Tag Archives: Newton Lloyd Andrews

Huntington Gym (p. 295)

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austen-colgate_0

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.

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p. 270 – The Bryan Period, 1908-1922

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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

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p. 217 – Colgate in the 1890’s

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Chapter XI – COLGATE IN THE 1890’s

The death of Dr. Dodge in 1890 marked the end of an era. He and his friend, James B. Colgate, had retarded but not prevented change. With Dodge, or the “magister,” as he was sometimes called, no longer on the scene and the aging Patron gradually relinquishing responsibilities to his son, James C. Colgate, the University moved forward with unprecedented speed. The change of name from Madison to Colgate University seemed to foreshadow innovation. Starting with the Board of Trustees, the administrative structure was reorganized, the endowment greatly augmented, the physical plant expanded and improved, several young scholars added to the faculty, new academic departments set up, the curriculum liberalized, student life, especially fraternities and athletics, given new vigor, and the alumni encouraged to participate in the University’s life. Even though there was no president for most of the period, to the distress of students and others of the academic community, morale was high and a quiet, well-founded pride was abroad on the campus. Colgate was getting in step with her sister institutions.

The Trustees quickly discovered after Dr. Dodge’s death that he had been the center of administration and with his removal they had no effective communication with the faculty and students. On faculty recommendation, they reconstituted their Provisional Committee with James C. Colgate as chairman and directed it to take over the President’s duties until that office should’ be filled. In 1891 they replaced this body with an Executive Committee with James C. Colgate as the most important member. Dean Newton Lloyd Andrews carried out the routine campus duties of the President’s office until June 1891 when four of his’ colleagues were associated with him to share the burden. “His rich experience,” Dr. Crawshaw remembered,

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p. 197 – Administration, Faculty, and Instruction in the Dodge Era

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Prof. Alexander M. Beebee Jr., '47, Henry Hill Photographs-10, p197Prof. William H. Maynard, Henry Hill Photographs-10, p197

 

 

Interest in the University Library developed slowly in the Dodge period. In addition to teaching and being Dean, Professor Andrews served as Librarian from 1868 to 1880 and Professor Burnham from 1880 to 1892. The book collection was kept in a single room on the second floor of Alumni Hall. It numbered about 7,500 volumes in 1869, and 18,500 twenty years later. The establishment in the 1870’s of an endowment fund of $25,000, the income of which was for book purchases, brought about a steady increase on the shelves. James B. Colgate occasionally made gifts of luxurious art books and special sets. Dr. Dodge, who was something of a bibliophile, presented his library of some 3,500 volumes which was especially rich in art and theology. He had never spared expense in acquiring his treasures, many of which he valued for their fine colorful bindings as well as their contents. Despite his counsel to students to read the best English novels, the Library was seriously deficient in English and American literature. Few students, however, seem to have had a taste for leisure-time reading, nor did the fact that the Library was open only three hours a day and lacked an adequate catalog encourage them to acquire one. The opening of the James B. Colgate Library in 1891 was to create new opportunities for reading and study.

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p. 193 – Administration, Faculty, and Instruction in the Dodge Era

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class in French his senior year. This appointment marks the start of a lifetime of outstanding service to Colgate in teaching and administration which ended with his retirement 43 years later.

Belonging to the “old school,” by reason of age if not necessarily temperament, was Terry’s old teacher, William H. Maynard, Hamilton College A.B., 1854, who came from the pastorate to Madison in 1875 as Bleecker Professor of Moral Philosophy and as Professor of Ecclesiastical History. He seems to have had a roving assignment teaching variously church history, ethics, “Social Science”-not defined-and political economy. In 1886 he introduced a course in “Contemporary Socialism” in which he discussed “the views of the most prominent living socialists.” He stressed the “right of private judgment” and, to the distress of some, was a staunch free-trader and Democrat. In later years Professor Terry remembered how, as a student, he had been impressed with the atmosphere of Maynard’s classroom, “its fairness, its justice, its patient charity for the foibles of the past, its belief in humanity, its confidence in the future” which Terry sought to realize in his own teaching.

Professor Edward Judson, who had joined the faculty in 1867, to teach Latin and modern languages, resigned in 1874 to go into the pastorate. Most notable of the four men who followed him was Albert G. Harkness, 1883-89, who subsequently became an eminent Latin scholar at Brown University. Under his direction the number of courses in French and German had expanded by 1886.

Dean Andrews, “Kai Gar” as he was affectionately known to his students, continued in the chair of “Greek language and literature” until his death in 1918. In 1879-80 he spent the year abroad studying philology and classical archaeology. This was to be the first of four trips to Europe and Asia to enrich his teaching. He viewed the instruction of his department as providing intellectual discipline and literary culture. As his Greek courses began to’ recede in importance with the curriculum revision of the ’80’s he offered a course in art in 1880 which extended the work Professor Lewis had done in that field and which won enthusiastic student acceptance. Professor Andrews also introduced instruction in psychology which was a outgrowth of Dr. Dodge’s course in metaphysics and it, too, was highly regarded.

Dr. Dodge continued to give the presidential courses for seniors in Evidences of Christianity and Christian Ethics which culminated their

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Introduction of electives (p. 189)

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fervent and healthful piety is directly encouraged.”

Dean Andrews maintained in 1872 that every teacher, no matter what his subject or how great his erudition, should communicate to his class morality and ethical judgments. At the Convocation of the University of the State of New York in 1886, President Dodge, in defending the philosophy of liberal education versus the utilitarian approach, held that the true test of a college subject was not whether it would help one make money but whether it would develop manhood. Especially valuable were the languages, literature, and civilization of the Greeks and Romans. He would not exclude other subjects,however, and stressed the importance of cross-fertilization for increasing knowledge. Fearful perhaps of a drift from the old moorings, James B. Colgate, in 1889, at the cornerstone-laying for the Library, took occasion to reiterate his view that “When intellectual distinction and not Christian character becomes the highest object to be obtained, Universities become, by their stimulus to worldly ambition, centers of pride and error.”

To give flexibility to the curriculum, the faculty had from time to time arranged for abridged courses of study for older students who wanted to begin their preaching careers with the minimum preparation. In the 1850’s a shorter “Scientific Course”-from which Greek and Latin were omitted-was instituted. Relatively few students availed themselves of this short-cut for which a Bachelor of Philosophy degree was granted and it was eliminated in 1885.

The revolutionary curriculum change was, of course, the introduction of electives. Stimulated by President Eliot’s innovations at Harvard which caught the imagination of the younger faculty and students, it encountered vigorous opposition, especially from the professors of the classics and mathematics. Slowly, however, the wave of the future engulfed them and in 1885 a radically revised curriculum emerged which provided, in addition to the old Classical Course, three different Scientific Courses, one which included only Greek; a second, only Latin; and a third which omitted both Greek and Latin. Students in the Classical Course were candidates for the Bachelor of Arts degree and those in the other three for the Bachelor of Science. Within each course, electives were offered to juniors and seniors. Professor William S. Crawshaw, who as a young instructor had attended the heated discussions, commented years later in his autobiography, My

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James B. Colgate library (p. 186)

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Dean Newton Lloyd Andrews, '62, Bio Files, p186Prof. Lucien M. Osborn, '47, Bio File, p186

 

 

he called “Romanesque-American,” in which he related the solidity and heaviness of the Romanesque to American climate and construction materials. The foundations were stone from local quarries, the walls of blue stone from the Genesee Valley, and the trim of brown stone from East Longmeadow, Massachusetts. The building, which had cost $140,000, was in use by January, 1891, and in June James C. Colgate, acting for his father, formally presented it to the University. It served its original purpose until 1958 when the Everett Needham Case Library superseded it and the Romance Languages Department took occupancy. In 1964 it was remodeled for the administrative offices which had been displaced the year previous when fire destroyed the Administration Building, formerly Colgate Academy.

In 1880, at Dr. Dodge’s request, the Board appointed Professor Newton Lloyd Andrews as Dean of the Faculty to be associated with the President “in the government and discipline of the College.” It is possible that Dodge’s poor health indicated that he have this assistance. Andrews, Professor of Greek since 1868, was an effective teacher and became an outstanding dean. Not only on campus was he helpful to the President but also at various public occasions where he

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p. 156 – Recovery and expansion, 1850-1869

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competence in teaching and his “high moral worth” made a most favorable impression, it was made permanent by request of his colleagues. He read and spoke French, German, Spanish, and Italian and had a good knowledge of Russian and Arabic. For use in his courses he produced a French grammar and reader. In 1865 the Trustees regretfully accepted his resignation. His career was to include professorships at Vassar, Yale and the University of Chicago.

Professor Ezra S. Gallup, who had taught the Classical languages since 1850, left in 1867. Newton L. Andrews, Class of 1862 and a Seminary graduate, Principal of the Grammar School since 1864 and Latin Professor since 1865, and Edward Judson, then studying in the theological department, took over Gallup’s classes. Andrews became Professor of Greek in 1868; a position he was to hold with great distinction for fifty years. Judson, son of Adoniram Judson, the noted missionary to Burma, had lived as a boy in Professor Dodge’s home and after three years in the college transferred to Brown where he graduated in 1865. He was Professor of Latin and Modern Languages at Madison from 1868 to 1874.

Three more appointments made in. 1868 completed the faculty roster: John J. Lewis, Professor of Logic and English Literature; Albert S. Bickmore, Professor of Natural History; and James M. Taylor, Instructor .in Mathematics. Lewis a former student at Madison (1860-63) and a Hamilton College alumnus of the Class of 1864, assumed part of the instruction formerly given by Professor Beebee so that the latter might devote all his time to civil and ecclesiastical history. He was an effective and highly esteemed member of the faculty until his death in 1884. Professor Bickmore, Class of 1860 at Dartmouth, had been an assistant to Louis Agassiz at Harvard and was well-known for his scientific articles and his Travels in the East Indian Archipelago. His two-year stay on the campus gave a notable impetus to instruction in science. Taylor, the last of the appointees, on graduating from-the College in 1867 had entered the Seminary where he completed the course two years later. It was in mathematics, however, that his real bent lay as his career of over fifty years as teacher and author revealed.

Most appointments to the faculty from 1850 to 1869 were made to the rank of full professor; there were exceptions-“adjunct professor,” lecturer, instructor, and tutor-for a few men who held these positions

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