Colleges in America Part 2

It is certainly a hopeful indication of the ambition and lofty purpose of Methodist youth that one-eighth of the whole number of students of the Johns Hopkins University are Methodists, seeking the broadest educational facilities. A church with such a record will not lose her hold upon the intellect and scholarship of the age.

Methodism has wisely undertaken to establish the American University in Washington City. The founding of such a university was the dream of Washington and other great statesmen. This is the most strategic educational center in America. The scientific and literary treasures of the government, aggregating a cost of more than $33,000,000, and maintained at an annual expense of three and one-half millions of dollars, will be at the service of this university. The funds of the university will not be tied up in expensive buildings and equipment, but, like the great German universities, employed in paying enthusiastic professors of the broadest scholarship and culture to instruct graduate students in every department of learning, and to widen the horizon of knowledge. This is certainly one of the most magnificent opportunities in the history of the Christian Church to establish a powerful and comprehensive agency to help uphold and expand and organize a Christian civilization. It will gain an increasing power through coming generations.

The Federal Government has, likewise, favored and materially encouraged the cause of education. The wisest statesmen believe that the colleges are not solely the auxiliary of the churches, but that they have an equal value to the State. They firmly believe that education is essential to the general good of the community, and worthy of favorable legislation. "During the first century of its existence, the United States made land grants for educational purposes of nearly 80,000,000 acres, a territory greater than all the landed area of Great Britain and Ireland, and more than half of all France.

What a tribute to learning this munificence presents. Of these gifts it is estimated that more than 80 per cent. went to permanent funds for the elementary schools."

The spirit of the American people was shown in the Magna Charta of the Northwest, framed in 1787, which declared that "Religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged." In obedience to this spirit, the Federal government made grants of land to encourage and support inst.i.tutions of learning, as follows: "One section of land in every township for common schools, and not less than two townships in every State for founding a university." Appropriations have since been made by the general government to establish and foster State universities. In 1862, the Morrill act was pa.s.sed by Congress, whereby a liberal grant was made to provide for "the endowment, support and maintenance of at least one college, where the leading object should be, without excluding other scientific and cla.s.sical studies, and including military tactics, to teach such branches of learning as are related to agriculture and mechanic arts, in such manner as the legislature of the States may prescribe, in order to promote the liberal and practical education of the industrial cla.s.ses in the several pursuits and professions of life." This act was supplemented in 1890 by an additional provision of $25,000 a year for the better equipment and endowment of each of the colleges of agriculture and mechanic arts. The land grant made by the general government to all the States aggregated 9,597,840 acres, from which was realized $15,866,371.

The Hatch act of 1887 made generous Federal provision for the establishment of agricultural experiment stations "for the investigation of the laws and principles that govern the successful and profitable tillage of the soil."

The State universities numbered 30 in 1890, having 12,846 students and 964 instructors. The value of the grounds and buildings aggregated $15,146,588, and the productive fund $10,411,964. The total income for the State schools reached the handsome sum of $2,176,250. These State universities have become fixed factors in our civilization, and give promise of accomplishing a great work for the people. What the character of the work shall be, remains with the American people to decide.

This century has witnessed in the United States the beginning and growth of _Colleges for Women_. This is the fruit of the increasing development of the idea and sentiment in favor of women sharing with men in the privileges of the highest culture and all rational enjoyment. Exclusive privileges and distinctions on account of s.e.x are contrary to the character and genius of a free people. "If," says President Dwight, "education is for the growth of the human mind--the personal human mind--and if the glory of it is in upbuilding and outbuilding of the mind, the womanly mind is just as important, just as beautiful, just as much a divine creation with wide-reaching possibilities as the manly mind. When we have in our vision serious thought as the working force and end of education, the woman makes the same claim with the man, and her claim rests, at its deepest foundation, upon the same grand idea." The history of the movement in favor of the collegiate education of women is interesting and instructive. One of the first steps in this direction was taken by Mrs. Emma Willard, who opened a school for girls in Middlebury, Vermont, in 1808, which in 1819 was removed to Waterford, New York.

Two years later she founded the Troy Female Seminary. Education for women received a new impulse through Miss Catharine E. Beecher, who, in 1822, opened at Hartford, Conn., an academy for girls, and it met with excellent success. Further efforts were made to extend education to young women of more mature years and give them the advantages of an intellectual training equal with that of colleges for men. The Wesleyan Seminary for women was founded at Kent's Hill, Maine, in 1821, and Granville College for women in 1834. Through the earnest effort of Miss Mary Lyon, Mount Holyoke Female Seminary was incorporated February 10, 1836. The Elmira Female College was founded in 1855. These colleges multiplied rapidly and now there are more than two hundred inst.i.tutions of higher learning devoted exclusively to the education of women.

Colleges for women have been quite liberally endowed by high-minded and generous individuals, and the stability and permanency of these colleges have thus been secured. Va.s.sar College was incorporated in 1861. Mr. Matthew Va.s.sar, the founder, gave 200 acres of land near Poughkeepsie, on the Hudson, which with his other gifts aggregated $788,000. The total productive endowment in 1892 was $1,018,000, and the value of the grounds, buildings, etc., was $792,080 additional.

Wellesley College was founded by H. F. Durant in 1875, at Wellesley, near Boston. He gave 400 acres of land and an endowment of more than one million dollars. Smith College was founded through the beneficence of Sophia Smith, who gave $400,000. Bryn Mawr, near Philadelphia, was opened in 1885, through the generosity of J. W. Taylor, M. D., whose gifts amounted to $1,000,000.

In 1890, there were 179 colleges devoted exclusively to the education of women, having grounds and buildings valued at $11,559,379, with scientific apparatus valued at $419,000 more, and the productive funds aggregated $2,609,661. The total number of students in these colleges for the same year was 24,851, and taught by 2,299 teachers.

The co-education of the s.e.xes in colleges is also constantly growing in favor among those colleges which have given it the most thorough trial. Two hundred and seventy-two colleges in this country, or 65.5 per cent., excluding those devoted exclusively to the education of women, are open equally to both s.e.xes. The favorable results as to scholarship, manners and morals of the two s.e.xes have abundantly confirmed the wisdom of this method. The question of co-education has its complications, but with proper restrictions these are not serious.

There is no more danger of women developing bold or masculine qualities of character in a college where co-education exists than in the high schools, or in social and business life outside of college.

The charm and beauty of a lady are found in the qualities of modesty and grace. The private life of the ladies attending a college where co-education exists is in most cases so regulated as to secure such home care and retirement as will help to preserve the charming qualities of womanhood. The ladies in these schools gain a certain poise and independence without boldness, which is of inestimable advantage. Aside from this they get a knowledge of character and life that is not likely to be secured in any other way.

The growth of the colleges since the war in the sixteen Southern States for both white and black population is very encouraging. Fully one-third of the colleges and universities and one-third of the instructors and students of the nation are located in the Southern States. Many of these colleges are only first-cla.s.s academies, but they are doing an excellent service. Benefactions in behalf of higher education in the South have been something phenomenal in the history of philanthropic work. The Peabody Fund for education in the South was $3,100,000. The Slater Fund $1,000,000. Tulane and Vanderbilt each gave $1,500,000 towards founding universities in the South. It is estimated that more than $20,000,000 have been given by special donors for this purpose since the war. This vast sum has been augmented by the annual gifts of the churches for this object. The Methodist Episcopal Church had expended up to 1892 the sum of $6,187,630.46 to promote higher inst.i.tutions of learning among both white and black population in the South.

Other denominations have given largely in the same direction. These benefactions have given new impulses to the cause of education, which have been of vital importance in the regeneration of the social conditions of this section of the country. The annual outlay for schools in the Southern States increased from $11,400,000 in 1878 to $20,000,000 in 1888. All these educational influences have contributed to establish a New South that presages far-reaching possibilities for good for all time to come.

The growth, number and progress of the American colleges and universities is more and more attracting the attention of the civilized world. In 1890, they numbered 415, with grounds and buildings valued at $65,000,000, with scientific apparatus and libraries valued at $9,000,000, and the productive endowment funds aggregated $75,000,000. The total income of these higher inst.i.tutions of learning from all sources was $11,000,000.

The colleges and universities and professional schools in the United States for the same year contained 135,242 students and 7,819 instructors. In the colleges and universities alone there were 46,131 men and 11,992 women. There were 34,964 in the normal schools, 6,349 in agricultural and mechanical colleges, and 35,806 in the various professional schools. Besides, there were 117 medical schools with 4,552 students, and 145 theological schools with 7,013 students, and 54 law schools having 5,518 students.

These facts give us some faint conception of the extensive educational agencies which have been provided, chiefly by private enterprise and by the churches, for higher education.

It is claimed by some that the number of colleges in this country exceeds at present the demand. It should be remembered, however, that we are building for a population that is likely to reach 500,000,000 people. There is no doubt but that the planting and expansion of colleges on a meager basis has been somewhat over done. The duty of the hour is for the American people to cease establishing more colleges, and to give their attention to strengthening those already founded, in order that they may increase their power and efficiency.

The founders have planted better than they knew. The unfavorable conditions and sacrifice surrounding many of their beginnings strengthen the desire that these colleges may grow and flourish with each succeeding generation, and continue in their beneficent work of moulding Christian character and promoting human brotherhood.

III.

CHARACTERISTICS OF THE AMERICAN COLLEGE.

The American college occupies a distinctive place among the educational systems of the world. It differs from the English and Scotch systems, and is diverse in form and purpose from the German university system. The American college signifies more than the English _Grammar_ school, the French _Lycee_ or the German _Gymnasium_, and its course of study is broader and more comprehensive. The German _gymnasia_ hold the place of our high schools and academies, and their course of study carries the student through what is an equivalent to our Soph.o.m.ore year in college.

The colleges established in the early history of our country were shaped in some measure after the English model, but the American college of to-day "is the bright consummate flower of democracy." We may apply to it what Lowell says of Lincoln:

"For him her old-world moulds aside she threw, And choosing sweet clay from the breast Of the unexhausted West, With stuff untainted shaped a hero new."

The American colleges have held fast to the best of the ancient learning and utilized the best experiences and ideas of the English, German and French systems of education, and mapped out a distinctive system for themselves. They have sought to meet the needs of our age and the requirements of our generation, and we have as a product the modern American college, adapted to the wants of the people and the formation of a strong national character.

The American people believe in individual rights and personal sovereignty. They have accordingly shaped their inst.i.tutions in harmony with this view. In Germany the man is educated largely for the State, but here we educate the man as a citizen and as an individual whose intrinsic dignity and value are worthy of training.

The American college makes adequate provision for the full development of all the human powers and the exercise of the functions of the n.o.blest manhood and womanhood. Her halls have always been wide open to all the youth of the land, who have gathered by the thousand to drink in "the American spirit of freedom and brotherhood of mankind, of reverence for G.o.d, for law, for the Bible and for the Sabbath." Our colleges have been built up through the generous and effective support of the several churches, and of the patriotic people. For more than two and a half centuries it has been the settled policy of the American people to maintain and perpetuate colleges. They are deeply rooted in the hearts of the people, since they are the offspring of their free-offerings and voluntary sacrifices.

A few unthinking people are indifferent and fail to see and realize the vital relations the colleges sustain to the national welfare; but the more enlightened public opinion is eager and restless for their advancement and influence. Our colleges are the pride and the crowning glory of the American people. They bring the nation more renown than all her fertile plains, rich treasures and splendid palaces.

In order to particularize some of the distinctive features of the American college, we need to understand our educational system as a whole. We start with the public school and impart to the youth a primary education. In the high school or academy the pupil is introduced into a higher circle of thought and life and then pa.s.ses on to the college, where the aim is to extend general culture and prepare for special work. The educational system culminates in the university, which is devoted chiefly to technical and professional education.

These educational agencies do not differ in kind, but in degree. There is not as yet, however, a sufficient co-ordination of them to secure the greatest economy of time and strength in mental effort. The richest and broadest culture and scholarship demand a friendly and harmonious relation between all of these educational agencies. We are approaching co-operation and unity on these lines, but there are practical difficulties which it is hoped that time will help to solve.

One of the difficulties has been that the standard of admission into many of our colleges has outgrown the capacity of the high schools. In order to supply the need of a more thorough preparation, a preparatory department has been maintained in many colleges. The present aim and tendency of our educational system is to introduce the pupil from the high school to the rank of Freshman in college. This condition can not become general unless there be a greater differentiation in the courses of study in our high schools. It is encouraging to see that in many States the high schools, academies and colleges are coming to a helpful understanding of each other's province, and that there is a practical agreement among them regarding a uniform minimum requirement for entrance into the Freshman cla.s.s in college.

The prescribed _courses of study_ in the average American college are broad and comprehensive. They cover the general field of knowledge.

The regular parallel courses of study are usually designated Cla.s.sical, Scientific, Literary and Philosophical. These special arrangements aim to encourage thought and study along different lines.

The groupings vary according to the time devoted to the study of languages and other special branches. Each of the courses includes the study of language, mathematics, science, mental and moral philosophy, and covers a period of four years, generally designated Freshman, Soph.o.m.ore, Junior and Senior years. As a rule, in the Cla.s.sical course the study of Greek and Latin is required, while Greek is omitted in the Scientific course, and more attention is given to the study of the sciences. The Literary and Philosophical courses subst.i.tute one or more of the modern languages for the ancient cla.s.sics. The number of these courses may be multiplied indefinitely, especially in the universities where the grouping of studies is essential to the highest success.

The work of _the college and the university_ so overlap each other that it is difficult to make clear their distinction. The word university is an elastic term in the United States, because until within a brief period we have had nothing more than colleges. Many of our colleges are called universities because of their chartered privileges, but their aim is to become universities in fact.

Hence the terms are often used interchangeably. The few universities we have are modelled largely after those in Germany and have grown up by a natural development out of colleges. The reverse is true in England, where the college has grown up within the university. The college originally signified a society of scholars. In this country it is an incorporated school of instruction in the liberal arts, having one faculty, with advanced courses of study.

The college and university differ first in their _aim_. The college endeavors to discipline the mind and form character for the broader work in a chosen field of university study. The thorough scholastic training is now regarded quite an essential preparation for the more advanced work of the university. On the other hand, the university aims at universal culture, and includes, if possible, every description of knowledge for the training of specialists in the various professions. Its aim is rather to do graduate work exclusively.

Again they differ in their _courses of study_. In the college, the courses of study include the higher branches of learning; and are so arranged as to give the student an outline survey of the field of knowledge. The study is largely restricted to preparing the student for his advanced professional and technical work. The university goes further and arranges its courses of study so as to supplement the instruction given in college and direct the student in an advanced grade of work in any department of intellectual life. The courses have the broadest scope and embrace departments in liberal arts, law, medicine, theology and science, each having a faculty composed of able professors. Gladstone gives the true historic idea of a university in these words: "To methodize, perpetuate and apply all knowledge which exists and to adopt and take up into itself every new branch as it comes successively into existence."

The college and the university likewise differ in their _methods of work_. The college seeks the highest results in discipline. Its method is more formal and didactic. In the later years of the college course a certain amount of specialization is usually allowed, both for the ends of discipline and as a provision for the work of the university proper. The university adopts methods of work along the line of original discovery, literary productivity, and the advancement of the kingdom of knowledge. The inspiring aim of the university is the discovery of truth. The student imbued with the spirit of research pa.s.ses from the known to the unknown, and feels that he lives in an atmosphere of investigation, and in the center of the latest thought.

Finally, they differ in their resources. The college is usually limited in its means and appliances. On the contrary, the university, with abundant resources, great libraries and laboratories, affords a broader scope and wider opportunities for work and growth.

The _State and denominational colleges_ have a common intellectual aim. The first of the two often have larger resources and aim to give more instruction in "practical affairs." Both State and denominational colleges are generous and liberal in their spirit and teaching. It is somewhat unfortunate that there should have arisen any occasion for criticism by the friends of either the State universities or of those under denominational control. One cla.s.s of critics are ready to declare that the colleges and universities under Protestant denominational control are sectarian. Whereas it is unfair to designate such colleges as sectarian, since as a cla.s.s they are not founded solely in the interest of any single Christian sect and are not intolerant and bigoted. They set up no denominational standard for entrance, and teach no particular creed or dogma, but extend their privileges equally to all and on the same basis as the State universities. Hence, they are denominational, but not sectarian.

It is equally unfair to a.s.sert that our State universities are G.o.dless and run by political parties. The managers of them have possibly laid themselves open to this criticism because they often fail to recognize either the scientific bases or practical value of religion and do not permit it to rank equally with the other sciences in the courses of study. The right policy would not necessarily involve the teaching of religious dogma, but only of facts concerning man's spiritual nature, and the relative importance of the Christian religion among the religious systems of the world to meet the demands of man as a religious being. No reasonable man in a Christian nation should object to this recognition of the science of religion. The State universities should be at least religious in character without having any denominational bias. The teaching of dogma in our colleges for the sake of dogma would be narrow bigotry and rightly deserving of censure. The State universities are as likely to be open to this charge as the denominational colleges. The dogmas of scientists, politicians, legalists and physicians are as intolerant and engender as much strife as those of theologians. We are glad to believe however, that the dogmatic spirit in all lines of study is fast disappearing from our American colleges, and from the professions.

Again, the majority of the professors in the State universities are avowedly Christian. Possibly one-third of the State universities have Christian clergymen for presidents. After careful inquiry from those in a position to know, it was ascertained that in one of the oldest State universities there were eight professors out of more than one hundred who were unbelievers or skeptics, and in one of the youngest there were but three known skeptics among more than eighty professors.

Even this small number should not be possible, because one "anti-Christian sophist or a velvet-footed infidel" may work moral and religious disaster to the young in any college. "A college," remarks President Gates, "must be either avowedly and openly Christian, or by the very absence of avowed Christian influence it will be strongly and decidedly un-Christian in its effects upon students."

The State universities will gain greater influence if they will rigidly exclude from their teaching force the brilliant skeptic who "becomes the center of a coterie without his gifts, dazzled by his boldness, infected by his skepticism;" but rather employ Christian professors who will inspire a "n.o.ble ambition that unites in its scope the life that now is and that which is to come, that comprehends earth-born sciences and the philosophy of salvation, the tongues of men and the language of the city of the great King."

Likewise the State and denominational colleges and universities have the largest freedom and independence. Their boards of management are comparatively free from interference on the part of party politicians and demagogues, or of those influenced by denominational prejudices.

Party leaders in the church or state may be equally liable to an undue bias or a partisan spirit and influence which is beneath the dignity of those who claim to represent the people in a Christian Republic.

The American college is a chartered inst.i.tution, under the control of a _Board of Trustees_ or _Regents_. These boards are composed of about twenty or thirty representative men in church or state. They are, in some cases, a self-perpetuating corporation, while others are chosen for a term of years by the affiliating conferences or synods.

Occasionally, the Alumni of the college may elect some of the Trustees. The State universities are under a Board of Regents appointed by the Governor, with the consent of the legislative body, or are chosen by popular election. These boards meet once or twice a year. Their princ.i.p.al duties are to make laws for the government of the college; appoint the officers and professors, and fix their salaries and tenure of office, and hold all property entrusted to the college, and retain general supervision and control of all expenditures. These boards are the ultimate source of authority in all matters pertaining to the welfare of the college.

The Chicago University and some others have a _University Council_, composed of the chief administrative officials of the university. They direct all administrative matters. The _University Senate_ is composed of the heads of the departments of instruction. It is their duty to control all educational affairs. The _Harvard Corporation_ consists of the President, five Fellows, and the Treasurer, with the right to fill their own vacancies. Their acts are "alterable" by the _Board of Overseers_, to whom they are responsible. This board consists of thirty-two members, elected by the Alumni.

_The Faculty_ is a body of instructors. The universities may have as many faculties as there are departments of instruction. In the American college proper there is but one faculty, composed of all the instructors. It varies in number and efficiency according to the number of students and financial resources of the college. The proportionate number of professors to the students follows the custom of the best English and German universities, which usually is one professor for every twenty or thirty students. _The Dean_ is an administrative officer of a department in a university, and is concerned with the internal discipline and executive affairs.