to the highest ideals in an atmosphere of faith and freedom. For him, the University as representing the Baptist viewpoint was an amalgam of culture and religion.

Within the denomination a new interest in higher education had been developing in the late 1860’s which stressed the need for an educated laity as well as a trained clergy. Unless opportunities for laymen were available in Baptist institutions it was feared they would be lost to other denominations which held education in greater esteem and were in step with the times. The faculty and trustees could not help but endorse these views. As early as 1866, the Catalogue had stated “The College aims to impart the largest discipline and power to the mental faculties, and thus in the best manner to prepare the student for professional studies, or for other pursuits of life.” From 1871 to 1874, the Catalogue read “By personal contact and influence, discipline of heart is sought, as well as discipline of the mind. A

Comments Off on p. 188 – Administration, Faculty, and Instruction in the Dodge Era

Posted in Administration, Faculty, and Instruction in the Dodge Era, Chapter 9, p. 188

Tagged , ,