Bradley Polytechnic Institute. The first decade, 1897-1907

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Compliments of
BRADLEY POLYTECHNIC INSTITUTE

PEORIA, ILLINOIS

Please Acknowledge Receipt

BRADLEY POLYTECHNIC
INSTITUTE

The First Decade

1897-1907

PEORIA, ILLINOIS

To LYDIA BRADLEY

Founder of Bradley Polytechnic Institute
In Loving Remembrance

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Table of Contents.

Introduction 7

Summary of the Tenth Year 9

Memorial Addresses:

O. J. Bailey— Introductory Remarks 31

T. C. Burgess — Mrs. Bradley's Relations to the Institute 32

W. \V. Hammond — The Development of the Bradley Estate. 35

A. W. Small— Lydia Bradley, Her Character and Work 41

Tenth Founder's Day Addresses:

E. O. Sisson— The First Years 48

W. W. Hammond— The Early Days of Planning 57

Helen Bartlett— The Later Years 65

Director's Tenth Convocation Statement 72

Historical Sketch:

General Statement 85

Faculty of the School of Arts and Sciences (1907-8) 91

Curriculum 97

Administrative System 104

The Horological School 107

Student Activities HO

Biographical Sketches:

Lydia Moss Bradley 1 19

William Rainey Harper 127

Edward O. Sisson 129

Theodore C. Burgess 132

Oliver J . Bailey 135

W. W. Hammond 136

Complete List of Trustees and Faculty ( 1897-1907) 138

Convocation and Founder's Day Orators and Addresses 151

Public Lectures 153

College Graduates 157

Winners of the University of Chicago Scholarships 173

Academy Graduates 174

Winners of Institute Scholarships 178

Statistical Tables 179

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Introduction

The following pages commemorate the first ten
years in the life of Bradley Polytechnic Institute. How
the tenth year should be celebrated was early consid-
ered by the Institute Faculty and Trustees. After
discussion it was agreed that chief emphasis should be
laid on the tenth Founder's Day and the tenth Convoca-
tion. How the plan was executed appears below. The
work was placed in the hands of the following com-
mittees:

General Committee of the Faculty

Charles A. Bennett, Chairman

Helen Bartlett Frederic L. Bishop

Clarence E. Comstock Allen T. Westlake

Charles T. Wyckoff

Committee on Founder's Day

Charles A. Bennett, Chairman

George C. Ashman Frederic L. Bishop

Committee on Convocation Week

Helen Bartlett, Chairman

Clinton S. VanDeusen Allen T. Westlake

Publication Committee

Charles T. Wyckoff, Chairman

Clarence E. Comstock Wales H. Packard

Theodore C. Burgess, Director, Ex-Officio Member
of all Committees.

As this work was about to be sent to press Mrs.
Bradley began to suffer from what proved to be her
final illness. This volume becomes therefore a mem-
orial of her, as well as a record of the ten years during
which her presence inspired the activities of the Insti-
tute.

(7) May, 1908.

Summary of the Tenth Year

The tenth year in the history of Bradley Polytech-
nic Institute opened with the registration of students
and beginning of class work September twenty-fifth,
1906. The attendance was practically the same as the
previous year, which reached the limit of the capacity
of the building. The enrollment at Horology Hall was
noticeably larger than at any time before during cor-
responding months. The registration at Bradley Hall
showed a remarkable and welcome increase in the num-
ber of college students.

Founder's Day, October 8th, was the natural date
for the public gathering, and for this event a most ap-
propriate and satisfactory program was planned by the
committees of the faculty having the matter in charge.
The day was observed as a holiday but circumstances
made it necessary to defer the program until Friday,
October 12th.

Regular school exercises were continued on Friday
during the forenoon and early afternoon. At 2:15 the
student body marched into the auditorium. Almost
every student, both from the Horological Department
and Bradley Hall, was in attendance. There were also
present friends of the Institute from the city, forming
one of the most attractive audiences ever gathered on
such an occasion. The Institute organist, Mr. John A.
Johnson presided at the organ. The processional was
formed as follows: the student body, the faculties of
the school of Arts and Sciences and the Horological

W 'TJhe First T>ecade

School in full academic regalia, the trustees, the
speakers of the day and Mrs. Bradley.

Mrs. Bradley's entrance was greeted with enthusi-
astic applause.

The printed program was as follows:

Processional — March Triomphale - - Calleiis
Invocation — Rabbi Charles S. Levi, D.D.

Addresses — In Recognition of Mrs. Bradley's Ninetieth
Birthday and the Tenth Year in the History of the
Institute.
Mr. W. W. Hammond — Early Days of Planning

Dr. E. O. Sisson — The Opening of the Institute —
(To be read by the Director)

Miss Helen Bartlett — For the Faculty

Mr. Mark Cowell — One of the First Students

Professor Albion W. Small — For the Trustees

Recessional — Finale from the Fifth Symphony

Beethoven

The admirable sketch of the events and circum-
stances which led to the founding of the Institute, given
by Mr. Hammond, may be found in full elsewhere; also
the history of the early years of Institute work by
Professor Edward O. Sisson, formerly Director of the
Institute but now connected with the University of
Washington, read for him by Director T. C. Burgess.

Miss Helen Bartlett spoke most acceptably both
as regards the material presented and the manner of
delivery. Mr. Mark Cowell, one of the first students
to enroll at Bradley, graduated in 1903 and has since

Summary of Tjhe '^enlb Year II

completed his college work at the University of Michi-
gan. He spoke briefly of the Institute from the points
of view of a student and alumnus.

Professor Albion W. Small of the University of
Chicago represented the Trustees. His remarks were
of a personal nature especially appropriate in a com-
pany made up of teachers, trustees, pupils, Mrs.
Bradley, and friends of the Institute. It was a
family gathering in which one might express his inmost
thoughts. Dr. Small's address was extemporaneous
and only a meager outline of his thought can be given
here.

There is a tendency everywhere in society but
especially noticeable among the young, to be ungrate-
ful, to take for granted the benefits derived from others,
to criticise rather than praise. Even where gratitude
is felt, it is too often unspoken or deferred until such
words are too late. Dr. Henson wittily expressed the
thought when he said "An ounce of taffy is worth a
pound of epitaphy." Mrs. Bradley is still with us and
we should tell her in plain English how we feel toward
her. The speaker then turned to Mrs. Bradley and in
touching words told her of the love felt for her because
of her great work in helping the cause of education and
in teaching young men and women to think and act
rightly. He referred to her as a noble illustration of
the Biblical phrase "Not slothful in business, fervent
in spirit, serving the Lord." The address occupied
about twenty minutes.

At the close of these exercises announcement was

12 "Che First T>ecade

made of the gift by Mrs. Bradley of a Gymnasium to be
erected during the next school year. This came as a
complete surprise to all but three or four persons.
There had always been the general expectation that the
estate would at sometime provide this much needed
building, if it could not be secured through outside gifts.
The appropriateness of making this provision for Physi-
cal Culture at this Founder's Day exercises was first
suggested in a conversation between Mr. Bailey and
Director Burgess on Friday morning but it was not
known whether Mrs. Bradley would feel able or willing
to make this gift until a few moments before passing
to the platform. The announcement was received with
great enthusiasm.

After the program at Bradley Hall Mrs. Bradley
opened her home on Moss Avenue for a general recep-
tion. This was the first event of its kind since the
founding of the Institute and proved a great success.
All members of the student body and faculty of the In-
stitute and friends throughout the city were invited to
this reception, which lasted from four to six. The in-
vitation was generally accepted and her spacious home
was thronged with guests during the entire time. The
task of planning and conducting the reception was un-
dertaken by committees of the faculty. Mrs. T. C.
Burgess was asked to assist the general committee in
planning, and numerous sub-committees were appointed.
Most willing and effective work was done by the many
who assisted. The house was made beautiful by an
abundance of palms and cut flowers. An orchestra

On

i

Summary of 'Uhe 'Uenlb Year 13

furnished music. Student ushers conducted the guests
to Mr. O. J. Bailey who presented them to Mrs. Bradley.
Director Burgess then presented each to the second
reception group, Mrs. Baggs, Mrs. Burgess, Mr. W. W.
Hammond. Miss Bartlett, Mesdames Bennett, Packard,
Bishop, and Pfeiffer assisted.

The occasion was one long to be remembered.
Mrs. Bradley took great pleasure in greeting her friends
and especially the students, many of whom thanked her
most warmly for the newly promised gymnasium. In
spite of her ninety years Mrs. Bradley was not wearied
by the excitement or strain. The program and the re-
ception could hardly have been better planned or ex-
ecuted, and the whole constituted by general agreement
one of the most successful events ever held at Bradley.

Among the more important events of the year may
be mentioned the annual athletic banquet (Nov. 27),
lectures by Professor Paul, of the University of Illinois,
on American writers, the Annual Spring Concert by the
Institute Chorus and Orchestra (April 16), and the
Athletic benefit play (May 10). An effort was made
through the student tribunes in the council to enlist the
aid of the students in bettering some features of school
life. Frequent meetings of the heads of departments
were held to discuss the future of the Institute. The
immediate occasion of these meetings was Mrs. Brad-
ley's gift of a gymnasium, already referred to, and the
question of its location. This led naturally to the
thought of possible future expansion and the other
buildings that might be needed. Special lines of ex-

14 Tie First T)ecade

pansion suggested were a department of Music and
Public Speaking, Trade courses in wood and metal,
courses in Millinery and Dressmaking, the extension
and enrichment of the courses for those who wish
to become teachers of manual training and domestic
economy, and the enlargement of the engineering group
to four years. This would encourage young men who now
leave in our third or fourth years for Engineering
schools to remain here. The course of study was uni-
fied and made more logical in sequence, especially in
the engineering group, by a careful revision. The
question of fraternities was thoroughly discussed not
only by the faculty but in a joint meeting with the par-
ents. Members of the fraternities and sororities were
heard by the faculty in their own behalf. The discus-
sion resulted in restricting membership in these organ-
izations for the future to the college.

The festivities of Convocation week opened (June
19th) with a play, given by members of the faculty in
the Elizabethan style, to the seniors and invited guests.
Parts of Shakespeare's Julius Caesar were used. The
work of recasting the selection was largely done by
Mr. Coffman. Miss Margaret McLaughlin prepared the
prologue, which gave the key to the revised play, viz:
that Brutus and Caesar met their death because they
failed to obey their wives. Thursday morning the
seniors presented their class play, written by mem-
bers of the class, and entitled "The Conquest of
Theodosia." This was followed by the planting of the
ivy at the southeast corner of Bradley Hall.

Summary of 'C/ie ^enlh Year 15

In the afternoon the Alumni held their business
meeting-, and in the evening a banquet was served to a-
bout 300 guests, at the Creve Coeur Club House. Mrs.
Bradley, though nearly ninety-one years of age, was
present. Mr, O. J. Bailey, president of the Board of
Trustees, called on Mr. Gerard T. Smith, superintendent
of the city schools, for a word of greeting. Mr. Smith
responded as follows:

Ladies and Ge7itlcmen^ Friends of Bradley Institute:
I am glad indeed to stand here as an individual and as
a representative of the public schools to extend our
greeting to Bradley Institute. I feel that we can con-
gratulate Bradley Institute upon this her tenth birthday
for every year, every day, every hour of her life these
past ten years in which she has been giving her useful-
ness and strength and wealth of education and purpose
to the city of Peoria. We congratulate Bradley Insti-
tute upon her sturdiness of character and look with
expectation to her future. The city needs Bradley;
every city needs a Bradley. To the city of Peoria she
is a most valuable asset. We need in this city the
kind of men and women that make Bradley — the instruc-
tors, the professors, whose usefulness and worth is felt
throughout the city.

There is no blessing that seems to me greater than
two years of college work right here in our midst un-
less it should be four years which may be the case
sometime in the future. As a public school we need
and appreciate the influence of Bradley and we do not

16 "Uhe First T>ecade

think of her as a competitive school but a sister institu-
tion, one which through her inspiration and richness in
higher education is a constant aid to a realization of
our educational ideals. And so we say, as public school
people, long live Bradley, and we hope that her influence
increasing from year to year, may become tenfold
greater during the next decade. '

In introducing Mr. John S. Stevens as the toast-
master of the evening, Mr. Bailey said:

Guests of Bradley Polytechnic Institute: — We bid
you a hearty welcome here tonight. In these spacious
rooms we can accommodate more people than could
well be accommodated in our dining rooms at Bradley
Hall but we hope that possibly on our next recurring
anniversary, the eleventh, we may have upon the cam-
pus a room with sufficient space in which to accom-
modate not only the numbers here tonight but a larger
number if it should be our pleasure. I refer to the
possibilities in the Gymnasium that we were promised
on Founder's Day should be commenced and completed
in 1908.

I bring you special greetings tonight from the
founder of Bradley Institute. Her expression today is
one of gratitude to Almighty God that through these
ten years in the formative period of Bradley Polytechnic
Institute she has been privileged to be with us and to
watch the progress of her undertaking. She is here
with us tonight in these festivities in reasonable health
and strength when we consider that on the 31st of July

Summary of TT/ie '^enth Year 17

next she will have attained her full ninety-one years,
should she be spared to that time. I am sure this is a
pleasure to us all. I am sure it is a pleasure to this
city of Peoria that one of its citizens should have un-
dertaken and, in the ten years that have passed, ac-
complished so much.

At our plates tonight are strewn beautiful roses,
red roses. I want to say that Mrs. Bradley had a hand
in plucking these roses from her own profuse bushes.
The rose has been her pride, it has been her flower and
should you visit her garden today you would come upon
a bower of beauty that is inviting and inspiring. I
have heard of people who had almost a craze for gath-
ering ancient things, old furniture, mahogany, or any
old thing. Mrs. Bradley's craze, if she has one, is her
roses, and I am privileged to hold up here tonight a
rare touch of beauty plucked from a bush that was
brought first from the home of Mrs. Bradley's mother
in Boone County, Kentucky, to the home in Indiana
where Mrs. Bradley was born and from that old home,
her birth place, to her yard in Peoria. It is a beauti-
ful bush and it is a beautiful flower and through all the
years of her life it has been giving off its fragrance
and beauty and it is here as an emblem of her love to-
night. I suggest that hereafter Bradley Polytechnic
Institute make the rose its flower.

Mrs. Bradley has found satisfaction and pleasure
in helping not only her generation but future genera-
tions with her endowment of Bradley Polytechnic Insti-
tute. She hopes that this beginning may be only a

18 'T7be First T>ecade

foretaste of what the years to come may bring. She
has felt satisfied in what has been accomplished by the
faculty first chosen for Bradley and by those since add-
ed to their number. She believes and so do we all that
they have been possessed of an earnest, faithful spirit
which has had in mind the best good of every boy and
girl that comes within the walls of Bradley Hall.

Now it is my great honor and pleasure to present
as the toastmaster on this occasion, on this anniversary
occasion, one who I believe I am safe in saying has de-
voted more time and more energy and more earnestness
toward helping the lines of education in our city than
has any other within our borders today. I present to
you the Honorable John S. Stevens.

Mr. Stevens spoke in response as follows:

This year for the first time in my long residence in
the city of Peoria it has been my privilege to attend a
banquet given in honor of education and the educators
of the city of Peoria. A few weeks ago I had the op-
portunity extended by the women teachers of the city
schools to attend a banquet given by them in their hall.
I esteemed the honor highly and I do tonight and I want
to congratulate you upon this event. Until the present
time Peoria has not seemed to waken to a true apprecia-
tion of those who have spent their lives and efforts in
educating the children of the city. But now a better
day is coming. Something beside material interests
gathers us here to greet those to whom is committed
the care of the children of this city. It is a matter of

Summary of 'Uhe '^enlb Year 19

congratulation that so many have come here tonight to
consider the work of Bradley Institute. The first de-
cade has past. The Institute has never assumed the
prominence that it deserves. It has never been given
by advertising outside of our city through the city
press, the reputation and value that it ought to have
had. It has done its work quietly and persistently and
we come here tonight with graduates and alumni
for the first decennial banquet of the Institute. It
is fortunate that Mrs. Bradley can come and meet with
us. Every institution loves to have a background.
Girls and boys say they select this or that college —
Yale, Harvard, in preference to other institutions of the
country because these institutions have a background.
Almost every man and woman, every member of the
family loves to feel that he has an ancestry; and so it
is with institutions. Now we can come at the end of
ten years and feel that Bradley Institute has a back-
ground. We have alumni who have been a credit to
the institution and as time goes on there will be an in-
crease in the services performed by them for the good
of mankind.

There is another thing that pleases me beyond ex-
pression. I have taken deep interest in the city schools
of Peoria. We meet here tonight representatives of
the public schools and Bradley Institute on common
ground and we strike hands in a common purpose, a
common subject. There is no spirit of jealousy or envy
and there is nothing that will separate the public
schools and Bradley Institute. They can supplement

20 '^he First T>ecade

each other in securing the best results and I feel like
congratulating them for this appearance of common use-
fulness and interest. When you stop to think that
these teachers who are here tonight, and others who
are going out to be teachers, are the factors in forming
not only society but in building up the intellectual and
moral character of this community there should be no
jealousy, no envy. Every man and woman ought to feel
alike and do their best, remembering that they have a
common object, to educate the masses, to render the
foundation more stable on which our education rests.
You are part of the great army of over 500,000 who are
helping to educate the children of our land. Over one
fifth of the population of iVmerica is brought under
your influence as teachers and you can realize the im-
portance of the position you occupy.

You will be compelled often to take the places of
fathers and mothers in building up character in these
children. Remember it is your life work, that you are
responsible for the development of right character,
that you are working for the good of the country. I
congratulate you, teachers of Bradley and teachers of
the city schools for the harmony that exists. Let it
never be disturbed. Teachers in Bradley, teachers in
the city schools, resolve that you will work more earn-
estly in the future than in the past, with more zeal,
with more energy, so long as you possess this high pos-
ition, for the betterment of the sons and daughters of
the city of Peoria.

Summary of 'TThe ITenth Year 21

The toastmaster then announced the other speak-
ers of the evening. Their names and responses follow:

Dr. Charles T. Wyckoff.

Mr. Toastmaster and Friends of Bradley Institute:
If we trace the beginnings of the University in the
Middle Ages we find it consisted of one or more teach-
ers and one or more pupils and an equipment of a room
with a little straw on the floor or a few rude benches.
We can boast more than that for we have here tonight
our Founder, and representatives of our faculty, trust-
ees, students, alumni, friends and supporters, so that
we may well consider ourselves a full fledged school
and speak of "Our First Decade". Among the Heb-
rews it was the custom to make much of the 12th year
in a boy's life. He then became a "son of the Law"
and was admitted to an intimate share in the social,
political and religious life of his people. We have
reached much the same position tonight. We have
completed the first ten years of our life as a school.
We have had the trials — I might almost say the dis-
eases— incident to childhood. But the attacks have
been light and we have come through with our vitality un-
impaired, ready to enter the future with joy, hope and
courage. We have won a place for ourselves in the
educational world. About the only thing necessary to
make us a "leading institution" is that our faculty
should be made eligible to the Carnegie Pension fund.

Many of our number have gone to higher institu-
tions of learning and others, in the business world, have

22 'Uhe First T)ecade

made places of honor for themselves. We want to have
this good work go on. We have sometimes been thwart-
ed in our good purposes for the boys and girls, the
young men and women of this region but as a rule we
have seen them grow under our direction in mind and
character. This is the highest reward for the teacher
and the student. We rejoice especially that our found-
er, Mrs. Bradley, has been spared to us during these
ten years to share in these results of her work.

But this occasion invites us to look forward as well
as backward. Through the veil of time and with the
eye of faith we can see not only the new gymnasium,
but new recitation halls, laboratories, dormitories, and
all that makes up the equipment of a great school, and
with them we trust may come the attainment of still
higher standards in work and character. As General
O. O. Howard was leaving the school in which Booker
T. Washington sat as a boy, he said "Boys, what mes-
sage shall I take back to the people of the North?"
And Booker said "Tell them we are rising, sir." That
is the message which we would proclaim tonight, as
our motto for our next decade, "We are rising, sir, we
are rising."

Mr. Louis Ph. Wolf.

Mr. Wolf, editor of Die Sonne, responded in a
happy vein to the toastmaster's remarks on the news-
paper as an important element in forming public opin-
ion and building character. The Institute regrets that
it cannot give a fuller account of Mr. Wolf's response,
which was entirely extemporaneous.

Summary of T^he '^entb Year 23

Dr. James W. Garner (the University of Illinois)

Air. Toast master^ Ladirs and Gentlemen: — I should
be very ungrateful indeed if I were not deeply touched
by the generous compliment which Mr. Stevens has
kindly given me. I count it a very high honor indeed
to be permitted to take part in the exercises of this
occasion, commemorating in a way as they do the 10th
anniversary of the founding of Bradley Institute. Al-
thousfh not an alumnus in a technical sense of the
word, in the sense of being a holder of one of its de-
grees, I hope in a wider and larger sense I may estab-
lish an equitable right to be considered as one of the
sons of the noble institution whose friends are gathered
around these tables. In a sense I am here to represent
the ex-members of Bradley Institute faculty, the rest-
less, disloyal, rolling stones who knowing not their own
minds have wandered away in search of greater rewards.
I am very glad to say the number is not very large, for
I have observed that those who have once been admitted
to the Bradley circle have not been easily drawn away.
It has always been a source of pride to me that I
should have begun my career as a teacher in Bradley
Institute here in a city of culture, in a school of high
standard, where I had for my associates men and women
of the highest culture and refinement. Under such
conditions the years could not have been otherwise than
years of intellectual inspiration and of mental and social
achievement. To-night our memories naturally go out
in tender affection to those former members of Bradley
Institute who are not with us. First of all to Mr. Sisson,

24 "Uhe First T)ecade

the first Director of the Institute, the man who organ-
ized the institution and steered it through its early-
difficulties; one honored and trusted by the late Presi-
dent Harper, loved and honored by all his students and
associates, a rare man indeed, whose coming to Peoria
was a good fortune to Bradley, his going regretted by
all.

To E. P. Lyon, the very soul of honor, genial, good
natured, optimist, bubbling over with good and whole-
some humor, hail-fellow-well-met with all his acquaintan-
ces, yet withal a scholar, serious and earnest ; not a man
who would trifle with facts but a careful investigator, an
excellent teacher, a loyal friend and an admirable
character; to Mrs. Kedzie, who taught us to stand in
awe whenever the name of Domestic Science was pro-
nounced, who traveled up and down the state convincing
the masses that cooking was one of the fine arts, and
that proper eating was an accomplishment of rare
achievement, and who finally decided to practice what
she preached by getting married and establishing a
home of her own.

To James B. Garner, excellent teacher of Chemistry;
to the long line of art teachers who by their accomplish-
ments were frequently called to other spheres — to all
of these our thoughts go out tonight. I wish they
were all here. I am sure wherever they are their
thoughts are with us and their good wishes for us.

As I look back over the last ten years of Bradley
history I am compelled to believe that its future may
be more brilliant even than the past. I know of no

Summary of '^he 'Uentb Year 25

institution in this country of this kind which is doing
so well its work, doing it so quietly, with so little
ostentation and so little pretense. Bradley's history
during these ten years has been a history of steady
development and of quiet and solid achievement. It has
abundantly established the purpose of its existence and
fulfilled the expectations of its founder. It ought to
have its field of usefulness enlarged and its opportunities
ought to be increased. Situated in one of the most
wealthy cities of the west, it deserves the support of
the wealthy people of this city. I say all honor to the
generosity of the founder which has maintained it and
made its life possible.

Mr. Victor Dickson (class of 1905), a recent grad-
uate (June 1907) of the Masachusetts Institute of
Technology, spoke on behalf of the Bradley Alumni.
Mr. Willis B, Coale responded for the graduating class
of '07.

Director Burgess called for brief responses from
other alumni and alumnae, who had completed their
college or university courses elsewhere, Anne Kellogg
'02, represented the University of Chicago; Julia
Bourland Clark '03, Smith College ; Montgomery Rice
'03, the University of Michigan; Lillian M. Summers
'03, Northwestern University; Charles K. Benton '04,
Dartmouth College ; Florence A. Elsbree '04, Shurtleff
College; Marilla E. Cooper '05, Oberlin College;
Franklin T. Heyle '06, the University of Illinois ; Nellie
R. Farley '06, the University of Missouri.

On Friday afternoon, the 21st, a delightful open air

26

*CAe First T)ecade

concert was rendered by the Chicago Oratorio and
Festival Quartette. The steps of Bradley Hall formed
the stage and chairs were set for the audience in the
shadow of the great tower. Groups of students in
holiday dress were scattered about on the lawn and at
either side were booths for serving frappe. The pro-
gram follows :

Trio from Shakespear Song Cycle - Wassell

Mrs. Tewksbury, Mr. Hedge, Mr. Hadley

Down the Vale
Sunbeams

Springtide
Spring Song

Mr. Hedge

Moir
Ronald

Gree7ie
Mackenzie

Leoncavallo

Verdi

Salter

Miss Johnson

Prologue from Opera Pagliacci

Mr. Hadley

Quartette from "Rigoletto"

Mrs. Tewksbury, Miss Johnson,

Messrs. Hedge and Hadley

Autumn Song )

Come Into the Garden, Love f

Mrs. Tewksbury

Quartette Song Cycle "The Little Sunbonnet" - Lohr

Mrs. Tewksbury, Miss Johnson,

Messrs. Hedge and Hadley

In the evening the cycle of ten years was completed
by the Convocation exercises in Bradley Hall. The
address by Chancellor E. Benjamin Andrews was full
of vigor both in thought and delivery and held the
closest attention of the audience. This was followed

Summary of Tjhe 'TTentb Year 27

by the annual statement of the Director, found else-
where in this volume. The diplomas were conferred
by President Harry Pratt Judson of the University of
Chicago. The program was as follows :

Processional — March Pontificale - Hardy

Invocation - The Reverend Harry Foster Burns

Music — Chanson Triste - - Tschaikozvski

The Convocation Address — "Problems of Greater
America"

Chancellor E. Benjamin Andrews
The University of Nebraska, Lincoln, Nebraska
Music — Tam O'Shanter's Ride - Warren

The Annual Statement of the Director

Solo — Faith in Spring - - Schubert

Harry C. Hammond

Presentation of Diplomas

Recessional — Polonaise Militaire - Chopin

Music by the Bradley Symphony Orchestra,
Mr. Harold Plowe, Director.

In connection with these exercises the Alumni and
Alumnae gave Mrs. Bradley a loving cup which was
presented on their behalf by Miss Florence Cutright '05.

Mrs. Bradley continued in her usual health during
the summer and fall of 1907. She was unable however
to visit one of her farms on her birthday, as she had
done for a number of years. Early in December she
showed increasing signs of failure though still able to
sit up and in full possession of her mental faculties.
With the opening of the new year it became evident
that she could not long survive. She suffered much
pain, yet bore it with great fortitude, refusing opiates,

28 Vhe First "Decade

because she wished to keep her mind clear to the last.
She finally sank into a semi-comatose condition but
roused to complete intelligence a few hours before her
death. Her spirit passed away just as the sun was
rising, on a bright winter morning, January 16th. The
following days were equally bright and pleasant. Thus
her wish for clearness of mind and for sunshine at the
last was granted. The flag at the Institute and at the
city hall were placed at half mast. At the chapel
service Thursday morning reference was made to her
life and death. The student body passed out quietly,
the organ remaining silent. As soon as arrangements
for the funeral exercises were completed the school
was called together and dismissed after a statement by
the Director. No school sessions were held till Mon-
day, January 20th. The student body at once took steps
to provide a floral tribute, consisting of a blanket of
white carnations, with the letters B. P. I. in red. The
seniors attached a bit of crepe to their class pins.
These and other spontaneous acts proved the genuine
sorrow of the student body that the founder would no
longer meet with us as in the past. As the funeral
exercises were held at Mrs. Bradley's home it was
decided that the student body should be represented
there by twelve of their number, the student members
of the Council, three from the Horological school and
three appointed by the Director. The names are :

College — Roy Keller, Edith Love, Roberts Mann.

Higher Academy — Charles Atwood, Julia Voorhees,
Ethel Summers.

Summary of TTAe "^entb Year 29

Lower Adademy — Mayo Goss, Frances Burrill,
Elizabeth Cockle.

Horological, M. R. Smith, Carlsbad, New Mexico,
C. H. McClain, Chicago, Illinois,
R. G. Newcomer, Nampa, Idaho.

The following resolutions were passed by the
student body :

Inasmuch as we, the student body of Bradley Insti-
tute, realize that this institution has been to our beloved
founder, Mrs. Lydia Bradley, as the child of her later
years, the object of her every thought and effort ; and
inasmuch as we appreciate the benefits which her
devotion to this idea has conferred upon us, we hereby
desire to express our profound grief at our loss in the
death of her whose name we will always hold in loving
memory.

As soon as it was known that Mrs. Bradley had
died, Mr. Hammond, Mr. Bailey and Dr. Burgess met
to form plans for the funeral. On Friday the Trustees
were called together to hear the reading of her will and
to provide for the immediate management of affairs.
The funeral occurred at Mrs. Bradley's home 122 Moss
Avenue, on Saturday, January 18th at 2:30 p. m., the
body having lain in state for the visits of students and
friends from ten to twelve. The exercises were con-
ducted by President Luther B. Fisher of Lombard
College, assisted by the Rev. G. B. Carpenter, pastor
of the Universalist Church of Peoria. The music was
furnished, at Mrs. Bradley's request, by students of the
Institute : — Messrs. George Kellar, R. K. Murdock, Glen
Ebaugh and Tasso Lindsey. The honorary pallbearers

30 Vbe First T>ecade

chosen by Mrs. Bradley were O. J. Bailey, T. C.
Burgess, W. W. Hammond, H. P. Judson, J. S. Stevens,
W. E. Stone, A. T. Westlake, C. R. Wheeler.
The active pallbearers were F. L. Bishop, C. E.
Comstock, W. H. Packard, W. F. Raymond, C. S.
VanDeusen, C. T. Wyckoff. The body was interred
at Springdale Cemetery, the casket being covered with
the blanket of flowers furnished by the students, as it
was lowered to its last resting place.

On Sunday, January 19th, at 3 p. m., a memorial
service was held at the Institute. A large company of
students and citizens gathered to honor the memory of
the founder. Simple emblems of mourning were draped
upon the marble bust of Mrs. Bradley and upon the
speaker's desk. The chair usually occupied by Mrs.
Bradley was empty save for the decoration of a wreath
of galax leaves. After the procession of the faculty
and trustees had moved to the platform Mr. O. J. Bailey,
president of the Board of Trustees, announced the fol-
lowing program with fitting words of introduction :
Organ — Processional - Miss Mildred Faville

Scripture Reading and Prayer - Dr. W. H. Geistweit
Hymn ... Institute Quartette

Addresses —

Mrs. Bradley's Relations to the Institute

Dr. T. C. Burgess

Historical Sketch - W. W. Hammond

Tribute to Mrs. Bradley - Professor A. W. Small

Hymn .... Quartette

Benediction - - - Dr. Geistweit

Organ Recessional - - Miss Faville

Memorial Addresses

Introductory Remarks

Oliver J. Bailey.

Mrs. Bradley left very few requests of a personal
nature but a prayer of her heart was that she might be
laid away in the sunshine. We older ones who were
so well acquainted with her habits, who knew how she
delighted in nature, in its fields and flowers, in all that
the sunshine helped, can appreciate this thought on her
part as the light was fading away from her vision. It
seems to me that the sunshine of these winter days —
days as beautiful as ever graced the seasons in her life-
time— have come as a crowning benediction to her
memory.

Life is activity ever unfolding and developing its
plans and purposes. The filled grave leaves with us
but a memory of these activities. And yet who will
contend that death, which so hushes us as we gather
about the casket, ends all here or hereafter. There
remains a pulsating force that is life, that will vibrate
on and on through the ages, and these activities of days
gone will gather new power, and Mrs. Bradley will still
live in this institution of her endowment, a potent force
in shaping the lives of boys and girls yet unborn.
"There's no such thing as death. That which is thus
miscalled is life escaping from the chains that hath so
long enthralled."

I believe we may think of Mrs. Bradley as still

living here in this school of her founding, and manifest-
ly/)

32 "Vbe First Ttecade

ing that strong, rugged character so well portrayed in
the unfolding and development of her purposes while
present in the body. Such a life, such a work lives on
forever. And it is eminently fitting that we hold in
Bradley Hall these memorial services in which words
of memory and appreciation may be spoken, recording
for future generations the development of plans and the
accomplishment of purposes in the life of this unpre-
tentious though most worthy and noble woman.

Mrs. Bradley's Relations to the Institute

Director T. C. Burgess.

Others will give the interesting story of Mrs.
Bradley's long and useful life. Others will enumerate
her many gifts to the city of Peoria and make fitting
reference to the greatest of her gifts — the founding of
Bradley Polytechnic Institute. Statement in full detail
has been made at other times of the thought which
inspired this gift and the way in which the thought
developed in her mind for years before its final realiza-
tion. It is mine on this occasion to refer briefly to her
personal relations to the school which she had founded.

It is a matter of warm congratulation that Mrs.
Bradley lived to become in a true sense the executor
of her own will and that for ten years she has had the
pleasure of seeing what had else been but a dream of
the future, made real and actual in the present.

Only those who knew her well and saw her fre-
quently could know what calm but constant joy this
gave to her. There is ample evidence that the Institute

J^fTrs. ^radle^'s T^elalions to T/ie Inslitule 33

in its ten years' history has adequately fulfilled her
plans and wishes, for in all this time no criticism or
suggestion of change has come from her. The Institute
has been during this entire time the consuming object
of her regard and her chief source of pleasure.

During all these years her visits to the Institute
have been frequent. Rarely has Founder's Day or a
Convocation passed without being graced by her pres-
ence. The warm applause which always greeted her
was no mere form. It stood for a genuine appreciation
and affection on the part of the student body. I wish I
had time to read to you some of the letters received
since her death from Alumni and former students
expressing their deep regard. Her last visit to the
Institute, sometime in November, only a little more
than a month ago was a typical one. As you know she
believed in work, believed in it for herself and for
others. She liked to see people at work. She loved to
visit the classes in sewing, cooking or shop where the
processes and products of work were more visible than
in other departments. Some months ago an additional
engine was needed. Mrs. Bradley willingly supplied
the castings and the students in Machine Shop built the
engine. Mrs. Bradley was especially interested in this
work. She asked me a great many questions about it
and her last visit was to inspect the completed work.

There has been much discussion recently in our
magazines and newspapers about the right of a donor
to dictate or to control a gift when once it has been
made. The opinion universally expressed is that the

34 Vhe First "Decade

trustees and faculty who are charged with the adminis-
tration of such a trust must be left free to administer
it in the light of their best judgment as circumstances
may arise, subject only to the original limitations placed
upon the gift. We all know of gifts for educational
purposes — conspicuously one in the far east and another
in the far west — where the administrative officers were
greatly hampered in the one case by embarrassing
restrictions and in the other by constant dictation on
the part of a donor who possessed no knowledge of
educational aims or methods. If all gifts were like that
of Mrs. Bradley there would be no point to any such
discussion. When once she had given her plans and
her funds into the hands of trustees whom she had her-
self chosen and in whom she reposed implicit confidence
— a confidence which has remained unshaken through-
out these ten years — she kept herself in the background
and left to them the execution of her plans. She has
never to my knowledge dictated or interfered with the
free action of either trustees or faculty and this I take
it is due chiefly to two things. First, the m^anagement
of the institution has been in general to her satisfaction.
Second, and chiefly, it is due to a certain innate good
sense — a sort of sanity of mind which I regard as one
of her strongest and most attractive qualities.

It has been one of the few pleasures which attend
my position as Director to call every few days upon
Mrs. Bradley at her home. My own experience I find
agrees with that of my predecessor. Frequently I have
asked her views upon some questions which were under

t^^ifTrs. ^radley's Relations to ^be Institute 35

discussion. I invariably received the answer "I have
placed the manag-ement of the Institute in the hands of
the Trustees and Faculty. Let them use their own
judgment. I have no knowledge of such matters. I
have full confidence in them. Whatever they decide
will please me." This sort of an answer however did
not mean a lack of interest. She was always eager to
hear any detail connected with the school and few know
how closely she kept track of the work of teachers and
scholars. I shall always treasure the memory of my
frequent conversations with Mrs. Bradley. There is
but one adequate return which we trustees, teachers,
scholars, can make to Mrs. Bradley and that is that the
result of our time and effort shall be each year a body
of young men and young women prepared to live stronger
more noble and more useful lives by reason of her
endowment.

The Development of the Bradley Estate
W. W. Hammond.

It would be impossible, in the time I shall take to-
day, to make an adequate historical review of Mrs.
Bradley's life, or even of her business career since I
have known her. I have selected therefore the part
of her business career in which you will perhaps be
most interested and will tell you how Mrs. Bradley
accumulated a part of the estate with which she endowed
this Institute. Mr. Bradley left an estate valued at
half a million, which by good management had grown
to a million dollars when I first became acquainted with
Mrs. Bradley's affairs.

36 ^he First T)ecade

Twenty-two years ago last March Mrs. Bradley
called me to her house and asked me to become her
business manager. It has been customary to meet at
her house every morning and discuss the business
transacted the day before, and consider new business.
The collections of the day were brought to her in en-
velopes, with the names and amounts endorsed, and
were left with her until the regular date for depositing
in bank. At these meetings all papers necessary to be
signed were presented and read to her, before she
signed them. She signed all her checks after knowing
what they were for. During all that time no one ever
signed Mrs. Bradley's name for her to a check or a
deed. The daily report was never omitted. The oc-
casions when her health interfered with business were
so rare that I cannot remember any. The only time
her name has been signed by any one for her has been
during her last illness, less than two weeks. No in-
vestment was ever made without full report to her and
receiving her approval. Even before March, 1885, the
plans for Bradley Institute, Bradley Park, and the Home
for Aged Women had been incorporated in her will and
I was acquainted with them, having written the will.
These plans were constantly in mind, and everything
was done with reference to them. Many times Mrs.
Bradley has said it was not for herself but for the
school she desired to make the money. Her personal
expenses were extremely small. Economy was the rule
in all departments of the business, and yet there was
no false economy. Wise liberality could be depended

CD

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I

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'^he Development of '^bc ^radley Estate 37

upon where good results were reasonably sure. The
history of the growth of the plans for Bradley Institute
has been told on former occasions, and is now a part of
the permanent records of the Institute and will be
published in the Decennial Report of Bradley Institute
at an early date.

I should like now to tell you something of the
growth of the estate necessary to carry these plans in-
to effect. How can a million dollars be made in twelve
years? Can it be done without hardship or oppression
to any one? Is it possible to do it and at the same time
benefit the people, the city and the communities where
the profits are earned? The record of Mrs. Bradley's
business from 1885 to 1897 shows that she added a
million dollars to her estate during that time. How
was it done?

Mr. Bradley had invested largely in acre property
then adjoining, now included in, the City of Peoria.
At the time I became acquainted with the property,
Bradley's First, Second and Third Additions had been
laid out in Section Eight, just south of the Bradley
residence. The lots were selling at $200. A few years
later I finished selling out these additions, getting at
the last $1,000 a lot. Bradley's Fourth Addition, Lydia
Place, Bradley's Subdivision around the Institute, The
Uplands, and other additions followed the same course.
Partly because of the natural growth of the city, but
more largely I believe because of wise encouragement
to the home builder, the additions laid out by Mrs.
Bradley have grown in population and value; those who

38 IThe First Tiecaae

bought of her have been benefited more largely than
she was, and the taxable value of the city has been in-
creased. Even her benefactions have redounded to her
profit, as will be seen in the development of this im-
mediate vicinity by the presence here of the Institute;
and the enhancement of the Uplands by the vicinity of
Laura Bradley Park.

In the lending of money Mrs. Bradley has been
uniformly helpful to the borrower; seldom has she had
a foreclosure, never has she called in a loan as long as
the interest was paid, and by her loans she has helped
to build nearly every church in the city.

But in her development of farm property will be
found perhaps the clearest examples of her methods of
making money, and doing good at the same time. The
first instance I remember is the Manito Marsh. In
1885 the drainage of that marsh, containing 5,000 acres,
had just been completed. Mrs. Bradley had been
largely interested in promoting it. She owned 680
acres, which she had bought at $10 per acre. She built
farm buildings, and fences, and put the land under cul-
tivation. But the crops were poor, over the whole
marsh. Corn did not fill out and mature but continued
green until frost came, and the result was soft corn.
For a few seasons we thought it was because the land
was wild, but it did not improve with cultivation. A
sample of the soil was sent to Champaign for analysis.
The result showed, by comparison with good rich
prairie soils, that the marsh land was even richer than
the best black prairie soils in all but one element. It

"C/je T)ei)elopment of "C/ie ^radley ^slate 39

lacked potash. We were advised to consult the State
University at Purdue, Indiana. From them we received
reports of their experience with similar marsh lands,
and learned about Kainit. That is a potash salt mined
in Germany. A car load was ordered, and spread
broadcast on 100 acres of the land in the spring before
plowing for corn. The result was a good crop of solid
ripe corn on that 100 acres. At once the whole neigh-
borhood adopted the plan, and good crops have been
uniformly secured ever since. These lands are now
selling for $140 an acre.

In another case Mrs. Bradley had loaned money
upon 240 acres in Kilbourne Township in Mason County,
and the mortgagor had abandoned the land and left the
country. Mrs. Bradley had given a tenant three years
free rent to clean out the willows and get the land
under cultivation. The three years expired and she
sent me to see if the work had been done. I found the
land in the edge of a marsh, extending miles along the
C. P. & St. L. R. R., covered in the fall with wild hay.
There was no outlet for the water and the tenant had
not been able to drain the land. Upon hearing the
report of the situation Mrs. Bradley decided to buy
enough more of the wet land to make it worth while to
drain the whole marsh. She secured 1,500 acres more
at $33.33 per acre, organized a district, drained out the
country, and in a few years had crops growing on her
lands. These lands were recently sold at prices rang-
ing from $100 to $140 per acre. The neighborhood is
the most fertile in that part of Mason County, and is a

40 Vhe First T>ecade

prosperous and beautiful farming country. Everybody
was benefited and Mrs. Bradley was $100,000 richer.

Her next enterprise was larger. She bought 3500
acres of land in the Sangamon River bottom near
Chandlerville. The owners had no money to make
improvements with, and only the high spots were farmed.
Mrs. Bradley drained it, cut and sawed the lumber from
the land for farm buildings and fences, and cleared off
the timber. Her example has been contagious, and the
adjoining lands have been reclaimed, improved, roads
built, churches and schools provided, and on one Sunday
150 converts were baptised on her land, where drinking
and hunting had formerly been the order of the
day. The values have increased enough to indicate a-
profit of more than $100,000, and the community has
shared in her prosperity.

Even now her latest and largest undertaking,
involving the redemption of 10,000 acres of land over
which there has never been a road, where for ten miles
in either direction there was not a house, is nearing
completion and soon that waste of wild grass and brush
will be a farmers' paradise. The profits from this land
have been promised to build the gymnasium. But
greater benefits will accrue to the community where
the money was made than to the place where it will be
spent.

These are the methods by which Mrs. Bradley has
made $1,000,000 in twelve years.

The sons and grandsons of her tenants, succeed to
her farms ; her farms are sought after, her methods

i

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I

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'Uhe T)evelopmeni of TThe ^radle}) Estate 41

followed ; homes, churches, schools, roads, prosperity
and happiness follow in the wake of her enterprises.
It may be questioned whether Mrs. Bradley has not
done more good in the making- than in the spending of
her fortune.

Her profits were not the "unearned increment." It
was not her way to make her investments and then
wait for something to turn up. But she determined
what the "thing" was which would cause the incre-
ment, and then ''''turned it up."

Mrs. Bradley had plans for the future of the Insti-
tute which have never been made public, and which
cannot be announced until the growth of the estate
makes their accomplishment possible. It will be the
task of her trustees to bring these things to pass, by the
same methods used by Mrs. Bradley in her lifetime.

Lydia Bradley — Her Character and Work

Albion W. Small (University of Chicago).

When Mr. Bailey told me over the telephone Thurs-
day morning that Mrs. Bradley had begun her long
sleep my first thought was of gratitude that it would
not be a belated and neglected tribute which we should
pay at the services of her burial and at this memorial
service. It has many times been our privilege as it is
not always the accepted privilege of friends during the
life time of benefactors to express candidly and frankly
and freely to Mrs. Bradley the best that we could put
into words of the appreciation that we felt. Nothing
that we can say since she is gone from us can be more

42 "Uhe First "Decade

fitting and more true than the things which we tried to
express in her presence. Mrs. Bradley does not need
this tribute. It is due as an accounting which we give
for the stewardship of our acquaintance with her, as a
test of our understanding of the meaning of her life. I
have seen an artist model a statue and I have seen
friends of the subject look upon the incomplete model
and suggest alterations by which the statue would
more completely portray the features and the character
of the original. If all the friends of Mrs. Bradley had
been allowed to criticize the model of the portrait bust
in this hall, and if the artist had attempted to work the
results of all those conflicting criticisms into the com-
pleted portrait, we perhaps would not recognize as well
as we do now the individual Mrs. Bradley in the model,
but a stranger who knew American life and American
thought and American institutions would still look upon
that statue and discover behind it features and traces
of those deep, true, strong, dependable qualities which
Americans regard as the basis of an admirable charac-
ter. * * * * If each of those who knew Mrs. Bradley
were called upon to suggest as to how her character
might have been changed for the better the results
would have been a remarkable but unreconcilable con-
tradiction. Each of us according to our age, our tastes,
our habits, our occupations, our politics, our creed
would specify something which nature would not specify
of the way in which she might have been molded more
in accordance with our particular ideas. One critic
would have said that she was too frugal, another would

Co

Lydia Bradley — Her Characler and Work, 43

have blamed her for giving so lavishly to Bradley and
education ; one would have praised her for being diligent
in business and and another would have found fault
because business activity is not womanly. We should
have heard one person say that she was opinionated
and obstinate and another would have been sorry that
she allowed herself to be so easily influenced. We should
have heard it pointed out that she was remarkably
careful for her physical comfort and others would have
regretted that she knew no better how to make life
easy; many would have complained that she was not
pious along their lines and many would have criticised
her harshly that if she had been more religious she
would have been more practical. If a wise stranger
could have become acquainted with Mrs, Bradley's
character he would have decided that she was a fine,
fair product of the morals, principles and working
ideals and religious aspirations of her age. Only he
who does not know talks any longer about a perfect
being, a model man or woman. There can be no per-
fect model life. Just so there can be no perfect man
or woman regardless of these relations. The most per-
fect human being is the one who best meets the occasion,
the one who does his work, who takes his place, who
stands in the strife, who walks most steadily along the
path that leads to the goal that he is due to reach. We
should be obtuse and blind, we should be dullards in
the school of life if we did not say that Mrs. Bradley
had achieved that place which deserves the highest and
deepest honor. She was not an exotic. She was not

44 'CVie First "Decade

a hot-house plant. She was a fair specimen of that
grain which our American nation wants to make its
staple. Mrs. Bradley was a plain woman of the plain,
common, real people and it is in that light that I wish
to express my tribute. I shall speak of two or three
common-place words as the truest expressions of
character. She was industrious. She believed that
nothing in the long run and as a rule is obtained in this
life by anybody without work. When we, as trustees,
years ago used to be entertained at her house there was
nothing of which she was so proud as those things
which her own hands had wrought by useful labor.
Mrs. Bradley thought of work first for oneself, for it
must be first for oneself and second for others. These
two phases of work complete the program of a useful
life. Mrs. Bradley was, third (I do not know how bet-
ter to express it), independent. She was not unstable
as water. Mrs. Bradley had, like our forefathers, a
deep respect for the opinion of mankind. She had a
mind of her own, a will of her own. She felt that it
was her duty to decide for herself. Mrs. Bradley was
teachable. It is the fault of some successful men and
women to think that because they have been successful
in one kind of life they know it all and can give direc-
tions in every other sort of life. Her attitude toward
the plans for the Institute was the first instance in
which I saw this trait of character. She had made up
her mind as to what she wanted to do and then asked
many questions as to what was wise, and her plans were
materially changed, and she greatly modified her views

JlLBIOtK IV. SMALL

Lydia ^radle^ — Her Cbaraclcr and Work, 45

and allowed herself to be influenced by those whose
judgment she respected. Possibly within the life time
of the trustees now living, certainly in the lifetime of
our successors, great changes in the aims and details
of this institution will have to be made and her teach-
ableness will come up before us as an example that the
school may profit by. And Mrs. Bradley was progres-
sive. It would have been the most natural thing in the
world when she was left alone, at the time when it was
not customary for women to control affairs, for her to
have thrown herself into conservatism. It would have
been natural to take a position and adopt a plan which
could not be modified. But she had that great virtue
of common sense which enabled her to share the advice
and plans of others. She was slow but sure to open
her eyes and give assent to the advice and plans sug-
gested by others. Along with this she was practical.
Life to her consisted not in thinking, not in dreaming,
but in doing. Since Thursday morning I have thought
what a natural thing it was that she should turn to Dr.
Harper for advice and find in him advice that she felt
safe to take. They are kindred spirits in many things.
I remember Dr. Harper used to have on his desk a
little memorandum "Things to do", and there was
his daily program, item after item. It seems to me
that whether it be in housekeeping or in business or in
philanthropy the real Mrs. Bradley was not seen until
we saw her in these things that she was doing with all
her wisdom and strength ; not merely the things about
her for the present but by bringing things to pass for

46 *CAe First T>ecade

the future. This all means that she was successful and
I do not mean successful from the commercial stand-
point either. There were things which Mrs. Bradley
never enjoyed. She had not the privilege of assembling
around her in declining years the children and the child-
ren's children who might have fed that lovingnature of hers
with a spiritual food of which she was deprived. She knew
nothing of society in the fashionable sense. She was
not among the leaders of great national reform. Her
name has reached but a comparatively narrow circle of
acquaintances, mostly within the boundaries of this state.
and yet she had the satisfaction of seeing her labors
prosper in her hands, and the evening glow of her life
was lit up with calm joy in the consciousness that the
world had been better and would be better because she
had lived.

I cannot stop without remarking that many will
think, (if they do not say it), but after all here was a
rich woman and you are praising her because she was
rich. It were a thousand times better that no memorial
were held than that any present or future pupil of this
school or any citizen of Peoria should have just reason
to say that Mrs. Bradley's money had bought our
eulogies. Neither poverty nor riches can redeem
character. Character must redeem both poverty and
riches. I know a poor washerwoman in Chicago who
six weeks ago was left a widow not too strong physically
herself. She is the sole support of her boy twelve years
old and her bed-ridden mother. The day after the
burial she took up her work, earning her living and the

Mrs. Bradley — Her Character ar^d Life 47

support of her boy and her mother by the labor of a
washerwoman and a scrubwoman. Two or three days
ago she said to one of her employers, "So long as my
strength lasts I shall do my best to bring up my boy so
that he will be a good man and I shall try to keep my
faith that there is something better for us in another
life." Should I outlive that heroic washerwoman I
should be proud to stand by her bier and testify that in
my belief she had won the same kind of victory that
Mrs. Bradley has won and deserves the same kind of
honor that we are paying Mrs. Bradley today. No, no,
we are praising in Mrs. Bradley not a rich woman but
a good woman whose life whether in riches or poverty
would have been a precious legacy as it has been a noble
service.

Founder's Day Addresses

The First Years.

Edward O. Sisson (University of Washington)

The writer's official connection with Bradley Poly-
technic Institute began on the 25th of February, 1897,
when he was elected Director of the Institute, which as
yet existed only in the munificent endowment provided
by Mrs. Bradley, and the ideals and plans which were
taking form in the minds of the trustees. Much had
been decided upon prior to the choice of a director; the
Founder herself had expressed to the trustees certain
general lines upon which she wished the future school
to be planned, the trustees had discussed plans both for
buildings and for courses of study; but no single step
had been taken to put these into actual existence. The
task of the hour was threefold; the definite framing of
courses of study, the erection and equipment of buildings,
and the selection and organization of a staff for the
institution. The trustees greatly desired to open the
new school at the beginning of the next school year in
order that the venerable founder might not fail to see
the fruits of her plans with her own eyes: few indeed
would have dared to predict that she should be spared
to participate in the tenth celebration of the greatest of
the annual festivities of the institution. Accordingly
all concerned threw themselves vigorously into the
work of preparation.

First, the general outline of the course of instruction

{48)

LESLIE T>. 'PUTERBAUCH

Founder's T)ay Jlddresses — 'Uhe First Years 49

to be offered was developed into a definite curriculum.
It will be understood that the chief voice in this dis-
tinctively educational problem was that of Dr. William
R. Harper, chairman of the Committee on Faculty and
Instruction. Then the plans for the buildings were
carried to completion; in this work valuable assistance
was received from Professor Charles A. Bennett, then
of Teachers College, New York, later a member of the
first faculty of Bradley Institute. Finally a vigorous
search was begun for suitable persons to fill the various
positions in the new school. With the purpose of
obtaining valuable information upon all these tasks, the
Director, accompanied by Professor John Dewey, the
distinguished educator, then of the University of
Chicago, made a tour of some of the most important
institutions in the east whose general plan and aims
were thought to be similar to that of the proposed
institution. As soon as the plans for the buildings were
complete bids were called for, and in due time the
contract let, to the Jonathan Clark Sons Co., of Chicago-
Ground was broken on April 10, and the visible work of
Bradley Institute was begun. No ceremonies were held
to mark the event, for the minds of all were fully
occupied with speeding the actual progress of the work;
not a few persons predicted that with the best speed
possible, the school could not open at the date set, for
the trustees had by this time set the day for the begin-
ning of work, announcing that classes would start on
the 4th of October, 1897. Certainly the outlook was
not over encouraging to the few who gathered on that

50 Vbe First T>ecade

tenth of April to see the plow turn the first furrow in
the cornfield which is now the campus of Bradley Poly-
technic Institute.

Meanwhile progress was being made in the selection
and appointment of teachers, and by the middle of the
summer the faculty was practically complete. As soon
as a head was found for a department of instruction he
was called upon to prepare specifications for the equip-
ment of his class rooms, shops or laboratories, as the
case might be, and soon apparatus of all kinds began
to arrive and demand accommodation in the yet un-
finished building.

A preliminary announcement was published early
in the summer and sent broadcast through the city and
the vicinity ; this contained general information as to
the proposed course of study, the equipment, methods,
faculty, etc. Later the first formal announcement of
courses of instruction to be offered was issued, contain-
ing descriptions of all classes to be formed and full
information for all who intended to enter the new school.

As the summer advanced the construction of the
buildings seemed to progress slowly, at least to the
anxious eyes of those who had publicly declared that
work would begin on the 4th of October; a delay of a
month on account of the cut stone contract extinguished
all hope that the main building could be actually finished
by the appointed day; so all efforts were now directed
toward the finishing of part of the building in which
work might be begun. The Horological building was
allowed to move slowly, since the Horological School

Founder's T>ay yJdJresses — 'Uhe First Years 51

was already housed, though indeed unsatisfactorily;
and forces were concentrated upon Bradley Hall.
Many times was the Director asked, "When will the
school open?" and he always answered, "On the 4th of
October;" the answer was usually greeted with an in-
credulous smile, or even with a laugh; (far along in the
summer the empty window casings grinned at the pas-
ser-by, and confirmed the popular opinion that the
school could not possibly redeem its pledge; there is
no doubt that not a few prospective pupils were de-
terred by the discouraging outlook and the more dis-
couraging predictions).

But the printed statements and the daily reiterated
spoken assurances of trustees and Director were not
bravado nor desperation; they were based upon the
most careful estimates of conditions; we all knew,
every day from the middle of August to the first of
October, that each moment was fraught with danger of
a new delay which would wreck our plan of opening
the new building on the appointed day; but we knew
that no such delay had yet arisen; moreover the impos-
sibility of entering the new building did not necessarily
involve the postponement of the opening of the classes;
the authorities of the Institute intended to redeem the
pledge made to their students to commence instruction
on the 4th of October, and therefore they persisted
through good report and bad to publish that fact.

Through this whole preliminary period the press
of the city and vicinity and in due proportion the im-
portant papers of the state and country, gave most

52 "=CVje First "Decade

gratifying support to the young institution; of the
Peoria papers in particular, it can be said with all sin-
cerity, that from the first they recognized the new
enterprise as an absolutely unselfish beneficence, and
championed its cause in every manner possible.
Bradley Institute was never compelled to pass through
a period of hostility and suspicion, but was welcomed
at once and honored always.

All through the summer young people and their
parents kept the Director busy answering inquiries by
mail and in person; the city school board kindly offered
their rooms in the library building as an office; and
here many boys and girls enrolled as students of the
new school.

And now another day was set, a date destined to
be of the greatest significance in the history of the
institution, — the eighth of October was chosen for the
formal celebration of the opening of the Institute; a
sort of inauguration, which, as we all know, was made
perpetual as Founder's Day. It is the only fixed feast
in the institutional year, being always held upon the
calendar date, without reference to the days of the
week. Great preparations were made for this day;
the Secretary of the Treasury, the Hon. Lyman J. Gage,
was secured to pronounce the chief oration; all the
dignitaries of the city, county, and state were invited;
colleges, universities and schools were invited to send
representatives; and to the public at large this day was
the real opening of the school.

And now the month of October came; and on the

Founder's T>ay Jiddressa — ^he First Years 53

4th Bradley Hall was indeed far from complete; the
workmen did not leave it for more than three months
after school had begun; but rooms enough had been
finished for the classes, and on the morning of the ap-
pointed day the students, about 150 in number, and the
teachers assembled in the chapel, which was itself still
unfinished, and with a short devotional exercise, and a
brief address by the Director, the actual work of the
school was launched. Of the difficulties and annoyance
of these first months no one can have any idea who did
not share them; the rooms available were inadequate,
and in many cases unsuitable for the purposes; and the
building swarmed with workmen, and echoed with ham-
mers and the rattle and clatter of tin work, steamfitting,
and a score of other mechanical processes. But every-
body accepted the situation cheerfully and made the
best of it, and I am not sure that the school ever did a
better three months' work than that of the fall of 1897,
when its path was so beset with obstacles. Teachers
and students alike ignored the annoyance, and swept
away the obstacles in their earnest and indomitable
pursuit of the aims for which they had come.

Four days after the beginning of instruction came
the great inauguration day; long drought had covered
the campus with dust six inches deep; the day was
extraordinarily hot for the time of year; but none of
these things checked the ardor and joy of the occasion.
The guests of honor began to arrive from neighboring
towns; and from Chicago came a special train bearing
more than sixty representatives of that city, its educa-

54 *C7ie First 'Decade

tional institutions, especially the University of Chicago,
its public officials, its press, and its general life and cul-
ture. The chapel of Bradley Hall was crowded — I al-
most said beyond its utmost capacity. Shortly after
the appointed hour — for great bodies move slowly — the
solemn procession entered: the faculty of the Institute,
in academic cap and gown, the guests from the city and
vicinity, and those from Chicago and other distant
places, a large representation from the faculty of the
University of Chicago, many of them resplendent in
collegiate regalia, the Trustees of the Institute and
finally the Orator of the day, the Founder of the Institute,
accompanied by the President of the Board of Trustees
and Dr. Wm. R. Harper, the President of the University
of Chicago. The long train moved to the platform and
stood until all had ascended the steps, when Mrs.
Bradley took her seat, and all sat down at her example.
The most significant moment of the impressive cere-
mony was when the aged founder of the Institute with
one simple and modest sentence presented the keys of
the building to the President of the Board of Trustees,
who accepted them with solemn assurances of the
determination of the Trustees and Faculty to carry out
faithfully the purposes for which Mrs. Bradley had
made her great gift.

To this brief glimpse of the events of the pre-
liminary period I am moved, and trust am expected, to
add a few words of a more personal nature, concerning
those who labored in these first days. What shall I say
more of the chief figure in all our thoughts upon this

Founder's T>ay JJddresses — 'CAe First Years 55

her day? Mrs. Bradley's works speak more eloquently
than can any words. One thing, however, I will refer
to, that is the depth and pervasiveness of her interest
in the school. There is one other person, and I think
only one, who understands this quality in Mrs. Bradley
better than I, and that is Mr. Hammond, her nearest
and most trusted counselor; for six years I visited Mrs.
Bradley regularly once a week, and oftener upon occa-
sion, to talk over with her the progress and affairs of the
Institute; nothing which concerned it in any way was
indifferent to her, the buildings, the grounds, the course
of study, the equipment, the teachers, and above all the
students, — for she at least never lost sight of the fact
that it was for their sake only that the whole work had
been undertaken. So week after week, — and I know
the present Director of the Institute will tell the same
story, — week after week I came to her house, told her
of the work and the problems of the school, sought her
counsel, tried to learn her mind and wishes.

Yet with all this interest Mrs. Bradley has stead-
fastly refused to prescribe the conduct of affairs in the
school she has founded; time after time she has said to
the trustees, "Gentlemen, you know my wishes; I have
chosen you to execute them; you must decide all these
questions according to your best judgment." Time and
again she has said the same thing to the Director. So
far as I know, she has never in all these years dictated
one single specific piece of administration in any part
of the institution. No one who knows the history of
the school can fail to recognize the power for success

56 ^he First 'Decade

which has resided in this interest, and in this confidence,
of the founder.

So many persons have contributed to the success
of the Institute that one risks producing a sense of un-
just discrimination in selecting any names to be men-
tioned before others. I feel however that I may mention
two who stand out conspicuously not only for the great-
ness of their services but also for the fact that they
served the Institute without any financial compensation,
and gave to it large portions of time and effort from
busy, indeed overburdened, lives. These two are the
late President Harper of the University of Chicago, and
Mr. Oliver J. Bailey, president of the trustees of the
Institute. I suppose no one besides myself knows the
full measure of the labors and devotion of these two
honorary servants of this institution during its early
formative years; years when no precedents existed to
aid in deciding doubtful questions, when daily perplex-
ities had to be met and unraveled. Never in these
years did either of these men once withhold his time,
his efforts, his patient consideration and carefully
weighed counsel ; no duties were so pressing, no burdens
heavy enough to cause either of them to turn away from
the tasks laid upon them by their attachment to the
welfare and progress of the Institute.

Even as I write these names, other names
crowd my mind, of trustees and of my colleagues in the
faculty, whose labors and wisdom was indispensable to
the Institute in those early days ; but I should not know
exactly with which name to begin, and certainly not

HARRY JJ. HAMMOND

Founder's T>ay Jlddresses — 'CAc First Years 57

with which to leave off, and so dare not mention any ;
but I cannot omit this opportunity, probably the last
which will come to me formally, to express the deep
appreciation and regard with which I must always look
back to my co-laborers of those early and toilsome years.
After all, a school does not consist of stone and mortar,
nor of costly apparatus, but of human thought and love ;
and these have been given to Bradley Institute in full
measure by the venerable founder, by the trustees, and
by devoted and competent teachers.

The Early Days of Planning
W. W. Hammond.

If Mrs. Bradley herself were able to tell you the
circumstances leading up to the founding of Bradley
Polytechnic Institute, I am sure it would be much more
interesting. She knows the story from the beginning.
My first information was gained March 6th, 1884, when
Mrs. Bradley employed the law firm of Hopkins «&
Hammond to redraft her will. Her plans, both as to the
equipment, and the object and purposes and manage-
ment of the Institute, were then quite fully developed.
I will presently read from this first draft of the will the
paragraphs relating to the scope of the Institute and its
management. But first I will tell you what Mrs.
Bradley has told me from time to time of the beginning
of the idea of Bradley Institute.

I think the idea of erecting and endowing something
for the benefit of the young people of Peoria and
vicinity arose out of the disappointment of Mr. and Mrs.

58 'Ube First Tfecade

Bradley in the loss of their own children. At any rate,
after the death of their daughter Laura in 1864, they
visited an orphan asylum in Montreal and gave con-
siderable thought to its workings. They did not how-
ever find the results in accord with their practical views
of life. The children were raised, but not educated.
They were dependents, not independent.

While these matters were under consideration Mr.
Bradley's death occurred — May 4th, 1867. He was
driving home from his farm in Tazewell County when
the shafts broke and he was thrown onto the horses
heels and kicked in the forehead. He was discovered
by Mrs. Whitney and taken to her daughter's house.
He was brought home the next day and died the second
day.

Several years were occupied in the settlement of
the estate, for Mr. Bradley left no will. When fully
settled, Mrs. Bradley's share in the estate amounted to
about $500,000. She employed Mr. Austin Johnson as
bookkeeper and he continued in that capacity until
March, 1882, keeping an excellent record of the business
and showing a handsome increase of the estate. During
this time Mrs. Bradley continued the line of thought
and investigation interrupted by Mr. Bradley's death.
At the same time she contributed largely to local
charitable institutions. She relieved the Universalist
Church, on Main Street, of a heavy mortgage, and the
building was rededicated as a Memorial to Mr. Bradley.
She donated the site of the St. Francis Hospital and it
was named for her. In later years this donation was

Founder's T)ay Jlddresses — ^CTie ^arl^ T)ays of 'Planning 59

returned and the name changed by mutual consent.
She built a home for Aged Women of Peoria, at the
request of the society then conducting the home in a
rented building at the foot of Main Street hill. This
request was for a building only. The society was com-
posed of delegates from all the churches of Peoria, and
they raised the money for the support of the aged
people by annual donations and the Harvest Home
Festivals. These festivals were famous for their
splendor as well as the universal patronage they
received. Everybody went and helped along a good
cause. It was also represented to Mrs. Bradley that
Mrs. Bacon would become the permanent matron and
endow the Home with her fortune. Accordingly Mrs.
Bradley built the home on Main Street with which all
are familiar, at a cost of $14,000. Perhaps a brief
statement of the reasons why this home is now being
closed may be interesting, as exonerating Mrs. Bradley.
The management of the Home was vested in a
board representing the various churches. They set a
charge of $400 to be paid by each person received, if
they or their friends could afford it. This fund was at
first set aside and invested as a permanent endowment,
but in late years has gradually been used for current
expense. The interest in the work dwindled, the
soliciting and management of the Harvest Home Festi-
val fell upon a few ; they became tired and the annual
donations were insufficient, so the endowment was used
until it was exhausted. Then something had to be done
to provide for the old people. In this situation Mrs.

60 Vbe First T>ecaJe

Bradley was appealed to again. The managers offered
to give the building back if she would provide the
money necessary to secure some other home for the old
ladies. This Mrs. Bradley agreed to do, wishing to see
them provided for before she died. A few have gone
to relations, and to these Mrs. Bradley refunded their
deposits in full. The greater part have gone to the
Proctor Home, and Mrs. Bradley has paid the charge
for admittance there. At no time was Mrs. Bradley
asked to endow the Home. She was always an active
worker and contributor, and is now adding about $7000
to her former gift in order to enable the Bradley Home
to fulfill its obligations.

About 1885 Mrs. Bradley gave a park site of thirty
acres to the City of Peoria, as a memorial to her
daughter Laura. This gift lay unused for several years.
In 1891 she conceived and submitted to the City a pro-
position to organize a Park Board, offering to increase
her gift to one hundred acres if this was done. This
was the origin of our present Pleasure Driveway and
Park District and Laura Bradley Park.

But none of these things fully met Mrs. Bradley's
idea of what she wanted to do. She took up the investi-
gation of polytechnic schools and personally visited
Rose Polytechnic Institute at Terre Haute, Indiana.
She secured data from many other such schools, the
Washington School for Boys at St. Louis, Mo., the
Louisville High School at Louisville, Ky., the Throop
Institute at Pasadena, the Armour Institute and Lewis
Institute at Chicago.

Founder's Day Jiddresses — '^he (^arly 'Days of Planning 61

The financial question also was carefully considered.
The cost of all the colleges and schools she could reach
was ascertained and many of the schools were visited
and their presidents consulted. By that time the estate
had reached the value of one million and its income
was $30,000. This amount, she ascertained, would not
be sufficient to maintain forever such a school as she
wished to provide. But she hoped to be able to increase
the estate largely during her life, and at her death
leave an estate sufficient for the purpose.

The first definite plan of the school appeared in the
draft of Mrs. Bradley's will made in 188-i, to which I
have referred. By that will Mrs. Bradley gave to her
trustees ten acres of ground situated on Main Street
just West of the Bradley Home, and directed them to
build a red brick, stone trimmed building and shops, to
cost $150,000, with a library costing $10,000, and appa-
ratus and equipment $10,000.

She charged her trustees with their task in the
following language.

"That my said executors and trustees and their
successors take all necessary steps to put and continue
said Institute in active and successful operation upon
the surest and soundest basis conformable to the true
intent and meaning of this bequest. That they procure
and employ the best and most efficient officers, agents,
professors and teachers in their power to obtain and
that they administer all the affairs of said Institute and
its resources upon sound, economical and comprehensive
principles, solely with the view of making it in the

62 'Uhe First T>ecade

greatest degree useful and productive of good results
in the present and future years. And that they procure
to be effectually taught in said institution such practical
and useful arts, sciences and learning as are usually
taught in Polytechnic Schools in the United States, so
far as their means and resources shall allow; and if in
the future the resources of said institution shall warrant,
and the wants of the people in the vicinity require it,
there be added such courses of study and means of in-
struction in mathematics, history, modern languages,
literature and the fine arts as said executors and trus-
tees and their successors shall deem advisable. But the
course of instruction in the practical and useful arts
and sciences shall not give way or be crippled or im-
paired to make room or resources for any others, it
being the first object of this Institution to furnish its
students with the means of living an independent, in-
dustrious and useful life by the aid of a practical know-
ledge of the useful arts and sciences.

It is my wish that students both male and female
be admitted to said Institute upon such credentials,
examination and terms as my said executors and trus-
tees or their successors shall prescribe but that its
advantages be brought within the reach of all as nearly
as practicable; and that said executors and trustees
prescribe and enforce such wise and liberal rules and
regulations for government of said Institution as they
may deem best to promote its welfare and preserve the
purity of character and good morals of all persons con-
nected with it, and that neither in the terms of admis-

Founder's Day jiddrtises — *^/je ^arly Days of Planning 63

sion, in the treatment of students, in the selection of
officers, agents or professors or in the appointment of
executors and trustees as herein provided, or in any
matter whatever connected with said Institution shall
there be any distinction or preference on account of
sect, creed, nationality, politics or party, but, with a
view to its greater usefulness, said Bradley Polytechnic
Institute shall be and remain non-sectarian, non-political,
and non-partisan."

The growth of the idea of Bradley Polytechnic
Institute was continuous. Nearly every year a codicil
was added or an entire new draft of the will made.
The last general revision of the will was made in Sept-
ember, 1892. Up to this time all the wills and codicils
had provided for the inauguration of the work of the
School after Mrs. Bradley's death. In this revision,
however, she used the following language. "It is my
will that as soon as practicable after my decease my
said executors and trustees or their successors proceed
to erect, furnish and prepare for use suitable buildings
within the means aforesaid for said Bradley Polytechnic
Institute, unless I shall have already done so, in which
case they shall continue the work begun by me." During
this year Mrs. Bradley had secured the Parsons Horo-
logical Institute from La Porte, Indiana, and had brought
the school with one hundred pupils and a full corps of
teachers to Peoria, and installed them in the Peoria
Watch Company buildings near this campus.

Mrs. Bradley considered this school a practical one
illustrating in a measure her idea of useful arts and

64 ^he First T>ecade

sciences, and she thought it might be instructive to her
and her trustees to have some experience before com-
mencing the larger school. I am sure this has proved
to be true. We have all had much experience of various
kinds with this school. But I am also sure the results
have been satisfactory to everybody. The sphere of
influence of this department of Bradley Institute is wider
than any other. Its students are from every country in
the world, and its graduates are certainly living
"independent, industrious and useful lives by the aid of
a practical knowledge of the useful arts and sciences"
as Mrs. Bradley desired.

The growth of the estate kept pace with the idea.
In the twelve years, 1885 to 1897, the year in which
the school was founded, the value of the estate doubled,
and the annual income nearly doubled. The largest
total reached by the estate was in 1897, $2,225,000.
The cost of the buildings and equipment brought the
assets down to $1,800,000 in 1900. Since that time
there has been a gradual approach to the $2,000,000
mark again.

Dr. Harper was the one directly responsible for the
change of plan by which the whole school was inaugu-
rated during Mrs. Bradley's life. Mrs. Bradley had
sent me to Chicago to meet Judge Grosscup, Dr. Gun-
saulus, Mr. Armour and others, and get figures in re-
gard to the running expenses of Armour and Lewis
Institutes, and after seeing them I went to the University
of Chicago, where Clarence Comstock was then doing
some work in Mathematics. He took me to Dr. Harper's

RUTiOLPH TFEIFFEli

Founder's Day J^ddresses — '^he ^arly Da\)s of 'Planning 65

library, introduced me to him, and we had a long talk
over the whole situation. Dr. Harper's conclusion was
that we had already reached the point when the school
should be founded, and he proposed to come down and
see Mrs. Bradley and convince her it could be done.
Within ten days the matter was settled. November
16th, 1896, the Institute was organized at Mrs. Bradley's
house, and it is an interesting fact that the greater part
of the charter of the Institute is copied with slight
changes from Mrs. Bradley's will and codicils. At that
time Mrs. Bradley entered into written contract with
the trustees to provide $30,000 per annum for the run-
ning expenses of the school. Later, in May, 1897, she
made a deed to the trustees of her entire real estate,
reserving only the life use and management, and from
that time she has acted as the treasurer of the Institute.
The Institute is already endowed, and the income of the
estate, over and above the running expense, is re-invested
in the name of the Institute. Mrs. Bradley has passed
her 90th year, but still hopes to bring the value of the
productive property of the Institute up to an even
$2,000,000 during her term as treasurer.

The Later Years

Helen Bartlett.

Dr. Sisson's feeling reference to the unfinished
state of our buildings and grounds on that first Founder's
Day, ten years ago, naturally suggests to us the later
improvements made possible by the generosity and
enterprise of our Founder and our Board of Trustees.

66 *CZ»e First decade

During these ten years the equipment of the Manual
Training Department has been perfected, while to it
and to the Domestic Economy Department a Teachers'
Course has been added. The Drawing Department now
has advanced courses in sketching, color, leather and
brass-work, as well as in wood- carving. The Chemical
and the Physics laboratories have apparatus worthy of
a college of the first-rank, among which is a fine reflect-
oscope for illustrating with views talks and lectures.
This instrument is at the disposal of other departments
also. The Biology Department offers a strong pre-
medical course for prospective physicians. The depart-
ment of Mathematics possesses a full laboratory
equipment for demonstrating the practical value of
abstract reasoning, while good wall-maps and hundreds
of fine photographs and artistically colored views, pur-
chased abroad, add a living interest to the study of
History and of the Ancient and the Modern Languages.
Our Library of thoroughly up-to-date reference books
for each department has far out-grown the space allotted
to it. Pictures and other works of art are gradually
relieving the bareness of our walls. An organ lends
dignity and sweetness to our chapel music, while a well-
trained orchestra is an important factor in the success
of all our public functions. Thanks to Mrs. Bradley's
watchfulness and care, our buildings are not allowed
even to grow shabby, but every summer are thoroughly
renovated so that they are fresh and inviting to welcome
back their occupants in the autumn. Each year our
spacious grounds are more charming, and in its cement

Founder's Day jiddrcsscs — *CZ)e Later Yean 67

walks, tenuis courts, athletic field, wide lawns, flower-
ing shrubs and spreading shade trees, Bradley affords
a refreshing contrast to similar institutions that are
necessarily wedged in between the lofty buildings and
annoyed by the smoke and uproar of a great city.
That our students fully appreciate these open-air privi-
leges, no one who passes through our campus on a
bright spring day can doubt.

The faculty of Bradley Polytechnic Institute con-
sisted originally of fourteen instructors, of whom five
are still with us. They had been trained at thirteen
different institutions, representing the best of the state
universities, the large endowed universities, the smaller
colleges, the foremost women's colleges, and the tech-
nical schools. Several had won special scholastic
honors, and almost without exception they had earned
college degrees, ranging from the bachelor's to the
Doctor of Philosophy, which was held by four. At the
head of the teaching body stood President William R.
Harper, always ready to advise and help, and to his
wonderful, unfailing interest and wisdom, this school
owes a never-to-be-forgotten debt of gratitude. The
first Director, Dr. Edward O. Sisson, brought to the
task of founding a great school youth, enthusiasm, and
a tact that from the start evoked in the student body
the spirit that has ever since predominated in Bradley,
a spirit of confidence between pupils and teachers, a
loyalty to the school that has led teacher and taught to
pull together instead of asunder. Our present Director,
Dr. T. C. Burgess, did not join us until the second year,

68 TAe First "Decade

although from the first he was nominally a member of
the Faculty. He was present on our first Founder's
Day, and from the beginning- had kept in such close
touch with the school and its ideals that his assumption
of the office of Director occurred without the slightest
jar or friction. As Dean of the Higher Academy and
College through five years, he had already won the
warm affection of the students and the deep regard of
the Faculty. Under his calm, wise rule, the Institute
has gone steadily onward and upward along the path
marked out by its founders. For themselves, the
Faculty have apparently chosen the watchword, Growth,
attained by wider study, original research, literary
work, or travel. During their sojourn at Bradley
several have obtained higher degrees, others have con-
tributed to periodicals or have published books, while a
number have spent their leave of absence in travel and
study in Europe.

Very large schools or universities doubtless offer
in some respects advantages superior to those of smaller
educational institutions, but their greater size precludes
the close, friendly relation between teacher and
pupil, which is possible in a school like ours, a relation
that may be a benefit and a joy to both parties. To the
teacher, in spite of the extra demand on time and
strength, such a relation brings the delight of living
again in young lives and the opportunity for personal
influence and practical help. And to the student, what
may not such a close friendship mean? The aim of our
Faculty has always been to foster this mutual friend-

Founder's T)ay Jlddresses — *C7ie Later Years 69

ship, to impress upon the student that he is free to
come at all times to Dean or teacher with his perplex-
ities, intellectual or otherwise, and the students have
responded to these friendly overtures with gratifying
cordiality. In many cases this friendly connection has
continued through the university, and even on into
more active life.

Sometimes students ask, "What are your rules?"
We have none, except the rule, "Be a gentleman, be a
lady," or better, "Be manly, be womanly." Discipline
is here reduced to a minimum, for when there is no
antagonism to authority, when Faculty and students are
working together for the best welfare of the school,
where is the need of discipline? Personal Responsi-
bility is the watchword for the student, even as Growth
is for the Faculty. The student is never under rigid
surveillance but is expected to be true to his best self.
It is always cheering to note how generally our students
justify this trust in them — how careful they are not to
ill-use or mar this beautiful building, how courteous
they are to their teachers. Jolly and sometimes noisy,
yes ! but rarely are they rude.

Our revered Founder desired that in some way this
school should inculcate ethics and right living as
exemplified in the religion of Jesus Christ, and our
Faculty have ever felt deeply that their first duty was
character building, not so much through formal instruc-
tion as by example and by the thousand indirect
methods open to every earnest teacher. Moreover,
each morning brings the school together for a short

70 '^he First T>ecade

religious service. Every effort has been made to add
variety and interest to these assemblies by introducing-
good music as well as by short, practical talks from
members of the Faculty or invited guests. A branch
of the Y. M. C. A. and one of the Y. W. C. A. are well
supported by teachers and students, under whose super-
vision several Bible classes are conducted.

The social and recreative side of student life finds
expression in social clubs with occasional parties, in
athletics, and in other student organizations. But the
thing absolutely necessary to the best social and physi-
cal development of our boys and girls is still lacking —
an adequately equipped gymnasium with a hall for
social events.

In comparison with the two hundred and seventy
years of Harvard or the eight or nine centuries of
Oxford and Cambridge, our ten years are but babyhood,
yet these years are enough to aid us in judging whether
Bradley Polytechnic Institute has an excuse for being,
whether it has met a real need. The nearly six hun-
dred students that overfill its two schools are perhaps
a sufficient answer to this query, but an even more con-
vincing proof of the value of the school is the success
of its graduates. At the close of our last catalogue
are a half dozen pages of very interesting matter, a
brief history of the graduates of our college from 1898
to 1906. Out of one hundred and twenty-eight gradu-
ates, seventy-two have continued their studies at
college, university or technical school and have won
higher degrees. Fourteen have been engaged in busi-

Founder's T)ay Jlddresses — "Uhe Later Years 71

ness, two are chemists, five mechanical or electrical
engineers, three draftsmen, one a physician, two clergy-
men; forty-five have taught, of whom twelve have
positions in colleges or polytechnic schools; one is an
examiner in the Patent Office at Washington. While
we heartily endorse higher education for our girls, we
also approve of marriage for them, and it must be
remembered that our Domestic Economy Department
is especially adapted to preparing girls to be home-
makers. Hence it may be of interest to note that ten
of our fifty girl graduates are married, and as all are
still young, and are attractive, there is a similar out-
look for the remaining forty. These statistics certainly
show that our school has fitted young people for worthy
positions in many different callings demanding a high
grade of intellectual development. Our course of study
seems also to have solved a vexed problem, how to hold
boys through a high school course and even into the
college, for of one hundred and twenty-eight graduates
sixty-three are young men. Including the last class
with eight graduates from the Teachers' Course there
are one hundred and thirty-two graduates, of whom
sixty-five are men. Are not the one hundred and
thirty-two young people who are prepared not only to
make their way in this difficult, competing world but
also to get the deepest enjoyment out of life, as well as
to put into life the best work and the most intelligent
service, are not these rationally educated young men
and women the best return that we can render Mrs.
Bradley on this tenth Founder's Day, and the most

72 '^he First T>ecade

appropriate gift for her 90th birthday, as a thank-ofifer-
ing from the people of Peoria for her great and wise
generosity to the community in which she has lived
through many years ?

Annual Statement of the Director

June 21, 1907.

Theodore C. Burgess,

The Institute feels that no slight honor is conferred
upon it by the presence as the orator at this our tenth
Convocation of the Chancellor of the University of
Nebraska — E. Benjamin Andrews. His services to the
cause of education are familiar and have won for him
the permanent recognition which they deserve — as
President of Brown University, next and perhaps the
most important in ultimate, if not in immediate, influ-
ence and results, as Superintendent of schools
of the city of Chicago and in recent years as
Chancellor of one of our important State Universities.
The Institute is deeply appreciative of his courtesy in
coming at our summons from a distant city and joins
with its many friends in thanking Chancellor Andrews
for the address to which we have just listened.

With the exercises of this evening Bradley Poly-
technic Institute closes its tenth year. The presence
for ten years of an institution for higher education in
any city ought to mean much for that city's welfare
and advancement in all that tends toward rectitude and
enduring progress. The Institute is the result of plans
long cherished and carefully pondered by our revered

ZEALY ,M. HOLMES

Jinnual Statement of the T)irector 73

founder. But the actual realization of these plans
came with remarkable rapidity. The advice of the late
William R. Harper whose services to the Institute from
its formative days to the date of his untimely death can
hardly be over estimated, led to the selecting of an
earlier date for its founding than had before been con-
templated and also had much to do in determining the
character of the institution. A charter was quickly
secured and seven trustees appointed. The first meet-
ing of the trustees was held ten years ago last fall,
November 16, 1896. In less than one year — to be exact,
before October, 1897 — a wonderful work had been
accomplished. Two buildings had been planned, erect-
ed and equipped, a faculty gathered, a curriculum
arranged, a body of students enrolled, and regular
school work begun.

What has been accomplished for Peoria and this
immediate vicinity by Bradley Institute in the ten years
that have elapsed since its founding in October, 1897 ?
Calmly, without ostentation the Institute has made a
sustained, conscientious effort to offer to the people of
this city and community a practical and efficient type
of education. It has aimed to be a school which should
present great variety of opportunities and unusual
advantages for their realization. This aim has been
directed and controlled by the firm conviction that
sturdy upright character is the real foundation of pro-
gress and success. The faculty has endeavored by
daily chapel exercises, by personal example and indi-
vidual effort to cultivate in every student who has

74 'Che First T>ecade

attended the institute noble and symmetrical ideals and
persistence of purpose in attaining these. What the
results have been it is impossible fully to estimate.

The exact contribution of a college or secondary
school to the community in which it is situated is beyond
our power to measure. Much of its work, many of its
results are visible but the greater, and perhaps the
better part, does not readily admit of analysis or esti-
mate. Its influence for good issues in a thousand forms
and moves on in later generations, affecting every
phase of life. The work of an institution can be judged,
but only in slight part, by the number and character of
its graduates. The graduates from the college at
Bradley during these ten years make a total of one
hundred and forty-three, seventy-five young women and
sixty-eight young men. Forty-eight of those have since
completed a full college course. Forty-one more are
still continuing their studies and about forty have gone
directly from our own graduation to business or teach-
ing or a similar occupation. The graduates of Bradley
have found it possible to complete their college course
in two years in our leading colleges and universities,
securing here the college work of the first and second
years at vastly less expense and in most cases with
better instruction, since many of our largest institutions
place their Freshmen and Sophomore work in the hands
of young and inexperienced teachers. Their further
study has been carried on in a great variety of Institu-
tions— Chicago, Michigan, Illinois, Missouri, North-
western, Cornell, Smith, Dartmouth, Princeton, Oberlin,

Jinnual Statement of the T)irector 75

Harvard, Massachusetts Institute of Technology, Mt.
Holyoke, Armour Institute, Lake Forest and others.
Over fifty of our graduates have become teachers, thirty-
one of them in the city of Peoria and others in high
schools in this and neighboring states. We have an
alumnus upon the faculty of Williams College, Rose
Polytechnic Institute, Pratt Institute, St. Louis Univer-
sity. Thirty-five have entered upon some form of
business; the ministry, law, medicine — each has its
representative. One of our graduates has won the Ph.
D. degree at a German University, another is still
engaged in that undertaking. Several have been
honored with the Phi Beta Kappa key, one at Dartmouth
and another at the University of Chicago. Fellowships,
scholarships and other honors have given evidence of
the success of our graduates in their studies.

The Institute offers five distinct groups or courses
of study. Our graduates are distributed among these
as follows : forty-five from the Science Group, twelve
from the Engineering, twenty-seven from the Classics,
fifty-seven from the Literature and two from the
Mechanic Arts. The larger number in the Literature
group is due to the fact that most young women take this
line of work. The majority of the young men choose
engineering or mechanic arts but fewer have completed
these courses owing to several facts; chiefly that few
high schools offer work leading to engineering or
mechanic arts and accordingly few are able to enter
with preparation for that line of work. Then too the
more direct, practical bearing of these courses offers

76 *CAe First decade

greater temptation to withdraw from the school and to
accept some remunerative position before completing
the course of preparation which it would be desirable
to have.

Only since 1901 have we graduated classes from
the academy. During these seven years one hundred
and forty-four have completed the academy course.
Sixty-three of these have gone on with their studies
here and have already graduated from the Institute.
Many are still among our students. Most of the others
have continued their education at Vassar, Smith,
University of Illinois, Cornell, Harvard, University of
Chicago and others of our leading institutions. These
students are accepted upon our certificate in every in-
stitution which accepts students from any school.

The graduates of an institution represent but a
fraction of its product and form no full measure of its
influence. Especially is this true where secondary
education, as well as college, is involved. The past ten
years have seen a large body of students in attendance
at Bradley Institute. The total number of different
individuals at Bradley Hall, the Horological department
and summer school has reached about 4000. At
Bradley Hall these have come chiefly from Peoria and
adjoining counties. In the Horological department the
reverse is true. During the ten years students have
come to the Horological department from every state
in the Union, except Nevada, New Hampshire and
Delaware. Many distant parts of our country have
sent large numbers. There have been more than sixty

Jinnual Statement of the T)irector 77

from Texas and thirty from California, four from Idaho,
six from Florida, four from Maine, fifty-eight from Penn-
sylvania and correspondingly increased numbers from
states nearer by us.

During these ten years the faculty at Bradley Hall
has increased from fourteen to twenty-eight and in the
Horological department from five to six making a present
total of thirty-four. Sixmembers of theoriginal faculty are
still connected with the Institute, Mr. Westlake, Miss
Bartlett, Mr. Bennett, Mr. Wyckoff, Mr. Comstock, and
the present Director. Many have been taken from our
faculty to assume positions of importance in other in-
stitutions. Former members of this faculty are now
connected with the faculties of Princeton, University of
Illinois, St. Louis University, Coe and Doane Colleges
in Nebraska, University of Washington, Kansas Agri-
cultural College, University of Chicago, University of
Idaho, Lawrence, Hanover, Wabash, and Lincoln
Colleges.

This tenth year has very appropriately witnessed
the largest enrollment of students in the Institute's
history. The total has been seven hundred and eleven as
againstalittlemorethansixhundredforany previous year.
The increase has characterized the Horological Depart-
ment as well as Bradley Hall. Two hundred and twelve
students have been enrolled in Horology this year. There
is no fixed time for entering or leaving and so in
that department there is a constant coming and
going. The largest number present any given week
has been one hundred and nine. A new appreciation
of the reputation of this department comes from

7S "Che First Tfecade

the fact that these 212 students have come to Peoria
from more than 30 different states.

A most welcome feature of the enrollment for the
present year has been the increase in the number of
college students. We report this year a total of one
hundred and four in our college, making the classifica-
tion as rigid as that employed in our best universities.
The largest number for any preceding year has been
eighty-three. We gain somewhat in the interpretation
of these figures by comparing our college with other
colleges in this state. Our largest institutions, Univer-
sity of Illinois, Chicago, Northwestern, Armour Institute,
form a class by themselves. Setting aside these four there
are but five colleges in our state with a larger college
enrollment than our own. These are Monmouth, Knox,
Lake Forest, Lewis Institute and the James Milliken
University. Nearly fifty institutions in Illinois with
the title college have fewer strictly college students
than we.

Another very pleasant feature of the work at Brad-
ley Hall this year has been the request on the part of
ladies in the city for special classes in sewing and
cooking. The work has been entered into with great
enthusiasm by all who joined and has proved a source
of pleasure as well as of advantage. The Institute
believes that in giving opportunities for such "House-
Keeper's Courses" it is doing for Peoria one of the
services for which it was founded. Plans for similar
courses for next year are already being formed.

yjnnual Statement of the T)irector 79

Several changes in the curriculum will go into
effect next year. Physiography has been dropped and
a new course in English has been added at the beginning
of the first year. The Engineering Group has been
worked over but without very numerous or radical
changes. Many of our students, especially in the
Engineering Group, wish after graduating here to con-
tinue their work at the University of Illinois. Our
present arrangement renders it possible to do this more
easily than heretofore. Students in the Lower Academy
who are expecting to enter this group are now allowed
to take German in place of Latin in the second year.
The other changes in this and other groups are com-
paratively unimportant and may be left without
separate mention here.

The trustees have granted leave of absence for one
year to two members of our faculty. Mr. George C.
Ashman of the department of Chemistry will continue
his study at the University of Chicago. Mr. W. H.
Bryan, now teaching at Highland Park, 111., an experi-
enced and successful instructor, will take charge of this
work. Leave of absence for one year has also been
granted to Miss Helen Bartlett for travel in foreign
lands. The position of Dean of Women will be taken
for the year by Miss Duncan. The additional assistance
required in the Modern Language Department will be
rendered by Miss Bertha Reed now a graduate student
at Bryn Mawr. Miss Reed has had successful teaching
experience in German and in addition to her work at

80 Vbe First T>ecade

Bryn Mawr has enjoyed two years of study in German
universities.

The summer school for 1906-7, devoted to Manual
Training and Domestic Economy, proved the most suc-
cessful in the series bringing together eighty students
from seventeen states, some as far distant as California,
Texas and Canada. A similar school will be held here
this summer from July 1st to August 3rd.

The numerous literary and technical organizations
of the Institute have enjoyed a prosperous year. I can
refer to but one, the important work done by the various
debating clubs. The climax was reached in a public
debate last March in which genuine college qualities
were displayed. Plans are practically complete for a
contest for the coming year with one of our neighboring
colleges.

A little more than one year ago castings for a new
steam engine were purchased. Faithful and excellent
work has been done by students and instructors in
building this new engine and it is now practically
ready for use, making a valuable addition to our power
plant and also furnishing interesting evidence of the
practical character of the work done in our shops.

Our library has long since grown beyond the space
originally allotted to it. The conditions have become
intolerable and for another year we hope to have them
improved. Additional space for books will be secured
and during the coming year the library will be cata-
logued and thus vastly increase its usefulness.

yjnnual Statement of the T)irector 81

For more than two generations fraternities have
maintained themselves in most of our colleges. Some
institutions have opposed them but a far larger number
have looked upon them with more or less favor, and
their position to-day is in many respects more honorable
and their standing more secure than ever before in
their history. It is accepted by most that there are
dangers and evils connected with college secret soci-
eties but the general feeling is inclining more and more
to the belief that the advantages which they offer more
than out-balance these. The past few years have seen
a very vigorous effort to introduce fraternities and
sororities into high schools. As soon as the character
and effect of such organizations in secondary schools
was realized they were discouraged or placed under
what was hoped would prove prohibitive restrictions by
high school faculties and school boards. The opposition
to them has been so general and so pronounced that
within the past year several states have passed laws
excluding such organizations from secondary schools in
the states affected. College Greek letter societies as a
rule look upon high school fraternities with disfavor, in
some instances refusing to receive as a member a person
who has joined one of these organizations.

Fraternities and sororities have existed at Bradley
Institute somewhat against the better judgment of the
faculty, but without open opposition. It was held by
some (I believe wrongly) that such organizations might
properly be left to the control of parents since so much
of their activity lay outside the school. A different

82 Vhe First T>ecade

view has always been held by many members of the
faculty and recently has prevailed with practical
unanimity.

There are theoretical and practical objections to
these organizations among younger students which
those recognize who do not strongly object to them in
college years. It is clear that some of these objections
apply with less force here than in many schools if we
are to judge of others by common report. But there
has been here on the part of the faculty a growing con-
viction that the existence of such organizations in our
academy was upon the whole disadvantageous. All the
questions involved have been fully discussed during the
present year and at the meeting of the faculty for May
20th, it was voted to restrict membership in fraternities
and sororities to the college years. This includes
rushing. The faculty also voted to reopen the entire
question not later than three years from this time.
The faculty holds on the one hand that there are no advan-
tages of importance arising from secret organizations
in our academy which cannot be obtained without them
and on the other hand that such organizations are un-
wise for students of the high school age as being by their
very nature selfish and undemocratic, tending inevitably
to divide a school into exclusive if not hostile factions;
giving a false idea of life, through being too expensive,
giving too much prominence to purely social affairs,
occupying too much time and thought with
subordinate matters to the detriment or exclusion
of the more serious and profitable side of

ylnnual Stalemenl of the Director 83

school life. They are especially unnecessary where,
as here, a large proportion of the school body live at
home.

Social distinctions will exist, there will be groups
and divisions in a school in spite of all that may be
done. Such is human nature, but if left alone these
groups shift freely, changing as one grows older and
acquires new and higher ideals. At the age and de-
gree of maturity which belongs to the high school, the
fraternity or the sorority compels ten or fifteen young
men or young women as the case may be, to enter into
a bond which says irrevocably that the other members
of this organization shall be his special companions
and friends during the time he is connected with this
school, be it one, three or six years. If a mistake has
been made there is no retreat. Such a situation for
persons of such an age is fundamentally wrong. It is
dangerously productive of evils that friendships should
be formed under the restriction or compulsion of an
organization. The ten or fifteen or more young men or
young women of high school age who compose such an
organization are destined to develop differently. Even
the space of one year will demonstrate this. Some of
these will naturally continue their friendship through
life, others should more properly fall into new groups.
The fraternities and sororities create an artificial and
permanent set of associations at the very time when
every person should be free to make friends without
restrictions, when and where he pleases, to change
them as one develops or as one comes into contact with

84 'Uhe First T>ecade

new companions. Immature minds should not be called
upon to make a permanent choice of friends. To put
it in a general way young students should have a broad
social horizon. In view of these and other facts it has
been decided to exclude fraternities and sororities from
the Academy at Bradley. Hereafter only College
students will be permitted to join such organizations.

The Founder's Day exercises of the present year
were made memorable by the statement that through
the kindly interest of Mrs. Bradley a gymnasium would
be erected at sometime during the coming year. This
announcement was received with great enthusiasm and
this feeling still continues. Much time has been de-
voted to a consideration of plans and these are begin-
ning to reach somewhat definite form. The gymnasium
will prove a most valuable addition to our equipment.
During the coming summer the Athletic Field will be
enclosed with an iron fence seven feet in height with
suitable gates. This will be a permanent improvement
and one which has long been needed.

In closing let me make appreciative mention of the
unselfish interest in the good of the Institute which has
been manifested in many ways and on many occasions
by our school body during this school year. A sym-
pathetic and loyal body of students is a most important
condition of successful work.

N

^
S
^

K

q;

95

O

Historical Sketch

General Statement

Bradley Polytechnic Institute, Peoria, Illinois, was
opened October 4th, 1897. Its founding was the result
of plans formed years before. Mr. and Mrs. Tobias S.
Bradley of Peoria originally purposed to endow a school
as a memorial to their deceased children. With this in
view they visited a number of prominent institutions.
In 1867, before the execution of their plans, an accident
caused the death of Mr. Bradley. The management of
a large estate was thus suddenly thrown upon the widow.
Mrs. Bradley was without experience in business affairs
but soon proved that she possessed unerring good judg-
ment and business ability of the highest order. Under
her care the estate of about one half million was not
only preserved but steadily developed and increased.
After some years Mrs. Bradley entered again upon the
plans which had been begun in her husband's lifetime
and the general outline of the institution which she
wished to found was formed practically as it is now
seen in the constitution of the Institute. These plans
involved thorough deliberation and investigation lasting
through many years. In establishing Bradley Institute
it was her intention to afford the youth of Peoria and
surrounding counties the opportunity to secure a prac-
tical and serviceable education and particularly to teach
them to work and to regard work as honorable. This
school was to be started after her death but upon con-
sultation with President Harper of the University of

{85)

86 'Uhe First Decade

Chicago, and other prominent educators of the middle
west she determined not to delay its inauguration. A
charter was applied for in the fall of 1896. A Board of
Trustees was selected and their first meeting held on
the sixteenth day of November 1896. The original
Board of Trustees was constituted as follows:

Oliver J. Bailey .... Peoria

President

Leslie D. Puterbaugh . . . Peoria

Vice-President
Harry A. Hammond . . Wyoming

Secretary

William R. Harper . University of Chicago

Rudolph Pfeiffer .... Peoria

Zealy M. Holmes . . . Mossville

Albion W. Small . University of Chicago

The Board and its oiBEicers remain unchanged ex-
cept for the vacancy caused by the death of President
William R. Harper of the University of Chicago in
January 1906. His place upon the board was filled by
the election of President Harry Pratt Judson of the
University of Chicago.

Upon the request of the Trustees the Institute was
granted affiliation with the University of Chicago.

Mrs. Bradley entered into a contract with the
Trustees to provide an annual income to support the
school during her life time and provided in her will for
a permanent endowment consisting of the greater part
of her estate. At the same time a deed for nearly
twenty acres of ground in the western part of the city

HARRY "PRATT JWDSON

Historical Sketch — General Statement 67

was presented to the Trustees as a site for the Institute
buildings and $160,000 was set apart for building and
equipment. Large additions were made to this fund as
the buildings progressed. During the spring and sum-
mer of 1897 two buildings were erected and equipped,
Bradley Hall and the Horological Building. Formal
dedicatory exercises were held at Bradley Hall on the
8th of October, 1897, four days after the opening of its
doors to students. This date is observed with appro-
priate exercises each year as Founder's Day. President
Harper of the University of Chicago, President of the
Faculty of Bradley Institute, presided and the dedicatory
address was delivered by Lyman J. Gage, Secretary of
the Treasury of the United States. The audience
taxed the capacity of the building to its utmost.
Delegates were present from almost every college in
Illinois and from several neighboring states. The oc-
casion was an impressive one. A banquet was given
at the National Hotel in the evening to invited guests
and a general reception was held immediately following.
The regular work of instruction began a little less than
a year from the date at which definite plans were first
discussed. Of necessity much work was still in progress.
The unfinished state of the building rendered it necess-
ary to limit the number of students to be accepted for
the first year to one hundred and fifty. The full number
presented themselves for work upon the opening day.

The Horological Building (Horology Hall) was
dedicated November 19th with an address by Theodore
Gribi of Chicago. This building was erected to accom-

88 Vhe First T)ecade

modate a school to teach watchmaking and allied trades.
It was purchased by Mrs. Bradley in 1892 and moved to
Peoria from LaPorte, Indiana, where it was established
in 1886. The present building and its equipment is
probably the most complete of any for its purpose in
the world. It has grown steadily in the thoroughness
of its work and in the number of its students. There
are now enrolled about one hundred students. There
were in all during the past year ( 1906-7 ) about two hundred.
These students come from every part of the United States.
Since the f oundingof the Horological School students have
come to it from every state in the Union with the exception
of Nevada, Delaware and New Hampshire. Several
have come from foreign countries. The Horological
School has the following departments: Elementary
Watchwork, Finishing, Engraving, Jewelry, Clock work
and the Department of Optics. In 1897 the Horological
School was made a part of Bradley Institute under the
care of the Trustees and Director. The Horological
School has no terms or vacations. Its work is con-
tinuous. Instruction is almost entirely individual rather
than in classes. The student enters at any time and
remains until he has completed the work for which he
had planned.

Bradley Hall contains the other activities of the
school. It admits students who have completed the
work of the eighth grade and presents a six year course
of study, including such subjects as are usually taught
in academies and the first two years of college, and in
addition to these Manual Training and Domestic Econ-

Historical Sketch — General Statement 89

omy. Four years of the work belongs to the high school
period and two to the college, fitting one to enter the
junior year of the best colleges, universities or engineer-
ing schools. After the second year of the course the
student may specialize by choosing a group of studies
emphasizing some special subject. The following
groups are offered : Science, Engineering, Classics,
Literature, Mechanic Arts. Upon completion of the
work of one of these groups the student is granted a
diploma and the title Associate in Arts, Literature, or
Science as the case may be. The Institute presents
unusual opportunities for those interested in Manual
Training and Domestic Science. A Teachers' Course
is given for those who wish to become teachers of either
of these subjects. These teachers' courses were begun
in the fall of 1905 and have proved a distinct success.
The completion of the Teachers' Course for Manual
Training or that preparing for Domestic Science entitles
the student to a Teachers' Certificate. The Institute
has the following departments : Biology, Chemistry,
Domestic Economy, English, German and French, His-
tory, Latin and Greek, Manual Arts, Mathematics,
Physics. At the opening of the Institute the number
of students was limited to one hundred and fifty; that
number has since been increased until during the year
1906-7 there were seven hundred and nine students
enrolled, five hundred and eleven in Bradley Hall, one
hundred and ninety-eight in the Horological school and
eighty in the summer school. The school year is of
thirty-six weeks divided into three quarters, beginning

90 'Vhe First Decade

the last week in September and closing about the 20th
of June. For the past four years a summer school of
Manual Training and Domestic Economy has been held
beginning early in July and lasting for five weeks.
Ninety-eight students attended the summer school of
1907. Almost all of these were teachers of Manual
Training or Domestic Science and they came from
many different states.

In 1904 a station of the United States Weather
Bureau was established in a separate building erected
by the Government at the north end of the campus.
This station is under the care of Dewey A. Seeley as
forecaster. Mr. Seeley gives instruction and lectures
in classes at the Institute at different times as may
seem suitable.

At the Founder's Day gathering October 8, 1906,
announcement was made that Mrs. Bradley would soon
erect upon the campus a gymnasium, to cost with its
equipment in the neighborhood of $75,000. Plans for
this gymnasium are now well developed and within a
few months the actual work will be begun. It is
expected that this gymnasium will be attractive in
exterior and fully equipped. The plans include a
natatorium, bowling alley, rooms for social purposes, etc.

Faculty of the School of Arts and Sciences

As Constituted for the School Year 1907-8

Officers of Administration

C Director of the Institute
Theodore C. Burgess < Dean of College and

\ Higher Acadeiny

Dorothy Duncan . . . Dean of Women

Charles Truman Wyckoff . Dean of Lower Academy
Clarence Elmer Comstock . . Recorder

Officers of Instruction

Theodore Chalon Burgess, Ph. D.,

Professor of Greek and Latin.
A. B., Hamilton College, 1883; A. M., z/^zV/., 1886; Head of Classical
Department, Fredonia (N. Y.) State Normal School, 1883-96; Graduate
Student in Greek, University of Chicago, 1896-7; Fellow in Greek, ibid.,
1897-8; Ph. D., ibid., 1898; Assistant Professor of Greek, University of
Chicago, Summers, 1900-05; Professor of Greek, ibid., Summers, 1907-
8; Assistant Professorof Greek and Latin, Bradley Institute, 1897-1904.

Charles Alpheus Bennett, B. S.,

Professor of Manual Arts.
B. S., Worcester Polytechnic Institute, 1886; Machinist and Drafts-
man with Brown & Sharpe Manufacturing Co. and Putnam Machine
Co., 1886-7; Teacher of Manual Training, High School, St. Paul,
Minnesota, 1887-8; Principal of Manual Training High School, St.
Paul, Minnesota, 1888-91; Professor of Manual Training, Teachers,
College, New York City, 1891-7; Editor of Manual Training Magazine;
Assistant Professor of Manual Arts, Bradley Institute, 1897-1904.

*Helen Bartlett, Ph. D.,

Professor of Modern I^aiiguages.
Student in Berlin, 1882-4 and 1890; Teacher of German, Peoria
High School, 1884-9; Assistant Principal, 1887-9; Student Newnham
College, University of Cambridge, England, 1889; A. B., Bryn Mawr
College, 1892; A. M., 1893; Ph. D., ibid., 1896; Graduate Student in
English and German, Bryn Mawr College, 1892-5; Fellow in English,
ibid., 1893-4; Holder of the American Fellowship of the Association of
Collegiate Alumnae, 1894-5; Instructor in German, Portland Academy,
Portland, Oregon, 1896-7; Student at University of Berlin, Spring and
Summer, 1905; Assistant Professor of Modern Languages, Bradley
Institute, 1897-1904.
* On leave of absence. ( 9 / )

92 "Che First T>ecade

Charles Truman Wyckoff, Ph. D.,
Professor of History.
A. B., Knox College, 1884; A. U.,ibid., 1887; B. D.. Chicago The-
ological Seminary, 1887; Head of English Department, Osaka Middle
School, Japan, 1888-9; Instructor in English, Doshisha University,
Kyoto, Japan, 1889-91; Lecturer on the History of Sacred Music,
Chicago Theological Seminary, 1901-3; Graduate Student of History
and Political Science, University of Chicago, 1894-96; Fellow, ibid.,
1896-97; Ph. D., ibid., 1897; Instructor in History, Bradley Institute,
1897-1900; Assistant Professor, ibid., 1900-1904.

Clarence Elmer Comstock, A. M.,

Assistajit Professor of Mathematics.

A. B., Knox College, 1888; Instructor in Mathematics and English,
Blackburn University, 1888-9; Instructor in Mathematics, Knox College,
1889-92, 1893-94; A. M., Knox College, 1891; Graduate Student in
Mathematics, Johns Hopkins University, 1892-3, 1894-5; University of
Chicago, 1895-6; Instructor in Mathematics, Princeton-Yale School,
Chicago, 1896-7; Instructor in Mathematics, Bradley Institute, 1897-1902.

Frederic Lendall Bishop, Ph. D.,

Assistant Professor of Physics.
Student, Literature and Language, Boston University. 1894-5; S.B.,
Massachusetts Institute of Technology, 1898; Graduate Student, ibid..
Summer, 1898; Graduate Student in Physics, University of Chicago,
Summer, 1900; Winter and Spring, 1905; Ph. 'D.,ibid.,V^^S\ Associate
in Physics, Bradley Institute, 1898-1900; Instructor, ibid., 1900-1903.

Wales Harrison Packard, S. B.,

Assistant Professor of Biology.
S. B., Olivet College, 1894; Fellow in Zoology, University of
Chicago, 1895-8; Instructor in Zoology, Marine Biological Laboratory,
WoodsHoU, Mass., Summers, 1895-99; Research Work, ibid.. Summers,
1905-6; Instructor in Physiology, University of Chicago, Summer, 1903;
Associate in Biology, Bradley Institute, 1898-1901; Instructor, ibid.,
1901-04.

*George Cromwell Ashman, M. S.,

Assistant Professor of Chemistry.

B. Sc, Wabash College, 1895; Graduate Student and Instructor in
Chemistry, ibid., 1895-6; Teacher Physics and Chemistry, Frankfort,
Ind., High School, 1896-1901; Teacher Physics and Chemistry, Illinois
State Normal School, Charleston, Summer, 1901; Graduate Student,
University of Chicago, Summers, 1897-1900; M. S.,ibid., 1905; Associ-
ate in Chemistry, Bradley Institute, 1901-3; Instructor, ibid., 1903-5.
*On leave of absence.

Historical Sketch — School of Arts and Sciences 93

Margaret McLaughlin, A. M.,

Instructor in English.

Student, National Normal, Lebanon, Ohio, 1888-92; A. B., ibid.,
1890; L. L. B. by examination before committee of Supreme Court of
Ohio, 1892; Instructor in English, National Normal, Lebanon, Ohio,
1896-1901; Lewisville Academy, Lewisville, Texas, 1901-2; Graduate
Student, Yale University, 1902-4; University of Chicago, 1904-5; A. M.,
ibid., 1905.

Helen Morrison Day, B. S.,

Instructor in Do7nestic Econotny.

Diploma for teaching Domestic Science, Teachers College, 1903;
B. S. Columbia, 1907; Assistant in Domestic Science, Teachers College,
1903-6; Instructor and Lecturer in Domestic Science Extension Depart-
ment, Teachers College, 1906-7; Lyndhurst Industrial School, 1903-4;
Instructor in Domestic Science, Chautauqua, N. Y., Summer, 1907.

Clinton Sheldon VanDeusen, M. E.,
Instructor in Manual Arts.

M. E., Cornell University, 1894; Instructor in Mathematics,
Keuka College, 1894-5; Instructor in Woodworking and Mechanical
Drawing, Frankfort, Ky., 1895-6; Central High School, Minneapolis,
1896-98; Associate in Manual Arts, Bradley Institute, 1898-1904.

William Henry Bryan, B. S.,

Instructor in Chemistry .

B. Ped., Ohio Normal University, 1902; B. S., University of Chicago,
1904; Instructor in Physics and Chemistry, DeKalb Township High
School, 1904-5; Graduate Student University of Chicago, 1905-6;
Instructor in Physics and Chemistry, Deerfield Township High School,
1906-7.

Elida Esther Winchip,

Instructor iti Domestic Economy.

Superintendent of Sewing, Kansas State Agricultural College,
1884-97; Associate in Domestic Economy, Bradley Institute, 1898-1904.

William Frederick Raymond,

Instructor in Manual Arts.

Machinist for Warner and Swasey, Cleveland, ()., Worthington
Hydraulic Works, New York, and Pittsburg Locomotive Works, Pitts-
burg, Pa. For six years Mechanician, Department of Experimental
Engineering, Cornell University. Assistant in Manual Arts, Bradley
Institute, 1898-1901; Associate, ibid., 1901-4.

94 '^be First T>ecade

Adelaide Mickel,

Instructor in Drawing.

Graduate Chicago Art Institute, 1900; Designer for Marshall Field
& Co., Chicago, 1900-1; Student, School of Education, Chicago, Sum-
mer, 1901; Student, Harvard University, Summer, 1902.

Mary Bates Blossom,

histructor in German and French.

Teacher in Peoria High Schools, 1893-6; Student in Berlin, 1900-2;
University of Berlin, 1901-2; Student, University of Chicago, Summers,
1903-4; Student, Guilde Internationale and Sorbonne, Paris, 1905-6.

Dorothy Duncan, A. B.,

Instructor in Germa7t and Latin.

A. B., University of Chicago, 1904; Student at the University of
Berlin, 1904-5.

Frederick Huston Evans, M. E.,

Instructor in Manual Arts.

B. M. E., Kentucky State College, 1903; Draftsman for the Ironton
Engine Co., Ironton, Ohio, 1903-4; with Link Belt Machinery Co.,
Chicago, Summer, 1905; M. E., State College of Kentucky, 1906;
Draftsman on Union Stock Yards Power Plant for Sargent & Lundy,
Chicago, Summer, 1906.

Bertha Reed, A. M.,

Assistant in German.

Ph. B., DePauw University, 1898; A. M., ibid., 1902; Instructor
in Latin and German and Dean of Women, Grand Prairie Seminary,

1898-1900; Instructor in German, High School, Decatur, 111., 1900-02,
1905-6; Graduate Student in German and English, University of Berlin,
1902-3; University of Zurich, 1903-4; Research work in British Museum,
Summer, 1903; Instructor in German, Girls' Latin School, Baltimore,
1904-5; Fellow in Teutonic Philology, Bryn Mawr College, 1906-7.

Bertha May Scullen, A. B.,

Assistant in Domestic Economy.

Student Assistant in Domestic Economy, Bradley Institute, 1902-3;
Graduate, ibid., 1903; A. B., University of Chicago, 1906.

Historical Sketch — School of yJrts and Sciences 95

George R. Coffman, A. B.,

Assista?it in English.

A. B., Drake University, 1903; Student Tutor, Greek, 1901-1903;
Teacher Public Schools, Moulton, Iowa, 1903-4; Instructor in English,
East High School, Des Moines, Iowa, 1904-6; Graduate Student,
University of Chicago, Summer, 1905-6; Reader in English, University
of Chicago, Summer, 1906.

Frank Crerie,

Assist a fit in Drawing.

Graduate Massachusetts Normal Art School, 1905; Student under
Philip Hale, Art Museum, Worcester, Mass., 1897-9, 1901-4; Graduate
Boston Evening Drawing School; Student under Laurin Martin in Arts
and Crafts Work, 1904-5; Teacher, Boston Public Schools, 1905; Illus-
trator for Richards Publishing Co., Boston, Mass., 1906.

Melvix Deforest Renkenberger, A. B.,
Assisiajit in Biology.

A. B., Wabash College, 1906; Teacher Public Schools, Noble Co.,
Ind., 1895-8; Principal Township High School, La Otto, Ind., 1898-1903.

IvA Frances Rockwell, A. B.,

Assistant in Latin and Greek.

Graduate Bradley Institute, 1904; A. B., University of Chicago, 1906.

Martha Shopbell, B. S.,

Assistant ifi Domestic Economy.

B. S., University of Wisconsin. 1899; Teacher in Wisconsin High
Schools, 1899-1902; Student Pratt Institute, 1902-4; Graduate, Normal
Domestic Science Course, ibid., 1904; Teacher, New York City Vaca-
tion Schools, 1903-4.

Katherine Fedora Walters, A. B.,

Assistant in Ancietit Languages.

M. Di., Iowa State Normal School, 1904; A. B., University of
Michigan, 1906; Teacher, High School, Grand Junction, Iowa, 1898-9;
Principal High School, Eldora, Iowa, 1899-1900; Teacher, Keokuk,
Iowa, 1900-1; Cedar Falls, Iowa, 1901-4.

Joseph Stitt Bikle, A. M.,

Assistant in Mathematics.

A. B., Columbia University, 1903; A.M., ibid., 1904; Teacher,
High School, Hagerstown, Md., 1904-5; New Brighton, Pa., 1905-6;
Altoona, Pa., 1906-7.

96 "^he First T>ecade

Lloyd Holsinger, A. B.,

Assistant in Mathematics.

A. B., University of Michigan, 1907; Substitute teacher, Mt. Mor-
ris High School, 1903-4; Principal Eureka School, Polo, 111., 1905;
Principal West Grove School, Forreston, 111., 1906.

Grace Eaton Hauk,

Assistant in English and Library.

Student Assistant in English at Bradley Institute, 1906-7; graduate
ibid., 1907; Student Iowa Library School, Summer, 1907.

Alice Beatrice Meyer,

Assistant in Drawing.

Graduate of Teachers Training School, Davenport, Iowa, 1904;
Graduate of Normal Art Department, Chicago Academy of Fine Arts,
1906; Teacher, Sterling, 111., 1906-7.

Dewey Alsdorf Seeley, B. S.,

Lecturer in Meteorology.

B. S., Michigan Agricultural College, 1898; Assistant Observer, U.
S. Weather Bureau, Lansing, Mich., 1898; Albany, N. Y., 1898-9;
Philadelphia, Pa., 1899-1900; Chicago, 111., 1900-3, and First Assistant,
Chicago, 111., 1903-5; Observer U. S. Weather Bureau, Peoria, 111., 1905.

Historical Sketch — School of Arts and Sciences 97

Curriculum.

The courses of study are arranged so that a student
may enter at the end of the common school course and
continue through six years' work; gaining first, a broad
and practical general education, and in addition special
preparation for one of the following pursuits: (1)
Business, Trade or Technical work. (2) Advanced
study in a College, University or School of Engineering.
(3) Professional Study in Law or Medicine.

Divisions. The six years of study are divided into
three two-year periods, as follows :

1. The Lower Academy (first and second years)
corresponding to the first two years of a High School
Course.

2. The Higher Academy (third and fourth years)
corresponding to the last two years of a High School
course.

3. The College (fifth and sixth years) correspond-
ing (according to the group) to the Freshman and
Sophomore years in a College, University or Engineer-
ing School.

This division of the six years into three parts, each
of two years, was made at the founding of the school.
A program of studies was made at that time for the
Lower Academy, alike for all students, including Eng-
lish, Mathematics, Latin, History, Science, Shop work.
Drawing and Sewing. This curriculum has remained
to the present time with comparatively little change.
In the Higher Academy the original curriculum provid-
ed for three courses — Scientific, Literary and Technical,

98 'Uhe First T>ecade

with the prospect of a commercial course to be an-
nounced later if thought advisable. These three
courses were continued through the college. The
curriculum as then planned was maintained almost with-
out change during the first two years of the Institute's
history. During the year 1897-1898 periods of recitation
were one hour and a half for all Lower Academy and
some of the Higher Academy subjects with two hours
for laboratory courses. This longer period might be
employed by the instructor, part for recitation and part
for preparation of work. At the end of the first year
this plan was abandoned and uniform recitation periods
of fifty-five minutes established with double periods for
laboratory courses. At the end of the second year
(spring of 1899) the curriculum was discussed and
thoroughly reorganized. The Lower Academy remained
practically unchanged but for the Higher Academy and
College, six groups were established. Science, Engi-
neering, Classics, Literature, Mechanic Arts and
General. These groups have been retained to the pres-
ent day with comparatively slight changes except the
dropping of the General group. Beginning with 1901
the Mechanic Arts group was extended into the Lower
Academy. Thus at the present time the student who
has completed the work of the Lower Academy (except
in the Mechanic Arts group where he has already begun
to specialize) may choose between the four remaining
groups. In this choice he may have the advice of
parents and teachers and this choice will determine the
character of his work for the Higher Academy and

Historical Sf^etch — School of A rts and Sciences 99

College. The work of the academy is so planned that
one may secure college preparation in various lines —
Classics, Engineering, Literature, Science, or one may
pursue the Mechanic Arts course in which the practical
side predominates and which does not prepare one for
any other institution. The graduates from the academy
are accepted upon certificate in colleges where the
certificate plan is adopted. One who completes the
two years of college work should be able to graduate in
two years from the leading colleges or universities.
During the past ten years graduates of the Institute
have completed the work for the Bachelor's degree in
two years in the following institutions : University of
Chicago, Cornell University, University of Michigan,
Princeton University, University of Illinois, Mt. Holyoke,
Dartmouth College, Oberlin College, Massachusetts Insti-
tute of Technology, Lake Forest University, University of
Wisconsin, Shurtlefi College, Augustana College. One
of our graduates has been admitted to the junior year
in the University of Missouri and another to the junior
year at Harvard. All these have been accepted without
examination except at Princeton.

Normal Courses in Manual Training and Domesric Economy.

Beginning with the fall of 1905, the Institute has
offered courses for those who wish to become teachers
of Manual Training or Domestic Science. For the
course in Manual Training one is supposed to have a
good four year high school preparation including if
possible some work in freehand drawing, woodwork and

100 'Vhe First Tfecade

mechanical drawing and a year of collegiate study. A
person with this preparation may complete the work in
one year. Many have preferred to take their collegiate
work here thus requiring two years beyond the high
school.

The course for the teaching of Domestic Economy re-
quires four years of academic work and two years at the
Institute devoted to a curriculum almost exclusively con-
cerned with Domestic Economy.

Graduates from these courses have taken positions
in many different parts of the country as Pittsburg,
Pa.; Seattle, Washington ;Bloomington, Indiana; Spring-
field, Illinois; Kansas City, Missouri; Evanston, Illinois.
Many who did not fully complete the requirements for
graduation have gone out to excellent teaching positions.

Summer School.

In the summer of 1904 the first session of the sum-
mer school was held. This was authorized by the
Trustees and thus was made a part of the work of the
Institute. It is under the immediate care of Mr.
Charles A. Bennett, head of the department of Manual
Arts. A session of the summer school has been held
each year since. Mr. Bennett has associated with him-
self other members of the Institute faculty and usually
one or two from outside. The school lasts for five
weeks, beginning early in July and it gives instruction
in a wide range of work in Manual Arts and some
courses in Domestic Science. The enrollment in 1904
was fifty-five; in 1905, seventy; in 1906, eighty; in 1907,

Historical Stretch — School of Arts and Sciences J 01

ninety-eight. These students have for the most part
been teachers or those intending to teach and have
come from many states, e. g., Texas, Massachusetts,
North Dakota, Washington, Canada, etc.

Courses of Instruction

Offered by the School of Arts and Sciences for the
year 1907-8.

Biology.

Academy — Elementary Botany, One Major; Ele-
mentary Zoology, Two Majors. College — General Bi-
ology, Three Majors ; Human Physiology, Two Majors ;
Bacteriology, One Major.

Chemistry.

Higher Academy and College — General Chemistry,
Three Majors. College — Advanced General Chemistry
and Qualitative Analysis, Two Majors; Organic Chemistry
and Quantitative Analysis, One Major; Special Methods
in Advanced Analysis, Three Majors ; Chemistry of
Foods, One Major. The latter course is especially for
teachers of Domestic Economy.

Domestic Economy.
Lower Academy — Sewing, Four Majors, two years'
work. Higher Academy — Dressmaking, Three Majors ;
Elementary Cooking, Three Majors. College — Food and
Dietetics, Two Majors. Sanitation, One Major. Courses
primarily for teachers — Sewing and Dressmaking, Three
Majors; Cooking, Three Majors; Home Decoration, One
Major; Household Administration, One Major; Emer-
gencies, Home Nursing and Invalid Cooking, One Major;

102 Vbe First "Decade

Textiles, One Major; Teaching of Domestic Economy,
One Major.

English.
Lower Academy — Study of Literature and Composi-
tion, Three and One-half Majors. Higher Academy —
Study of Literature, Composition and Prose Reading,
Three Majors. College — Rhetoric and Composition,
One Major ; English Literature, One Major ; Advanced
Rhetoric and Composition, One Major.

German and French.

Higher Academy — (German) Elementary German,
Three Majors; Reading and Composition, Three Majors.
College — Reading and Composition, Six Majors.

Higher Academy — (French) Elementary French,
Three Majors; Reading and Composition, Three Majors.

History.

Lower Academy — Civil Government, One Major.
Higher Academy — Greek and Roman History, Two
Majors. College — European History, Two Majors;
Topics in the Constitutional History of the L^nited
States, One Major.

Latin and Greek.

Lower Academy — (Latin) Elementary Latin,
Three Majors; Caesar and Prose Composition, Three
Majors. Higher Academy — Vergil, Three Majors ;
Cicero's Orations, Two Majors. College — Cicero,
Terence, Livy, Horace, Latin Literature, Three Majors.

Higher Academy — (Greek) Elementary Greek,
Two Majors ; Xenophon, Anabasis, Three Majors;

Historical Sketch — School of jJrls and Sciences 1 03

Homer's Iliad, One Major. College — Plato, Homer,
Odyssey, Sophocles, Greek Literature, Three Majors.

Manual Arts.
Lower Academy — Woodwork and Drawing, Three
Majors; Metal Working and Drawing, Three Majors; Free-
hand Drawing for girls. Two Majors. Higher Academy —
Framing, Wood Turning and Pattern Making, Three
Majors ; Cabinet Making, One Major ; Mechanical Draw-
ing, One Major; Architectural Drawing, One Major ;
Freehand Drawing, Three Majors; Lettering, One Major;
Machine Tool Work, Three Majors; Steam and Electric-
ity, Three Majors. College — Descriptive Geometry,
Two Majors ; Machine Drawing Design, Three Majors;
Machine Construction, Three Majors; Drawing from
the Antique and Figure Composition, Three Majors ;
Design, Two Majors ; Woodworking for Teachers, Three
Majors; Drawing for Teachers, Two Majors; Manual
Training for Elementary Schools, Teachers' Course, Two
Majors ; Organization of Manual Training, Teachers'
Course, One Major.

Mathematics.
Lower Academy — Elementary Algebra, Three
Majors ; Plane Geometry, Three Majors. Higher Acad-
emy— Solid Geometry, One Major ; Review Algebra, One
Major; Trigonometry, One Major. College — College
Algebra, Analytic Geometry, Calculus, Six Majors ;
Surveying, One Major; Analytic Mechanics, One Major.

Physics.
Higher xVcademy — Elementary Physics, Three

104 "Uhe First T>ecade

Majors. College — Advanced Physics, Three Majors ;
Theoretical Physics, Three Majors; Theoretical Elec-
tricity, One Major ; Laboratory Practice, One Major.

Administrative System.

The charter of the Institute granted by the State
of Illinois, defines the general character and purpose of
the school. The Trustees elected in accordance with
its provisions, have provided a brief set of statutes
which serve as a basis for the administration of the In-
stitute but its management is left largely in the hands
of the faculty. The Director, the Deans and the Reg-
istrar act as administrative officers with such duties as
these titles would naturally imply. The Deans exercise
general supervision, each over a special group of
students, meeting them personally, arranging their
courses of study and looking after matters of discipline.

The Head of each Department under the super-
vision of the Director organizes and conducts the work
of the department in accordance with the regulations of
the Trustees and Faculty.

A separate Faculty with the Director of the Insti-
tute as presiding officer acts as a governing body for
the Horological department.

In the management of the school it is the constant
aim to develop self-reliance in each student. Classes
are kept intentionally small; thus the individual student
receives more personal attention and more effective
instruction.

Although strictly non-sectarian the Institute is

Historical Sl^etch — School of Arts and Sciences 1 05

distinctly christian in its belief and teaching's ; sterling
character is recognized as the great essential to be
obtained through education. It has never been thought
wise by the trustees or faculty to establish formal class
room work in ethics. There has been, however, from
the first a persistent effort on the part of the faculty to
secure the development in young men and young women
of high ideals and firmness of purpose in attaining these.
The most tangible and formal means employed to im-
part ethical training is the chapel service. Each day
the entire student body is gathered for a service lasting
from fifteen to twenty minutes. The character of this
exercise varies greatly; sometimes it consists of a
selection from the Bible and prayer, sometimes of talks
upon a great variety of themes, sometimes a song ser-
vice. As a whole the chapel service proves itself an
important factor in promoting the stability and unity of
the school as well as affording opportunity for direct
ethical instruction. Its value is attested by the spoken
approval of our more thoughtful students as each year
passes and many have indicated, months or years after
leaving, their growing appreciation of this service
whose influence was partly unconscious during their
student days.

The Athletic Board.

There are two Boards composed of students and
members of the Faculty which attend to certain matters
delegated to them.

The Athletic Board was organized in January, 1898.
It consists of one student representative for each of the

106 TAe First T>ecade

three divisions of the School of Arts and Sciences
elected by the division , and a young woman to repre-
sent the young women of the Institute ; a representative
of the Horological school ; a representative of the
Horological faculty and three representatives of the
faculty of the School of Arts and Sciences. The Board
is thus composed of five students and five faculty mem-
bers. The Director is Chairman, ex-officio. The Man-
agers of the different teams (football, baseball, track,
tennis, basketball) are invited to sit with the Board.
They take part in discussions but have no vote. This
Board has had complete control of Athletics (subject,
of course, to the general supervision of the faculty)
since early in the first year of the Institute.

The purpose of this Board is to secure the best
possible conditions in athletics, especially to insist upon
two points: — that the conduct of all taking part shall be
fair and gentlemanly, and that no student shall follow
athletics to the detriment of his studies.

Under the direction of this Board an athletic field
has been graded, equipped and surrounded with a fine
iron fence ; baseball, football and basketball teams
have been maintained and work in track and tennis is
well cared for. The athletic field is large enough to
contain two baseball diamonds and a quarter mile track.
Tennis courts are maintained for general student use.
Only bona-fide students maintaining a fair standing in
their studies are allowed to represent the Institute in
contests with other schools. Especial attention is paid
to athletics within the school. A committee on inter-

Historical Skelcb — School of Jlrts and Sciences 107

school athletics has this matter in charge. It encour-
ages all legitimate outdoor sports by providing equip-
ment and arranging schedules.

The Council.
In the spring of 1900 a body composed of faculty
and student members was organized under the name
"The Council." It was made to include {a) the Director
and Deans, who represent the faculty, {b) six tribunes,
namely, three young men and three young women, who
are elected by the young men and women respectively
of the College, Higher Academy and Lower Academy
for the term of one year. The work of the Council is
to consider all matters of common interest to faculty
and students; to make recommendations to the faculty and
to deal with all matters referred to it by the faculty.
Among other matters which the faculty has put into the
hands of the Council may be noted: the formation of
Literary Societies; the social interests of the school;
the Tech, the Annual.

The Horological School.

The idea of a school for watchmakers was first
conceived by Mr. J. R. Parsons, of La Porte, Indiana.
He was himself experienced in watchwork and felt that
what he had spent so many of the best years of his life
in learning, could be taught inmuch less time in a Horolog-
ical School. Besides in his trade he had found it hard to
get the work done in a workmanlike manner and he saw
the large and increasing field of labor for skilled work-
men. Just at this time a letter from a young man ap-

108 "Uhe First "Decade

peared in one of the journals, asking- if there was no
school where a young man could learn the watch trade.
The letter stated that the writer had started to learn
the trade but was forced to give it up on account of the
death of his employer. The young man had gone to a
great number of the watch factories but no one would
teach him.

Mr. Parsons at once determined to establish a
Horological School and as a result, in 1886, the first
school for watchmakers in America was opened in
La Porte, Indiana. The school steadily grew and in
1888, new rooms were provided, affording ample accom-
modations for one hundred students and making possible
the pursuit of a greater number of lines of work.

After six very successful years, the school again
felt the need of increased accomodations and facilities
to keep pace with the growing demand. Hence it was
thought advisable not only to provide for a larger num-
ber of students, but also to increase the number of
branches taught and to produce a higher grade of work.

At this time Mrs. Lydia Bradley, of Peoria, Illinois,
became interested in the school, and being desirous of
assisting deserving young men and women who wished
to learn the trade, offered to provide a larger building
together with all necessary equipment. Arrangements
were accordingly made and in 1892 the school moved
to its new quarters, in a large building in Peoria, Illi-
nois, formerly occupied by the Peoria Watch Factory.
The school was still called "Parson's Horological
School," but was under the management of Parsons,
Ide & Co.

Historical Sl^etch — Horological School 1 09

In 1896 the school was burned out, but this was
not permitted to interfere with its work. It was at
once moved into a building, which had been erected for
a dormitory, where it remained only a short time. In
1897 it was incorporated with Bradley Polytechnic
Institute, and since that time has been known as the
Horological Department of Bradley Polytechnic Insti-
tute. The building is the only one in the United States
that has been erected solely for use as a Horological
school. At present instruction is offered in watchwork,
jewelry, engraving and optics.

Special exercises marked the formal opening of the
Horological Building, November 19th, 1897. A detailed
history of the school was given by Mr. J. R. Parsons.
Mr. Theodore Gribi of Chicago, gave the leading ad-
dress on the topic " Watchmaking, Past and Present."
It was a history of the development of watchmaking
and the allied trades in Germany, England, France and
the United States. This was followed by an address
entitled "Then and Now" by Mr. J. H. Purdy of Chicago,
which contrasted the conditions of a generation ago
with those of the present day. President William R.
Harper of the University of Chicago and a trustee of
the Institute, closed the program with brief remarks.

The equipment has kept pace with the growth of
the school and at the present time no institution of its
kind offers better facilities for instruction. There are
several large lathes for general use, also a dynamo for
plating, a shaper, a large power fiat roll, one hand roll
with square, flat and ring rolls, a transit instrument, a

no Vhe First T>ecade

chronometer, and many other necessary articles of
equipment, so useful and helpful to the student; be-
sides, each student has a lathe at his own bench with
all necessary attachments. Materials are kept in stock
so that no one need waste valuable time waiting for
orders to be filled.

Of the more than three thousand students who have
receivedinstruction in this school, about fifteenhave come
from foreign countries, the rest from the United States.
The enrollment for the entire year (1906-7) has been
a little more than two hundred.

Since its organization the school has had the benefit
of the practical experience of many excellent teachers.

Student Activities.

In considering the organizations that have sprung
up among the students during the first ten years of the
Institute we naturally begin with the literary societies,
since the first organization to appear was the Forum
Literary Society, which was formed on January 13,
1898. The membership was open to young men and
women of the Higher Academy and College. Regular
meetings were held fortnightly, the programs con-
sisting of recitations, orations, debates, extemporaneous
speeches and musical selections. Much interest was
aroused and the meetings were well attended during
the remainder of the year. But during the next year the
interest gradually died out until, before its close, it was
found impossible to keep the society alive. The Forum
had been formed at the suggestion of the Faculty and

Historical Sl^etch — Student jJcticities III

had died because there was no strongly felt need of it
on the part of the students. So the matter rested with
now and then a voice raised, deploring the absence of
a literary society. Thus a healthy sentiment grew
among the students which at length crystallized in the
organization of the Gnothautii on October 14, 1900,
with over twenty-three active members, most of whom
were young men and women of the Higher Academy
and College. Fortnightly meetings were held of the
same character as those of the Forum. For three years
the Gnothautii maintained a very vigorous existence
but finally succumbed to a lack of interest, and after
an heroic effort to keep it alive was dissolved by a vote
taken on January 11, 1904.

On March 7th the same year the Bradley Debating
Club was formed. Its purpose was "practice in de-
bating, public speaking and parliamentary practice."
For purposes of convenience and "to bring about the
formation of rival clubs the membership was limited to
sixteen young men." The limit has since been placed
at twenty. A member of the Faculty was chosen as
critic and meetings were held fortnightly. This de-
bating club has had a very successful career up to this
time.

Three other similar clubs have since arisen. The
Girl's Debating Club was organized in January 1905
with a limited membership of fifteen. The first inter-
club debate was held in the following May.

In the fall of 1905 were organized the Institute
Debating Club, The Bradley Debating and Literary

/ 12 'Uhe First T>ecade

Club, both for young men, and following the plan of the
older clubs. In the fall of 1906 these four clubs banded
themselves in what was called the Quorum, for the pur-
pose of parliamentary drill and inter-club debates.
Many interesting debates were held, but the Quorum did
not flourish and was dissolved at a meeting held in
April, 1907.

The second set of interests to organize were the
musical. The first meeting of the Chorus was held on
February 4, 1898. Officers were elected and a more or
less loose organization has been maintained ever since.
Mr. C. T. Wyckoff of the Institute faculty has been
from the start Director. Rehearsals are held for an
hour on Tuesday afternoon at the close of school during
the fall and winter quarters and a concert is given in
the spring. The first concert was given in April, 1899.
The Chorus has rendered such works as Young Lochin-
var, Lehman ; St. John's Eve and Rose Maiden by
Cowen; Rebecca, Barnby; The Black Knight, Elgar.
In connection with the Chorus a Men's Glee Club was
maintained during 1906-7.

The Bradley Symphony Orchestra was started in the
same year under the leadership of Mr. Harold Plowe.
It has had a successful existence and gives a concert in
the spring in conjunction with the Chorus.

During the year 1898-9 a Mandolin Club was formed
but was not continued. Another Mandolin Club started
in 1904, has maintained itself for the last three years.

The Engineering Club was organized on February
23rd, 1898. Its membership consists of those students

Historical Sketch — Student Jldicities 113

and instructors who are interested in engineering
matters. Its purpose is "to stimulate interest in the
study of engineering and mechanic arts, to furnish in-
formation on mechanical and engineering subjects and
to show the connection between engineering and com-
mercial life." It endeavors to accomplish these ends
by lectures, student's conferences, news conferences,
discussions, and by excursions to manufacturing plants
and engineering operations. Many practical engineers
have lectured before the club. The large membership
maintained is evidence that the work of the club is
highly appreciated. An annual Campfire is held in the
spring of the year which is a thoroughly enjoyed social
affair.

The Arts and Crafts Club was founded in Novem-
ber of 1898. Its aim is to stimulate interest in Art and
especially to recognize and encourage artistic handi-
craft among the members. Its annual exhibits are of
increasing excellence and its prizes and medals are
much sought after. Its exhibits have included work in
woodwork, cabinet-making, woodcarving, metal-work,
light and heavy iron-work, metal-spinning, engraving,
jewelry, drawing, design, sketching, water-color, book-
illustration, book-binding, leather-work, basketry, sew-
ing, plain and art needle-work, photography.

In November, 1898, the Historical Society was
organized. During the first year the membership was
confined to men, but since then the society has been
open to young women also. Meetings are held once a
quarter. The purpose of the society is first, to study

114 'Uhe First T>ecade

local history in its relations to State and National his-
tory; second, to discuss historical topics and current
events ; third, to review important books and magazine
articles.

In the winter of 1898, the students of the Higher
Academy and College formed what is known as the
Social Club which holds one or two social affairs during
each quarter. At first both faculty and student-body
quite generally attended these gatherings. It has now
become almost altogether a student gathering.

The Biological Club was started on March 28, 1900.
Its work has consisted in the preparation of special
articles and the review of periodicals. But the chief
effort has been centered around the study of the birds
of Peoria, which study has been carried on now for
several years.

The Domestic Science Club came into the field on
February 24, 1902, meeting every week for the remain-
der of the year. Its life was short but enthusiastic.

The English Club was founded on December 11,
1903, with a carefully chosen membership. The club
grew out of a feeling in the minds of the instructors
that the time in class gave too little chance for an
adequate appreciation of English Literature. At first
membership could be obtained only upon invitation but
later this was changed so that all who desired might
join. An annual banquet is held during the spring at
which a formal address is given by an invited speaker.
Among the topics for study have been:

Historical Sketch — Student yJctivities 1 15

American Poets, English Poets, English Novelists,
Browning.

The latest Department Club to be formed is the
Pedagogic Club organized in the fall of 1906. It is
composed of the students and instructors of the normal
courses, and studies especially the problems connected
with the teaching of Manual Arts and Domestic Science.
It holds six meetings a year at various homes in the
city and furnishes both a professional and social center
for the growing body of normal students.

The Bible Classes which were organized among the
students in the fall of 1901, resulted in the formation
on January 4, 1902, of the Student Department of the
Y. M. C. A. of Peoria. During the first year of the
Association general meetings were held at the Institute
on Sunday afternoon but after that year this was dis-
continued. The Association has a strong membership
among faculty and students. It has maintained several
Bible Study classes every year, has assisted students
in finding suitable boarding places, has published a
yearly handbook for the use of students just entering
school. The exercises on the Day of Prayer for Col-
leges is placed in the hands of the two Christian Asso-
ciations,

The Young Women's Christian Association was
organized in the spring of 1905, as an outgrowth of a
Bible Study Class started earlier in the year. The
chief work of the Association centers in the Bible
Classes which are carried on under its auspices. The
Association assists materially in securing sympathetic

116 "Uhe First T>ecade

fellowship among- the young women of the Institute.

In December, 1897, there was formed among the
students a board of editors and managers for the pub-
lication of a school paper. At the suggestion of the
Faculty this board selected from the Faculty a super-
vising committee. The first number of "The Tech,"
appeared in the following February, and monthly numbers
were continued for the remainder of the school year.
During the second year but three numbers were issued.

The difiiculties attending the publication of "The
Tech" by an unorganized body of students led three
young men, in the fall of 1899, to propose taking over
its publication as a private enterprise. The sanction
of the Faculty was asked for and received, being effec-
tive for the current year. The Institute reserved pro-
prietorship in the name and the right of supervision.

In the fall of 1900 the publication of the paper was
placed in the hands of the Council which had just been
formed, and the present policy adopted. Editors and
Managers are elected by the Council. Students who
have incurred failures or conditions in their studies are
not eligible to such positions. Profits are shared by
the Council and by the Editor and Business Manager.

The paper has been of much value to the Institute.
It devotes itself to recording the important events of
school life, to the discussion of questions of interest
and of moment to the student body, and to the publica-
tion of the literary productions of students.

In June, 1901, the first number of the "The Poly-
scope," the school annual, appeared. Its publication is

Historical Sketch — Student j^ctivities 117

under the control of the Council. It follows the recog-
nized style of such publications and affords an especially
good field for the exercise of the artistic capabilities of
students.

The first meeting of the Athletic Board was held
January 3rd, 1898. E. P. Lyon acted as chairman and
F. D. Crawshaw as secretary and treasurer. The
Football Manager of the first season (1897) was elected
by the students but reported to the newly organized
Board, which assumed the debt incurred during the sea-
son. From this time all managers have been elected
by the Board and the captains by the teams, subject to
the approval of the Board.

At the second meeting of the Board held February
3rd, 1898, arrangements were made to use the room at the
north end of the west wing as a gymnasium. A tempo-
rary gymnasium was equipped for the young ladies and
Miss Lyman acted as instructor.

At a meeting of the Board held February 15th, 1898,
arrangements were made for a benefit play which was
given in the spring. Since then a play has been given
each year. Since 1903 they have been held in the
Grand Opera House, under the direction of Mr. Frank
T. Wallace.

The Baseball, Football and Basketball teams meet
such colleges as Knox, Lombard, Monmouth, Eureka,
Illinois Wesleyan, Illinois Normal, Iowa Wesleyan,
University of Illinois Freshmen, etc. Dual track meets
have been held nearly every year with one or more of
the following colleges: Eureka, Illinois Wesleyan,

118 . 'Che First T>ecade

Illinois Normal, Lombard. In 1905 an inter-school track
meet was held which has become an annual event, with
about seventy or eighty contestants from the surround-
ing High Schools. Silver and bronze medals are pre-
sented by the Institute.

Special stress is put upon interdivision athletics, to
encourage which a committee is appointed by the
Board, and under this committee interdivision games of
baseball and track meets are held. This committee
also conducts each year two tennis tournaments, one
for boys and one for girls. About seventy per cent, of
the young men thus enter athletics.

In 1907 the Board voted to give to each person who
had won three B's a gold pin of special design. The
subject of B's was first considered October 3rd, 1899.

At the meeting of March 1st, 1899, it was voted to
adopt a school pin and place the same on sale, the pro-
ceeds going for the benefit of athletics. Since then the
number of designs has been greatly increased and now
includes pins, fobs, spoons, lockets, stationery, postcards,
etc.

The Board had various designs of pennants sub-
mitted and, by a vote of the student body, selected a pen-
nant which it sells. This was designed by Albert Triebel.

Biographical Sketches.

Lydia Moss Bradley.

Mrs. Bradley was born at Vevay, Indiana, on the
Ohio River, July 31st, 1816. Her grandfather,

Nathaniel Moss, served as chaplain in the war of the
Revolution. Her father, Zealy Moss, was born in Low-
don County, Virginia, March 6, 1755. He served as
Wagon-master and in the Commissary Department until
the close of the Revolutionary War, and after his dis-
charge entered the Baptist ministry. He died at Peoria,
Illinois, in 1833. Mrs. Bradley's mother, Jeanette
Glasscock Moss, was born in Farquar County, Virginia,
and died in Peoria, February 9th, 1864, at 122 Moss
Avenue. Mrs. Bradley was married to Tobias S. Brad-
ley, May 11th, 1837. Two boys and four girls were
born to them, all of whom died in early youth, before
the death of Mr. Bradley, May 4th, 1867. Laura, the
last, was a beautiful girl, loved by all who knew her.
She lived to be fourteen years old. Her death was a
great sorrow to Mr. and Mrs. Bradley, softened only by
the sweetness of the memory of the few short years she
had lived.

Mr. Bradley's father was a wealthy trader at Vevay,
Indiana, a judge of their county court, and a state sen-
ator. Financial disaster, however, overtook him while
Tobias was a boy and it became necessary for the son
to earn his own living. He took a position as clerk in
a store in Vevay. Later he engaged in trade on the

Ohio River, running a batteauto St. Louis with produce.

(119)

120 Vhe First "Decade

The nature of this trade is vividly portrayed in the
story of Old Vincennes. In connection with this busi-
ness Mr. Bradley opened a wood yard and saw mill.

When Mr. and Mrs. Bradley were married he sold
out his business in Indiana and came to Peoria and went
into the same business there, conducting a saw mill.
Mrs. Bradley's brother, William S. Moss, lived in
Peoria at that time. He was well to do and engaged in
the distillery business. Mr. Bradley took an interest in
this business also, and the firm of Moss, Bradley & Co.
existed for many years and did an extensive business.

Mrs. Bradley's father had given her the home farm
in Vevay, Indiana, when he died and the proceeds of
this farm together with Mrs. Bradley's own land which
she had purchased as set forth in the Founder's Day
address, found elsewhere in this volume, furnished the
money to buy the Bradley farm. They brought Mrs.
Bradley's mother with them and she lived with them on
Moss Avenue until her death. Mr. Bradley also bought
another acre property south of their home on the bluff,
which was afterwards subdivided into Bradley's Addi-
tions Nos. 1, 2 and 3.

Mr. Bradley also managed the steamboat Avalanche,
owned by Mrs. Bradley's brother, and ran as clerk on it
from Peoria to St. Louis. Later he purchased and
conducted a ferry which ran from the present site of
the workhouse, across the lake to a point in Woodford
County. He still owned this ferry at the time of his
death. Later Mr. Bradley purchased the interest of
Marsh and George Stone in the First National Bank

5:
o

I

C3

Biographical Sketches — Lydia ^^oss ^radley 121

and organized the bank into a National Bank and became
its President.

Mr. Bradley also bought, rebuilt and conducted the
Peoria Pottery on North Adams Street, one of the
largest industries employing labor in the city of Peoria.

Mrs. Bradley's father had been the owner of a
plantation in Kentucky, where slave labor was univer-
sal. He was, however, too considerate of the welfare
of the slaves for the profit of the plantation, and finally
gave the place rent free to his negroes to work out
their own living, while he crossed over into free terri-
tory to make his home and rear his family.

Mrs. Bradley was brought into close touch with the
institution of slavery and her views on that subject are
interesting and novel. She saw in it only harm for
both white and black, with the advantage, if any, in
favor of the blacks.

The family home was the farm, cleared out of the
timbered bottoms of the river, where Mr. Bradley saw
the first steamboat run on the Ohio. Every member of
the family was a worker, everything was home-made
and home-grown. Mrs. Bradley never forgot how to
work, and till within a short time of her death still
made her own butter, raised her own eggs, salted down
her own meat and tried out her own lard. She would
not have considered herself a good housekeeper had she
not done so. The housewife of those times was expected
to stock the larder with meat and fruits, to spin the
yarn, make the clothing, bedding and carpets, and to
prepare food in plenty for all who chanced to be present

122 "Uhe First T>ecade

when meal-time came round. All these things Mrs.
Bradley did. She used to say that if the provisions she
had cooked in her time were all piled together they
would make a small mountain.

Mrs. Bradley raised her own riding horse from a
colt, and then when she had a chance to buy a piece of
timber land, sold her horse to make the first payment.
Her father helped her to clear it up, and when she was
married, gave her the home farm also, which she sold,
and the proceeds of the sale bought what is now the
Uplands, Bradley Park and the Institute campus with
its surrounding additions.

This incident seems to give the key note to Mrs.
Bradley's life and achievements. Few young women
would have thought of selling their riding horses to buy
land at a time when a horse and saddle was the only
means of communication and visiting in a sparsely
settled country with few roads and fewer carriages.
And this transaction was characteristic of many other
and larger ones made by her later in life.

The year after the death of Mr. and Mrs. Bradley's
daughter Laura, they went to Montreal to investigate
an orphan asylum, with a view to erecting something of
the kind in Peoria. But the results of the training in
such institutions did not accord with their views. The
children grew up into dependents, not into vigorous, in-
dustrious, useful men and women.

Then came another great sorrow to Mrs. Bradley.
Mr. Bradley died suddenly and without opportunity to
say a parting word or leave instructions in regard to his

Biographical Sketches — Lydia ^TKCoss ^radley 1 23

business affairs. Mrs. Bradley had devoted her entire
time to the affairs of the household. By his sudden
death she came into the management of business and
property aggregating half a million dollars. She assumed
these new burdens without experience to guide her, but
with good judgment and careful management not only
preserved the estate but has increased it four-fold. The
secrets of her success have undoubtedly been economy
and conservatism in management and investment, good
judgment in choosing investments, but more than any-
thing else perhaps in the development of real estate,
from acre property to fine residence sites, and from
swamp to rich farming lands.

After Mr. Bradley's death and the settlement of the
estate Mrs. Bradley again took up the subject of a mem-
orial. She relieved the Bradley Memorial Church on
Main Street from a $30,000 mortgage. She donated the
site of the St. Francis Hospital, and it was called the
Bradley Hospital until about ten years ago, when the
society asked the privilege of refunding the donation.
She built the Home for Aged Women, at the request of
the society, then occupying a rented site on Main Street.
She gave Bradley Park to the City of Peoria and the
first suggestion of the organization of a Park Board will
be found in a communication to the City submitted by
Mrs. Bradley in 1891, in which organization of such a
board was made one of the conditions of the gift of
Bradley Park.

But during all this time she was considering the
larger plan of a manual training school for the young

124 "Uhe First "Decade

people of Peoria and vicinity. She visited Rose Poly-
technic Institute in 1877, and was so favorably impress-
ed with the results achieved there that it became the
model of the school she would build, with this important
exception, that Rose Polytechnic Institute was a finish-
ing school, while Mrs. Bradley designed a school for
boys and girls from fourteen to twenty to afford them
at home the most practical assistance at the best time
of their lives to make them independent, self supporting,
useful men and women. The first draft of her will made
in 1884 contained the provision that it was "the first
object of this institution to furnish its students with the
means of living independent, industrious and useful
lives by the aid of a practical knowledge of the useful
arts and sciences." She made a continuous study of
the subject of manual training schools, sending her
business agent, Mr. W. W. Hammond to visit the
Washington School for Boys at St. Louis, Throop Poly-
technic Institute at Pasadena, Armour Institute and
Lewis Institute in Chicago, corresponding with many
other such schools and from year to year redrafting her
will and perfecting her plans. In the course of these
investigations Mrs. Bradley sent Mr. Hammond to see
Dr. Harper, President of the University of Chicago. All
plans up to that time had contemplated the organization
of the school by her trustees after her death.

But Dr. Harper applied the spark to the train so
carefully laid and put the whole scheme into operation
while Mrs. Bradley was still here to enjoy the results
of her labor.

JWK5. BRADLEY IN HER GARDEN

October 1 0th, 1907

biographical Sketches — Lydia ^TliCoss ^radley 1 25

Many as they become advanced in years seem to
oTow dull to the activities of the modern life which sur-
rounds them. They live in memory and as they reach
extreme old age their minds become more and more
occupied with recollections of early years and withdrawn
from the times in which they are living. Not so with
Mrs. Bradley. Her memories of the past were keen
and interesting and she frequently referred to them; and
yet, despite her more than ninety years she lived in the
present world.

Her judgment in regard to politics, religion and
social questions was remarkably sane and her conver-
sation, full of shrewd, epigrammatic, well-balanced com-
ments, frequently brought out in an interesting way her
strong, wholesome common sense. It was her oft-ex-
pressed desire that she might retain her mind and fac-
ulties to the end, and it is a matter for profound thank-
fulness that her strong, clear mind never weakened even
in her final illness and that, though in extreme old age,
she suffered so few of the infirmities which usually at-
tend that period of life. During the last years of her
life Mrs. Bradley lived quietly and unostentatiously in
the home which had been for so many years her resid-
ence; she was frugal in her habits, denying herself much
which others of her wealth would have deemed neces-
sary to their happiness.

But if she was sparing in personal expenditure, she
was not so with the school which had become the center
of her loving thought. It was for the Institute that she
wished to add to her estate, and to it she gave with lavish
hand.

126 ^he First "Decade

To her the years were more than mere lapse of time
or even institutional growth; the venerable founder her-
self found continually deeper springs of joy and fuller
sense of reward in the work. It was a common remark
among those who knew her best, that the School had
made her young again: life had taken on a new meaning
as the plan so long cherished and labored for took visi-
ble form before her eyes. Her face grew brighter and
some of the lines graven by sorrows were softened and
erased. One might well risk the assertion that those
few years of realized hopes bore more joy and comfort
for her than the many lonely years immediately fol-
lowing her final bereavement of her family. That the
foundation of the Institute did bring so much reward to
Mrs. Bradley is a source of deep satisfaction to all who
have labored in its behalf.

No one who knew Mrs. Bradley well could fail to
be impressed with her intellectual qualities. Deprived
of any but the most elementary school opportunities,
she had a mind of extraordinary clearness and strength.
What she knew, she knew, and she would not be cheated
out of it by sophistry or persuasion. What she did not
know she never pretended to know, and was willing to
have settled by those who did know. No one ever had
more utter contempt and abhorrence of shams of every
sort; she detected them in general unerringly and de-
nounced them ruthlessly. Her great business ability
and practical wisdom are almost proverbial; two other
striking proofs of her strength of mind are worth noting.
First, her great wealth had no power to disturb the even

biographical Sketches — Lydia CTHCoss ^radle}) 1 27

tenor of her principles and her conduct; nor did honor
and applause ever for a moment turn her head; through
all she kept the perfect balance of mind and life. In
the second place she manifested that confidence in her
chosen agents and representatives which only a strong
mind can maintain. She consistently refused to inter-
fere in the control of the Institute or in any way dictate
to those whom she had chosen to manage the school.
She sometimes spoke in a very simple, earnest way
of her religious beliefs. She had no fear of death, and
toward the end of her life expressed the hope that the
end of her earthly pilgrimage might come soon. She
thought of God as a father and believed that ultimately
mankind, the family of God, would be purified from sin
and gathered to himself. She had too keen a sense of
justice to think that the wicked would go unpunished in
the future world, but believed that at some time in the
distant future the evil would be destroyed, as it were
by fire, and the good, some particle of which is in each
of us, saved to eternal life. She often expressed her
sense of God's goodness to her personally. She might
well feel that for her the prayer of the Psalmist had been
richly granted, and that the Lord had established the
work of her hands.

William Rainey Harper.

William Rainey Harper was born in New Concord,
Muskingum County, Ohio, July 20th, 1856. His parents
were of Scotch-Irish ancestry. He entered Muskingum
College at eight and graduated at fourteen with the

128 Vhe First T>ecade

A. B. degree. His taste for Hebrew was shown thus early
in an oration written in that language. He pursued
studies at home till seventeen, the earliest age at which
he could enter Yale University, and at nineteen received
the degree of Ph. D. from that institution. He held
positions in various educational institutions till called
in 1880 to Chicago, to fill a chair in the Baptist Theo-
logical Seminary at Morgan Park. In 1885 he became
head of the Chautauqua system, and in 1886, professor
of Semitic Languages at Yale. In June, 1891, he
became the first president of the reorganized University
of Chicago, which position he occupied with great
honor till his death, January 10th, 1906. His last words
were significant of the man's character — "God always
helps."

Dr. Harper was "many kinds of a great man united
in one." He had prodigious capacity for work. He
was first of all a great teacher. But he also possessed
expert knowledge of every department of education.
He had business capacity, the power of organization
and administration, scholarship, a persuasive power in
public speaking, and the highest type of christian
character. In the last year of patient suffering, he
showed a simple faith in God which found expression
in the words, "I enter upon the unseen world with far
less hesitation than I felt in undertaking the presidency
of the University." Few can realize to what an extent
Bradley Institute has profited from his interest and
counsel. The following resolutions were passed by the
Institute faculty on the death of Dr. Harper :

WILLIAM Ti. HARPER

biographical Sketches — ]Villiam T^ainey Harper 129

"As members of the Faculty of Bradley Polytechnic
Institute we desire to express our deep sense of loss in
the death of Dr. William R. Harper, President of the
University of Chicago. As President of the Institute
Faculty and as Trustee he made a great place for him-
self in the history of the Institute. In a very true sense
he labored with Mrs. Bradley to lay deep and solid
foundations upon which the Faculty might build. To
many of our number was given the privilege of personal
acquaintance with Dr. Harper. We have felt his
inspiring presence in our faculty meetings. His interest
and counsel have been at our command. We sincerely
mourn his loss and gratefully pay this tribute of respect
and affection to his memory."

Edward O. Sisson.

Edward Octavius Sisson was born May 24th, 1869,
at Gateshead, England. He attended Morpeth Royal
Grammar School from 1877 to 1882 (a school of the
usual English type, giving instruction in the subjects
required for admission to the English Universities, par-
ticularly Latin, French, Algebra, Geometry, English
Literature). Here he was awarded a scholarship for
excellent work. He held this scholarship from 1878 to
the time of his leaving the school in 1882.

In 1882 he came with his parents to Manhattan,
Kansas. Here he attended the State Agricultural
College from 1883 to 1886, graduating in 1886 with the
degree of B. Sc, the youngest graduate in the history
of the college.

130 "Uhe First T>ecade

He then taught in country schools for two years,
from 1886 to 1888; in 1888 he became principal of Man-
hattan High School; in 1890 he resigned this position
to become principal of schools in Mound City, Kansas.

In 1891 he gave up teaching to continue his studies
and in 1892 entered the new University of Chicago; in
this year he also founded the South Side Academy, of
which he was principal until 1897. He received the
degree of A. B. in June, 1893, being a member of the
first class graduated from the new University. He
continued his studies in the graduate school for several
years, though able to give less and less attention to
study owing to the growth of the Academy. During
one year he was University Extension reader in
Psychology. In 1894 he taught Greek in the Summer
Quarter of the University Academy at Morgan Park.

In 1894 the South Side Academy was made an
affiliated school of the University of Chicago and Mr.
Sisson in this way came into closer relations with the
University. This relation, together with the nearness
of the Academy to the University and the large number
of students who were prepared for the University in the
Academy, brought Mr. Sisson to the attention of Presi-
dent Harper; in 1897 Bradley Polytechnic Institute was
being planned and in January of that year Dr. Harper
sent for the young principal and after a conference
asked him to make a visit to Peoria to meet Mrs.
Bradley and those of the Trustees who lived in Peoria.
On February 25th, 1897, Mr. Sisson was unanimously
elected first Director of the new institution.

EDWARD O. SISSON

Biographical Sketches — Edward O. Sisson 13 1

For the next six years he was occupied with the
difficult task of organizing and developing the Institute.
Mrs. Bradley's plans called for an institutition differing
in important respects from the established type and
thus presenting a multitude of new and perplexing
problems. During all these years of busy toil Mr.
Sisson had never relinquished his ambition to secure a
more complete scholarly preparation and in the spring
of 1903, at his request, the trustees granted him a year's
leave of absence.

Mr. and Mrs. Sisson spent the latter part of that
summer in England, and journeyed in the fall to Berlin,
where Mr. Sisson took up his studies in the University,
and began visiting and inspecting schools — the latter
being one of his chief objects in going to Germany.
As the year progressed it became more and more
evident that one year would be all too short for the
desired end; moreover, Mr. Sisson's health, instead of
being immediately restored by the change, was still in
a very unsatisfactory condition; in addition to all this
he had now become deeply interested in the study of
the science of education. He determined to seek a
position as a university professor in this department
and consequently in February, 1904, tendered his resig-
nation as Director.

Returning from Europe in the summer of 1904, Mr.
Sisson continued his studies in philosophy and educa-
tional science at Harvard where in June, 1905, he
received the degree of Ph. D. He had already been
appointed Assistant Professor of Education in the

132 Vbe First "Decade

University of Illinois. Near the end of his first year
there he was called to the headship of the Department
of Education in the University of Washington, at
Seattle; he still occupies this position. In the coming
summer (1908) he is to lecture in the Summer school
at Harvard University. He is the author of several
articles in recent numbers of such periodicals as the
School Review, Education, The International Journal
of Ethics, Religious Education and others.

Theodore C. Burgess.

Theodore Chalon Burgess, second Director of the
Institute, was born in Little Valley, New York, April
1859. His father was a Presbyterian minister. When
he was but three years of age his parents moved to
Panama N. Y., and here Mr. Burgess passed his boyhood.
He was placed under private instruction until he was
about sixteen and then attended the local high school for
one year. At this time the family moved to Silve-;
Creek, N. Y., a thriving village upon the shore of Lake
Erie. The excellent reputation of the Fredonia State
Normal School, together with its convenient location —
only twelve miles distant, caused it to be chosen as the
place at which to prepare for college and at the same
time secure its valuable pedagogical training. At the
end of three years Mr. Burgess graduated from the
classical course of this school. This implied full col-
lege preparation and the equivalent of one entire year
devoted exclusively to the study of methods and prac-
tice teaching under critics.

THEODOIi6 C. ^UfiGESS.

(biographical Sketches — Theodore C. ^urgess 1 33

In the Fall of 1879 Mr. Burjj^ess entered Hamilton
College (Clinton N. Y.),an institution from which his
father had graduated before him. Hamilton College
then as now represented the small college at its best.
Its course of study did not present the variety of the
large university but the work of the College was notably
sound and thorough and the influences for culture which
lie outside the direct classroom work and which form a
main source of the strength of the small college, were
both numerous and powerful. Mr. Hurgess graduated
in 1883 as valedictorian of his class. His college course
had not been that of the specialist; he had won prizes
in various open competitions, essay writing, public
speaking, mathematics, classics, the latter being re-
garded as the most attractive prize given by the College.
Two positions were oflfered to the young graduate, one
in the English department at Cornell University, the
other to take charge of the Classical department at the
Normal School from which he had graduated four years
before. The latter was accepted and the next thirteen
years were passed here. This school was located at
Fredonia, N. Y., one of the most attractive and cultured
towns in the state. During the second year of Mr.
Burgess' stay in Fredonia he was asked to go to Corea
to organize and take charge of a system of general
education for that country, but this offer was declined.
At Fredonia occurred his marriage to Laura May Briggs,
also a graduate of the Normal School. In the summer
of 1895 Mr. Burgess attended the summer session of the
University of Chicago; this led to a decision to pursue

134 '^he First T>ecade

a graduate course, a plan which had long been cherished
and which was aided by the fact that his position at the
Normal offered no further opportunities for growth. In
June 1896 he resigned his position to enter the Univer-
sity of Chicago. The next year he was appointed fellow
in Greek and after two years received the degree of
Ph. D., magna cum laude (1898). In 1897 he was
elected Assistant Professor of Greek in Bradley Poly-
technic Institute which was to open that fall. He was
given the privilege of leave of absence for that year.
September 1st, 1898, he moved to Peoria, and the next
fall he was made dean of the College and Higher
Academy young men, a position which he has retained
to the present time in spite of other added duties. In
the spring of 1901 Mr. Burgess was made Vice-Director
during the absence of the Director in Europe and under
similar circumstances was made Acting Director for
the year 1903-1904, and at the same time was advanced
to the rank of professor. In the fall and early winter
of 1902 Mr. and Mrs. Burgess visited Europe. The
greater part of this time was spent in Rome and in
travel through Greece.

At the resignation of the Director in the spring of
1904 Mr. Burgess was elected to this position. Since
1900 he has taught a part or all of the Summer Quarter
in the department of Greek at the University of Chicago.
He is the author of various magazine articles, of a
treatise on Epideictic Literature, which forms the great-
er part of Vol. Ill of the Classical Studies of the Uni-
versity of Chicago. In 1907 in conjunction with Dr. R.

OLIVER J. (BAILEY

biographical Sketches — 'Theodore C. ^urgess 1 35

J. Bonner of the University of Chicago he published
(Scott, Foresman & Co.) a first year book in Greek
entitled Elementary Greek.

Oliver J. Bailey.

Oliver J. Bailey was born in the town of Arcadia,
Wayne County, New York, September 6th, 1846, His
parents removed to Will County, Illinois, in 1849, and
to Waterloo, Iowa, in 1852. Mr. Bailey remained in
Iowa till 1865 when he returned to Illinois. His educa-
tional privileges were limited to the common schools,
but constant study and wide reading in later life has made
him a man of broad general information. He began the
study of law in the office of General F. P. Partridge of
Sycamore, and was admitted to the bar in 1868. He
continued his law practice in Sycamore and Chicago
till 1875, when he moved to Peoria and established him-
self in the partnership with which he is still connected.
Mr. Bailey has been eminently successful in his profes-
sion and as a business man. But he has done more.
His name has been identified with many of the best
philanthropic and educational movements in Peoria.
He has given most generously of his time and strength
to these interests without compensation. As president
of the Cottage Hospital Association, of the Young Men's
Christian Association, and of the board of trustees of
Bradley Polytechnic Institute he has performed an in-
estimable service for the community.

136 'Uhe First T>ecade

W. W. Hammond.

W. W. Hammond was born in Stark County, Illi-
nois, March 2nd, 1857. He is the son of Augustus G.
and Cecelia B. Hammond. His education began in the
public school of Wyoming, Illinois, was continued at
the High School of Winona, Minnesota, where he grad-
uated in 1874. He taught school one year at Wyoming
and then entered Knox College at Galesburg, Illinois,
taking the scientific course, and in June, 1878, received
the degree of B. S. In the fall of 1878 he entered the
law office of the Hon. Julius S. Starr, in Peoria, and in
November, 1880, was admitted to the bar. In 1882 he
formed a partnership with the Hon. H. B. Hopkins,
which continued until Judge Hopkins' death in 1893.
In March, 1885, he was introduced to Mrs. Bradley by
George W. Scott, the banker of Wyoming, Illinois, and
employed by her as business manager, which position
he accepted, and still retains. The estate has prosper-
ed under his management, and its increase has been,
and is remarkable.

In his capacity as business manager, it became
part of his duty to assist Mrs. Bradley in formulating
her plans for Bradley Institute, to determine the scope
of the work possible within the means at her disposal,
and to select and organize a board of trustees. In the
proper execution of these duties, he visited many insti-
tutions of similar nature in various parts of the country,
studied their organization, equipment, initial cost, and
endowment. He has been closely identified with every

IV. W. HAMMOND

Biographical Sketches — IV. IV. Hammond 137

step in the development of Bradley Institute, and has
taken the same interest in its welfare as though it were
his own conception.

In the management of the properties of the estate,
Mr. Hammond has been called upon to conduct exten-
sive litigation, which has been successfully concluded
in the highest courts of the land, and resulted in saving
to the estate properties of great value. He has also
developed extensive marsh lands, and by application of
the scientific knowledge developed by schools closely
related to Bradley Institute, benefitted both the estate
and the community in which the lands were located.

The Bradley Estate has always been active in pro-
moting growth and development wherever its invest-
ments are made, so that in the acquisition of its property
as well as in the expenditure of its income, good is
accomplished.

Complete
List of Trustees and Faculty

1897-1907.

Trustees.

Oliver J. Bailey Peoria

Leslie D. Puterbaugh Peoria

Harry A. Hammond Wyoming

William R. Harper* University of Chicago

Harry Pratt Judson University of Chicago

Rudolph Pfeiffer Peoria

Zealy M. Holmes . Mossville

Albion W. Small University of Chicago

*Deceased

(138)

Faculty.

Officers of Administration

President of the Faculty William R. Harper, 1897-1906*
Director Edward O. Sisson, 1897-1904

Acting Director Theodore C. Burgess, 1903-4

Director Theodore C. Burgess, 1904 —

Dean of College and Higher Academy

Theodore C. Burgess, 1899—
Dean of Women Helen Bartlett, 1897-1907

Dean of Lower Academy Charles T. Wyckoff, 1897 —
Examiner Elias P. Lyon, 1897-1900

Registrar Clarence E. Comstock, 1897 —

Recorder William E. Moffatt, 1898-1901

Ernst R. Breslich, 1901-1904

John B. Stearns, 1904-1905

Eugene Corrie, 1905-1907

*At the death of President Harper. January', 1907, the oflBce of
President of the Faculty was combined with that of Director of the
Institute.

{139)

140 "Uhe First Tfecade

Officers of Instruction.

Biology

Ellas P. Lyon, Ph. D. (Chicago), Instructor, 1897-

1900.
Wales H. Packard, S. B. (Olivet), Associate 1898-

1901; Instructor, 1901-1904, Assistant Professor,

1904—
Emma M. Morehouse, Assistant, 1900-1902; Associ-
ate, 1902-1903.
Wright A. Gardner, B. S. (Albion), Assistant, 1903-

1905.
Mary J. Harper (Bradley), Assistant, 1903-1904.
Julia P. Bourland, A. B. (Smith), Assistant, 1905-

1906.
Melvin D. Renkenberger, A. B. (Wabash), Assistant,

1906—
Chemistry

James B. Garner, Ph. D. (Chicago), Instructor, 1897-

1901.
George C. Ashman, B. S. (Wabash), Associate,

1901-1903; Instructor, 1903-1905; Assistant

Professor, 1905 —

Food Work

Mrs. Nellie S. Kedzle,M. Sc. (Kansas Agricultural),
Assistant Professor, 1897-1901.

Mary E. Lyman, B. Sc. (Kansas Agricultural),
Assistant, 1897-1899.

Bertha J. Spohr, B.S. (Kansas Agricultural), Assis-
tant, 1900-1901; Associate, 1901-1902.

Faculty 141

Katherine Keck, Assistant, 1901-1002.

Gertrude Coburn, B. Sc. (Kansas Agricultural),
Assistant Professor, 1902-1904.

Alice W. Hess, M. Sc. (Iowa Agricultural), Assist-
ant, 1903-1904.

Alice D, Feuling, S. B. (Chicago), Assistant Profes-
sor, 1904-1907.

Bess Blackburn, Assistant, 1905-1906.

Gertrude K. Trask, A. B. (Knox), Assistant, 1905-
1906.

Martha Shopbell, B. S. (Wisconsin), Assistant,
1906—

Sewdng

Mrs. Nellie S. Kedzie, M. Sc. (Kansas Agricultural),
Assistant Professor, 1897-1900.

Mrs. Elida E. Winchip, Associate, 1899-1904; In-
structor, 1904—

Mary E. Lyman, B. Sc. (Kansas Agricultural),
Assistant 1897-1899.

Miriam E. Swingle, B. Sc. (Kansas Agricultural),
Assistant, 1898-1902.

Maude C.Olmstead, (Bradley), Assistant, 1901-1905.

Bertha M. Scullin, A. B. (Chicago), Assistant,
1903-1904, 1906—

English

Edward O. Sisson, B. Sc, A. B. (Chicago), Assist-
ant Professor, 1897-1904.

Mabel E. Dougherty, A. B. (Chicago), Associate,
1897-1900.

142 Vbe First T>ecade

Mary D. Spalding, A. B. (Chicago), Associate, 1900-

1903; Instructor, 1903-1906.
Moses J. Wright, A. B. (Cornell), Assistant, 1900-

1901.
Holden M. Olson, A. B. (Chicago), Assistant, 1902-

1903.
Thomas A.Knott, A. B. (Northwestern), Assistant,

1903-1905.
Margaret McLaughlin, A.M. (Chicago), Instructor,

1905—
George R. Coffman, A. B. (Drake), Assistant, 1906-

German and French

Helen Bartlett, Ph. D. (Bryn Mawr), Assistant

Professor, 1897-1904; Professor, 190-1 —
Elizabeth E. Harrington Green, Ph. B. fChicago),

Assistant, 1900-1901.
Elsie P. Bourland, B. L. (Smith), Assistant, 1901-

1902; Associate, 1902-1905.
Frances C. Howe, B. L. (Smith), Assistant, Spring

1902.
Mary B. Blossom, Assistant, 1902-1907; Instructor,

1907.
Jean Mitchell, Ph. B. (Michigan), Assistant, Spring

1904-1905.
Dorothy Duncan, A. B. (Chicago), Assistant, 1905-

1907; Instructor, 1907—

Faculty 143

History

Charles T. Wyckoff, Ph. D. (Chicago), Instructor,

1S')7-1000; Assistant Professor, 1900-1904;

Professor, 1904—
James W. Garner, B. S. (Mississippi Agricultural),

Associate, 1898-1900.
Moses J. Wright, A. B. (Cornell), Assistant, 1900-

1902.
Holden M. Olson, A. B. (Chicago), Assistant, 1902-

1903.
Thomas A. Knott, A.B. (Northwestern), Assistant,

1903-1905.
Victor J. West. Ph. B. (Chicago), Assistant, 1905-

1906.

Latin auid Greek

Theodore C. Burgess, Ph. D. (Chicago), Assistant

Professor, 1897-1904; Professor, 1904—
William E, Moffatt, A. B. (Chicago), Associate,

1897-1901.
Allen T. Bums, A. B. (Chicago), Assistant, 1897-

1898.
Lee Byrne, A. M. (Illinois), Assistant, 1899-1900.
Ama M. Deach, A. B. (Vassar), Assistant, 1900-

1903; Associate, 1903-1904.
Hiram Gillespie, A. B. (Chicago), Assistant, 1900-

1901.
William Benson, A. B. (Beloit), Assistant, 1901-

1903.
Clarence C. Leffingwell, Ph. B. (Chicago), Assist-
ant, 1%1-1903.

144 'Uhe First Decade

John B. Stearns, A. M. (Wisconsin), Assistant,
1903-1905.

Marguerite Crofoot, A. B. (Chicago), Assistant,
1903-1906.

La Rue Van Hook, Ph. D. (Chicago), Instructor,
1904-1905.

Sherman Campbell, A. M. (Harvard), Instructor,
1905-1906.

Emily H. Greenman, A. B. (Northwestern), Assist-
ant, 1905-1906.

Iva F. Rockwell, A. B. (Chicago), Assistant, 1906 —

Katherine F. Walters, A. B. (Michigan), Assistant,
1906—

Manual Arts

Charles A. Bennett, B. S. (Worcester), Assistant
Professor, 1897-1904; Professor, 1904 —

Fred D. Crawshaw, B. S. (Worcester), Assistant,
1897-1898; Associate, 1898-1900; Instructor,
1900-1903.

Clinton S. Van Deusen, M. E. (Cornell), Associate,
1898-1903; Instructor, 1903—

William F. Raymond, Assistant, 1898-1901; Asso-
ciate, 1901-1904; Instructor, 1904—

Carter C. Jett, B. M. E. (Kentucky), Associate,
1903-1904.

Frederick H. Evans, B. M. E. (Kentucky), Assist-
ant, 1904-1907; Instructor, 1907—

Drawing

Cora L. Stebbins, Assistant, 1897-1898.
Edith A. Shattuck, Assistant, 1898-1899.

Faculty 145

Nellie M. Stowell, Assistant, Spring, 1898-1890.

Abigail Holman, Assistant, 1899-1901.

Adelaide Mickel (Chicago Art Institute), Assist-
ant, 1900-1907; Instructor, 1907—

May C. Wyman, (Chicago Art Institute), Assist-
ant, 1901-1903.

James H. Emery, Assistant, Spring 1902-1903.

Edwin V. Lawrence, (Mass. Normal Art School),
Assistant, 1903-1906.

Frank Crerie, (Mass. Normal Art School), Assist-
ant, 1906—

Mathemathics

Clarence E. Comstock, A. M. (Knox), Instructor,

1897-1902; Assistant Professor, 1902—
George R. Albers, B. S. (Kansas), Associate,

1897-1898.
Benjamin L. Remick, Ph. M. (Cornell College),

Associate, 1898-1900.
Louis C. Plant, Ph. B. (Michigan), Assistant, 1898-

1900; Associate, 1900-1904; Instructor, 1904-

1907.
Ernst R. Breslich, A. M. (Wallace), Assistant,

1900-1902; Associate, 1902-1904.
Ama M. Deach, A. B. (Vassar), Assistant, 1900-

1901.
Lawrence E. Gurney, A. B. (Colby), Assistant,

1901-1903.
Kirk H. Logan, A. B. (Kansas), Assistant, 1903-

1905.
Eugene Corrie, S. B. (McKendree), Assistant,

1904-1907.

J 46 'Vhe First T>ecade

Physics

Elias P. Lyon, Ph. D. (Chicago), Instructor, 1897-
1899.

Frederic L. Bishop, Ph. D. (Chicago), Associate,
1898-1900; Instructor, 1900-1903; Assistant
Professor, 1903—

Lawrence E. Gurney, A. B. (Colby), Assistant,
1901-1903.

Kirk H. Logan, A. B. (Kansas), Assistant, 1903-
1905.

Paul P. Brooks, Assistant, 1905-1906.

Melvin D. Renkenberger, A. B. (Wabash), Assist-
ant, 1906—

James E. Ewers, (Indiana State Normal), Assist-
ant, Fall 1906-1907.

Dewey A. Seeley, B. S, (Michigan Agricultural),
Lecturer in Meteorology, 1905 —

There have been the following student assistants:
Biology

Don R. Joseph, 1902-1903.
Rolla Evans, 1903-1904.
Frank C. Becht, 1904-1905.
Katherine Copes, 1904-1905.
Frederick A. Causey, 1905 —

Faculty 147

Chemistry

Walter Fuller, 1890-1001.
Mary J. Harper, 1001-1002.
Harold D. Grigsby, 1002-1003.
Walter Riepen, 1903-1004.
Alfred R. Wright, 1003-1904.
Helen S. Mills, 1004-1007.
Louis A. Neill, 1004-1005.
George Greves, 1005-1006.
Joseph W. Harris. 1005-1007.
Willis B. Coale, 1006-1007.

Domestic Economy

Bertha M. Scullin, 1002-1003.
Laura A. Stowell, 1902-1003.
Lulu E. Rogers, 1902-1004,
Neva Walton, 1002-1003.
Verona E. Kanne, 1003-1004.
Jennie Cation, 1003-1004.
Edith A. Hunter, 1004-1005.

English

Anne A. Kellogg, 1001-1002.
Lottie A. Graber, 1001-1003.
Simon Mayer, 1002-1004.
Irene O. Buuch, 1903-1004.
Vera H. Hale, 1904-1905.
Robert S. Woodward, 1904-1905.
Joseph G. Cowell, 1905-1906.
Eleanor Ellis, 1905-1907.
Grace E. Hauk, 190()-1007.

148 Vhe First T>ecade

German and French

Maude H. Calvert, 1902-1903.
Elizabeth R. Durley, 1902-1903.
Florence A. Elsbree, 1903-1904.
Edna L. Wilson, 1903-1904.

Manual Arts

Laurens L. Simpson, 1900-1901.
George C. Pinger, 1901-1903.
Oscar J. Schimpff, 1901-1903.
Joseph W. Paul, 1903-1904.
William S. Hough, 1903-1904.
John W, Crager, 1904-1905.
John W. Curtis, 1904-1905.
Irving N. Colby, 1905-1906.
Byron M. Fast, 1905-1906.
Guy R. Lander, 1905-1906.
Janet Grant, 1905-1907.
Glen M. Ebaugh, 1906—

Mathematics

George W. Ramsey, 1901-1902.
William W. Gorsline, 1903-1905.
Grover C. Baumgartner, 1905-1907.

Physics

Albert L. Porter, 1898-1901.
Deloss S. Brown, Jr., 1901-1903.
John H. Bruninga, 1903-1904.
Fred S. Simms, 1904-1906:
Edward A. Cushing, 1906—

Faculty 149

Record QerL

Clarence C. Leffing:well, 1899-1000.
Harold C. Brubaker, 1900-1901.
Theo. M. Vickery, 1901-1902.
Victor J. West, 1902-1903.
H. Dale Morgan, 1903-1904.
Herbert A. Kellar, 1904-1907.

Horological School.
Complete List of the Faculty.

Edward O. Sisson, Director, 1897-1904.

James R. Parsons, Founder of School, Dean 1897-

1900.
L. T. Jones, Finishing.

Herman T. Schlegel, Assistant in Finishing.
Grant Hood, Finishing.

Franklin M. Willis, Finishing and Engraving.
O. Gundorph, Finishing.
G. H. Holmes, Engraving.
Thomas H. Wicks, Engraving.
H. Coo, Engraving.
William L. DeLacy, Engraving.
Charles E. DeLong, Engraving.
W. E. Albert, Elementary Watchwork.
George H. Churchill, Elementary Watchwork.
Theodore B. Phillips, Elementary Watchwork.
A. B. MacDonald, Elementary Watchwork.
Crawford D. Phillips, Elementary Watchwork.
Herman Reiche, Jewelry.

150 Vhe First Decade

George H. Drury, Jewelry.
Fred J. Bahni, Jewelry.
Dr. John W. Lambert, Optics.
Dr. Edwin H. Bradley, Optics.
Dr. Paul Dombrowski, Optics.

The present members of the faculty are,

Dr. T. C. Burgess, Director, 1904—

Allen T. Westlake, Dean of the Horological De-
partment and Instructor in Engraving and
Optics, 1894-1896; 1899—

Clarence R. Hart, Instructor in Finishing, Repair-
ing and Drawing, 1905 —

James A. Miner, Instructor in Elementary Watch-
work, 1899—

Albert S. Anderson, Instructor in Jewelry and
Clock Repairing, 1906 —

Frederick E. Brown, Assistant in Elementary
Watchwork, 1906—

Charles H. Brobst, M. D., Lecturer in Optics,
1904—

Convocation and Founder's Day Orators.

Convocation Addresses.

June 24, 1898. "The Genesis and Genius of Western
Life." Judge Christian C. Kohlsaat, Chicago.

June 23, 1890. "The Development of National Charac-
ter." Hon. George E. Adams, Chicago.

June 22, 1900. "The Graduate— His Equipment, His
Hopes and His Obligations." Chancellor W. S.
Chaplin, Washington University, St. Louis.

June 21, 1901. "The Use of Fiction in Education."
Professor Richard G. Moulton, University of
Chicago.

June 20, 1902. "Education for Democracy."

Professor Graham Taylor, Chicago.

June 19, 1903. "College Education and the Business
Career." Mr, Adolphus C. Bartlett, Chicago.

June 17, 1904, "The Leadership of the General Govern-
ment in Public Education."
President Richard H. Jesse, University of
Missouri.

June 23, 1905. "The Landmarks of Life."

Professor Albion W. Small, LTniversity of
Chicago.

June 22, 1906. "Tendencies in Modern Education."
President John W. Cook, Illinois State Normal
School.

June 21, 1907. "Problems of Greater America."

Chancellor E. Benjamin Andrews, University

of Nebraska.

{151)

152 "Uhe First "Decade

Founder's Day Addresses.

Oct. 8, 1897. Dedicatory Address.

Hon. Lyman J. Gage, Secretary of Treasury.
Oct. 8, 1898. "Moral Nature of Scientific Study."

Professor Thomas C. Chamberlain, University
of Chicago.
Oct. 8, 1899. "Democracy and Education."

Miss Jane Addams, Hull House, Chicago.
Oct. 8, 1900. "The Student at the Bar of Judgment."
Rev. Caspar Wistar Hiatt, Cleveland, Ohio.
Oct. 8, 1901. "Education and Society."

Rabbi Emil G. Hirsch, Chicago.
Oct. 8, 1902. "Illinois Charitable Institutions, Their
Government and Control."

Hon. Francis W. Parker, Chicago.
Oct. 8, 1903. "Educational Institutions."

The Right Rev. Bishop John L. Spalding,
Peoria.
Oct. 8, 1904. "Certain Phases of the Educational
Problem."

President Thomas McClelland, Knox College.
Oct. 8, 1905. "Tolstoi."

Dr. Edward A. Steiner, Iowa College.
Oct. 8, 1906. Program reported in this volume.

Public Lectures.

1897-8. "Art Among the Ancient Hebrews."

William R. Harper, University of Chicago.
"A Trip to Greenland."

Elias P. Lyon.
"Our Bacterial Friends."

O. B. Will, M. D.
"Young Men in Human Progress."

Oliver J. Bailey.
"A Trip to the Yosemite."

Nellie S. Kedzie.
"China's Possibilities for Future Greatness."

Charles T. WyckofiF.
"Modern Socialism."

Albion W. Small, University of Chicago.
"Comets and Nebulae."

Clarence E. Comstock.
"From Portland to Sitka."

Helen Bartlett.
"Rugby and Tom Brown."

Newton C. Dougherty.
"Manual Training."

Charles A. Bennett.
"The Atmosphere."

James B. Garner.
"Homer — A Study in Immortality in Literature."

Edward O. Sisson.

"Purpose and Method of Education."

The Right Rev. Bishop John L. Spalding.
(153)

154 Vhe First T>ecade

1898-9. "Some Aspects of Poetry" (Three Lectures).
Edward O. Sisson.
"The Effects of Light on Animals and Plants"
(Three Lectures).
Elias P. Lyon.
"The Development of the British Empire."
(Three Lectures).
Charles T. Wyckofi.
1899-1900. "Greek and Roman Life." (Three Lectures)
Theodore C. Burgess.
"The Solar System." (Three Lectures).

Clarence E. Comstock.
"Electrical Waves." (Three Lectures).

Frederick L. Bishop.
"Great Britain and the South African
Republics."
Charles T. Wyckoff.
1900-01. "Interpretative Readings." (Three Lectures)
Edward O. Sisson.
"The Arthurian Legends." (Three Lectures)

Helen Bartlett.
"Historic Styles in Architecture."
Charles A. Bennett.
1901-02. "The Problems of Democracy." (Six Lectures)
Albion W. Small, University of Chicago.
"Russia."

Newton C. Dougherty.
"England."

Edward O. Sisson.

"Public Lectures 155

"Japan: History and Scenery,"

Charles T. Wyckoff.
"Japan; Social and Industrial Life."

Charles T. Wyckoff.
1902-03. "The City Beautiful." (Six Lectures).

Charles Zeublin, University of Chicago.
"The Philippines."

George A. Zeller.
"A Day in Ancient Rome."

Theodore C. Burgess.
"A Day in Ancient Athens."

Theodore C. Burgess.
"Breakfast Foods."

Gertrude Coburn.
"Economical Cooking."

Gertrude Coburn.
1903-04. "Wrought Iron Work of the Middle Ages."

Charles A. Bennett.
"Clouds — Their Beauties and Their Terrors."

Clarence E. Comstock.
"Relation of Chemistry to Industrial Progress."

Georq-e C. Ashman.
"Men Who Made the Nation." (Six Lectures)

Edwin E. Sparks, University of Chicago.
1904-05. "Bread Making."

Alice D. Feuling.
"Robert Louis Stevenson."

Mary D. Spalding.
"Bacteria in Daily Life."

Wales H. Packard.

156 "Ube First T>ecade

"Men Who Made the Nation." (Six Lectures)

Edwin E, Sparks, University of Chicago.
1905-06. "The Evolution of the Christian Church

Building."

Charles A. Bennett.
"The Composition of the Atmosphere."

George C. Ashman.
"Berlin."

Helen Bartlett.
"The Slavic World." (Six Lectures).

Edward A. Steiner, Iowa College.
1906-07. "The Making of a Great Newspaper."

Richard Henry Little, Chicago.
"The Value of Mathematics to Practical Life."

Clarence E. Comstock.
"Starved Rock and the Canyons of the Illinois."

Charles T. Wyckoff.
"The Ring and the Book."

Margaret McLaughlin.
"American Literature." (Six Lectures).

Harry G. Paul, University of Illinois.

Graduates of Bradley Polytechnic Institute

1898

Unland, Corinne C. (Mrs. James H. Anderson),
Box 810, Houston, Texas.

Literature ; University of Chicago, 1898-9. Teacher, 1899-1900.

1899

Anderson, James H., Box 810, Houston, Texas.

Science; Winner University of Chicago Scholarship; University of
Chicago, 1899; Chemist, Industrial Cotton Oil Co., of Texas, 1900—

Lyon, Charles H., 206 Culter St., Peoria.

Classics; Winner University of Chicago Scholarship; Student in
Mechanical Engineering, Y. M. C. A. School, Peoria, 1904-5; City
Electrician, Peoria, 1905—

1900

Crofoot, Marguerite (Mrs. C. C. Leffingwell),

85 Park Ave., Passaic, N. J.

Classics; Winner University of Chicago Scholarship; University of
Chicago, 1900-2, A. B., ibid., 1902, Honorable Mention; Teacher,
Peoria Schools, 1902-3; Assistant in Greek and Latin, Bradley Institute,
1903-6.

Dexter, John R., Ardmore, Okla.

Literature; University of Chicago, 1900-2, Ph. B., ibid., 1902;
President Indiahoma Trust Co., Ardmore, Okla.

Hood, Florence (Mrs. H. M. Solenberger),

221 College St., Springfield.

Classics; Winner University of Chicago Scholarship; University of
Chicago, 1900-2; A. B., ibid., 1902; Registrar Chicago Bureau of Chari-
ties, 1903-4.

Leffingwell, Clarence C, 416 W. 13th St., New York.

Literature; University of Chicago, 1901-2; Ph. B., ibid., 1902;
Assistant in Greek and Latin, Bradley Institute, 1901-3; Private Tutor,
1903-4; Manager News-stand Circulation Collier's Weekly, 1904—

*Nelson, Carl G.,

Classics; Augustana College, Rock Island, 1900, 1902-3; B. D. and
M. A., ibid., 1903; University of Chicago, 1901-2; called to a church
in Manson, Iowa.
•Died. 1905. ( 157)

158 "Uhe First Tfecade

Page, Roy, San Cristobal, Cuba.

Science; Cornell University, 1900-1; Business, Chicago, 1902-6;
Engaged in fruit culture, San Cristobal, Cuba.

Parker, Marguerite (Mrs. Frank L. Hinman),

Tremont,

Science; University of Chicago, 1900-2, B. S., 1902; Teacher in
Peoria Schools, 1902-4.

Rice, Mary Virginia, 921 21st St., Rock Island.

Literature; University of Michigan, 1900-2, A. B., idid., 1902;
Teacher, Peoria Schools, 1903-6; Student, University of Chicago, Sum-
mer, 1906; Teacher, Rock Island High School, 1906—

Sanner, Laura E. (Mrs. Robt. Parker),

1738 Clarkson St., Denver, Colo.
Literature; Teacher, Wyoming, 111., Schools, 1900-2.

Smith, Ralph H., 26 Lorain Block, Lorain, Ohio.

Classics; University of Chicago, 1900-3, A. B., idid., 1902; Starling
Medical College, 1903-5, M. D., idid., 1905; Interne, St. Francis Hos-
pital, Columbus, 1905-6; Physician, Lorain, Ohio, 1906 —

Warbeke, John M., Williamstown, Mass.

Classics; Princeton University, 1901-3, A. B., idid., 1903; Univer-
sity of Leipsic, and travel in Europe, 1903-6; Ph. D., idid., 1906; In-
structor in German, Williams College, 1906 —

1901
Brubaker, Harold C, 6542 Ellis Ave., Chicago.

Classics; Winner University of Chicago Scholarship; University of
Chicago, 1901-3, A. B., idid., 1903; Western Electric Co., Indianapolis,
1903-6; idid., Chicago, 1906-7; Goodman Manufacturing Co., Chicago,
1906—

Fuller, Walter,

U. S. Gypsum Co., 1158 S. Roby St., Chicago.

Science; University of Chicago, 1901, S. B., idid., 1904; Student
Laboratory-Inspector, idid., 1901-4; Chemist, Kennicott Water Softener
Co., Chicago, 1905-6; Chemist, Glucose Sugar Refining Co., Pekin,
1906; U. S. Gypsum Co., Chicago, 1907—

Geiger, Mabel L., 1120 Perry Ave., Peoria.

Classics; University of Illinois, 1901-3; B. L. S., idid., 1903;
Teacher Peoria Schools, 1903—

Graduates 159

Kelly, Mildred (Mrs. Wm. J. Anicker),

Morris, Okla.

Literature; Mt. Holyoke, 1902-3.

MacClyment, George R.,

419 Observatory Bldg., Peoria.

Science; University of Chicago, 1901-3; Assistant Cashier of Bank,
Scott, Wrigley & Hammond, Wyoming, 1903-7; Assistant Manager,
Lydia Bradley Estate, 1907—

Olmstead, Maud C. (Mrs. E. V. Lawrence),

611 W. Stoughton St., Urbana.

Science; Assistant in Sewing, Bradley Institute, 1901-5.

Porter, Albert L., Brookfield.

Science; Student in Correspondence Course in Architecture,
Chicago, 1901; Mechanical Draftsman, Chicago; Designer, Water
Softening Machinery, 1904-5; Engineering Department, Fairbanks,
Morse Co., Chicago, 1906 —

SwANSON, E. Adelia, Manning, Iowa.

Literature; Winner University of Chicago Scholarship; University of
Chicago, 1901-2; Ph. B., ibid., 1902; Teacher of German and English,
High School. Indianola, Iowa, 1902-3; Teacher of German, High
School, Owatonna, 1903-7; Teacher of German and Principal of High
School, Manning, Iowa, 1907 —

Tracy, Annie C, 313 Callender Ave., Peoria.

Literature; Teacher, Peoria Schools, 1901—

Weirick, Elizabeth S., Ferry Hall, Lake Forest.

Literature; University of Chicago, 1901-3; B. S., ibid., 1903; In-
structor in Chemistry, Pratt Institute, Brooklyn, N. Y.,, 1903-7; In-
structor in Science, Ferry Hall, Lake Forest, 111., 1907 —

1902

Bennett, Frank W.,

Rose Polytechnic Institute, Terre Haute, Ind.

Literature; Winner University of Chicago Scholarship; University
of Chicago. 1902-3; A. B., ibid., 1903, Honorable Mention; Instructor
in English and German, Rose Polytechnic Institute, Terre Haute, 190-1—

Brubaker, William C, 6542 Ellis Ave., Chicago

Science; Armour Institute of Technology, 1902-6, B. S., ibid., 1906,
White Scholarship, 1905; Engineer with Pullman Co., Chicago, 1906—

160 The First T>ecade

Hancock, Tracy M., Lacon.

Science; Business in Lacon, 1902 —

Kellogg, Anne A., 1017 State St., Peoria.

Literature; Winner University of Chicago Scholarship; University
of Chicago, 1902-3; Ph. B., idid., 1903; Honorable Mention in English;
Graduate Student, University of Chicago, Summer, 1905; Teacher of
German and English, High School, Marquette, Mich., 1903-5; Teacher
of German and English, High School, Peoria, 1905 —

KiRTLEY, Luther L.,

123 S. Fifth St., E. Salt Lake, Utah.

Science; Marietta College, 1900-1; University of Chicago, 1902-3;
B. Sc, idid., 1903; Engineer, Eveleth, Minn., 1903-5; University of
Chicago, Winter and Spring, 1905; University of Wisconsin, 1905-6;
School of Mines, Columbia University, 1906-8; To receive degree of
E. M., 1908.

Merrell, Morton W., 819 Garfield Place, Evanston.

Classics; Northwestern University, 1902-4; A. B., idid., 1904;
Garrett Institute, 1904-8; Pastor, M. E. Church, Sheffield, 111., 1906—

SwEETSER, Irving J., 1421 15th Ave., Seattle, Wash.

Classics; with Phil Sheridan Mining Co., Washington, 1902-4;
Standard Oil Co., Peoria, 1905-7; Montana St. Mill Co., Seattle, Wash.,
1907—

Thomas, George Earl, 608 Wisconsin Ave., Peoria.

Classics; Business, Peoria, 1902 —

Wells, Edgar B., Thomson.

Science; University of Chicago, 1902-4; Ph. B., idid., 1904; Princi-
pal of High School, Delavan, 1905-6; Teacher of Science, Township
High School, Pontiac, 1906-7; State Teacher's Certificate for Illinois,
1906; Superintendent of Schools, Thomson, 111., 1907—

1903

Ballance, Willis H., 216 Randolph Ave., Peoria.

Science; Cornell University, 1903-6; B. S.,idid., 1906; with Weston
MottCo., Flint, Mich., 1906-7.

Bell, Marcia, (Mrs. Thomas R. Blair),

209 Perry Ave., Peoria.
Literature.

Graduates 161

BouRLAND, Julia P. (Mrs. Arthur Clark),

511 Ellis Street, Peoria.

Literature; Smith College, 1903-5; A. B., ibid., 1905; Instructor in
Biology, Bradley Institute, 1905-6.

Brown, Deloss S., 99 Barker Ave., Peoria.

Mechanic Arts; Business, Peoria, 1903—

Calvert, Maude, 1630 13th Ave., Seattle, Wash.

Literature; University of Chicago, 1903-4; Ph. B., ibid , 1904;
Teacher, Peoria Schools, 1904-5; Teacher of French, High School,
Seattle, 1905—

Cowell, Mark W., 221 Crescent Ave., Peoria.

Science; University of Michigan, 1903-6; A. B., ibid., 1906; with
Avery Co., Peoria, 1906—

CuTRiGHT, Sidney B., 313 Barker Ave., Peoria.

Classics; Business, Peoria, 1903—

Durham, Margaret L., 306 N. Glen Oak Ave., Peoria.

Literature; Teacher, Peoria Schools, 1904 —

DuRLEY, Elizabeth R., 1825 7th St., Des Moines, la.

Literature; Winner University of Chicago Scholarship; University
of Chicago, 1903-4; Teacher, Des Moines, Iowa, 1905 —

Faville, Mildred, Appleton, Wis.

Literature; University of Chicago, 1903-5; Ph. B., ibid., 1905;
Teacher, Peoria Schools, 1905-7.

Graber, Lottie A., 1224 Seventh Ave., Peoria.

Classics; Winner University of Chicago Scholarship; University of
Chicago, 1903-5; A. B., ibid., 1905. Teacher, High School, Knoxville,
1905-7.

Harper, Mary J. (Mrs. Henry H. Lane) , Norman, Okla.

Science; University of Chicago, Summer. 1901, 1904-5; B. S., ibid.,
1905; Scholarship in Zoology, ibid.; Assistant in Science, Bradley
Institute, 1903-4; Teacher, Peoria Schools, 1905.

JOBST, Nettie, 511 N. Madison Ave., Peoria.

Science, travel in Europe, Summer, 1905.

162 TAe First T>ecade

Joseph, Don R., Rockefeller Institute, New York.

Science; Holder of Special Scholarship, University of Chicago;
University of Chicago, 1903-4; B. S., ibid., 1904, Honorable Mention;
Brainard Medal in Anatomy, ibid., 1904; St. Louis University, 1904-7;
M. S., ibid., 1906; M. D., ibid., 1907; Assistant in Physiology, Medical
Department, ibid., 1904-7; Professor of Physiology, St. Louis Dental
College, 1906-7; Research Fellowship, Rockefeller Institute for Medical
Research, New York City, 1907—. Publications, "Effects of Intrave-
nous injection of Pork-bone Marrow on the Blood-pressure," AmeHcan
Journal of Physiology; ' 'The Influence of Organ-extracts of Cold-blooded
Animals on the Blood-pressure," Journal of Physiology , London, Jour-
nal of Experimental Medicine; "The Influence of Vagus Stimulation
upon the Development of Rigor in the Heart," (In press). "The Re-
lation of the Heart-weight to the Body-weight in Animals," (In press) .
"The Comparative Toxicity of the Chlorides of Magnesium, Calcium,
Potassium and Sodium," (In press).

PiNGER, George C, Youngstown, O.

Engineering; Cornell University, 1903-5; M. E., ibid., 1905; Junior
Member American Society of Mechanical Engineers; Draftsman, Snow
Steam Pump Co., Buffalo, N. Y., 1905-6; Struthers Well Co., Warren,
Pa., 1906; Wm. Tod Co., Youngstown, O., 1906—

Rice, Montgomery G., 2052 Madison St., Peoria.

Literature; University of Michigan, 1903-6; LL. B., ibid., 1906;
Admitted to Michigan Bar, 1906; Admitted to Illinois Bar, 1906;
Lawyer.

Rider, Georgia, Pekin.

Literature; Teacher, Tremont, 111., 1904; Havana, 111., 1906; Stu-
dent, University of Chicago, Summer, 1907 —

ScHiMPFF, Oscar J., 745 Pennsylvania Ave., Gary, Ind.

Engineering; Assistant City Electrician, Peoria, 1903-5; Chief En-
gineer and Electrician, Buckeye Powder Co., Edwards, 111., 1905; with
Mills Electric Company, 1906-7; Manager Electric Department for
Wheelock & Co., 1907-8; with U. S. Steel Corporation, Gary, Ind.

ScuLLiN, Bertha M., 714 Bryan St., Peoria.

Classics; Winner University of Chicago Scholarship; Assistant in
Sewing, Bradley Institute, 1903-5; University of Chicago, Summer,
1904, 1905-6; A. B., ibid., 1905; Assistant in Domestic Science, Bradley
Institute, 1906—

Graduates 163

SCHUREMAN, MaRY O. (MrS. GeORGE F. ImIG),

1223 N. Sixth St., Sheboygan, Wis.

Literature; Smith College, 1904-6; A. B., idii/., 1906.

Seaton, Edith M., 747 Jackson St., Peoria.

Classics; Teacher, Peoria Schools, 1903 —

Stock, Edward F., 506 Sanford St., Peoria.

Science; Clerk, T. P. & W. R. R. Office, 1903-6; Freight Account-
ant, ibid., 1906—

Stowell, Laura A., 2940 Oakes Ave,, Everett, Wash.

Science; Teacher Domestic Economy, High School, Calumet, 1903-7;
Everett Wash., 1907—

Summers, Lillian M., (Mrs. John B. Tansil),

1017 Willett Ave., Memphis, Tenn.

Classics; Northwestern University, 1903-4; Vanderbilt University,
1904-5; A. B., Northwestern University, 1905; Teacher, Peoria Schools,
1905-8.

Tjaden, Hertha M., 205 S. Underhill St., Peoria.

Literature; Teacher's Certificate in Domestic Economy, Bradley
Institute, 1906; Teacher, Domestic Science, Peoria Schools, 1906-7;
Director of Domestic Science, Y. W. C. A., Rockford, 111., 1907;
Teacher, Public Schools, Peoria, 1908—

West, Victor J., 1030.1 S. Flower St., Los Angeles, Cal.

Literature; University of Chicago, 1904-5; Ph. B., idid., 1905; In-
structor in English, Bradley Institute, 1905-6; Secretary, Briggs Real
Estate Co., Los Angeles, Cal., 1906-8.

1904

Belsley, Ray J., 1405 N. Jefferson Ave., Peoria.

Engineering; Business, Peoria, 1904 —

Benton, Charles K., 207 Crescent Ave., Peoria.

Science; Dartmouth College, 1904-6; B. S., idid., 1906; Honorable
Mention in Economics; Phi Beta Kappa; Business, Peoria, 1906—

Bruninga, John H.,

U. S. Patent Office, Washington, D. C.

Engineering; Laboratory Aid, Bureau of Standards, Washington,
D. C, 1904-5; Draftsman. U. S. Navy Yard, 1905; Special Student in
Electrical Engineering, George Washington University, 1904-6; Assist-
ant Examiner, U. S. Patent Office, 1905—

164 "Uhe First T>ecade

CuTRiGHT, Lois I., Salina, Kansas.

Literature; Teacher, 1904-6; University of Chicago, 1906-7; Ph. B.,
1907; Teacher, High School, Salina, Kansas, 1907—

Elsbree, Florence A. (Mrs. J. O. Chambers),

Pierson.

Classics; University of Chicago, 1904; Shurtleff College. 1904-5;
A. B., ibid., 1905; Head of Language Department, Greer College,
1905-6; Special Teacher at Harrison School, Peoria, 1906-7.

Evans, Rolla, Q., 1400 K. St., N. W., Washington, D. C.

Science; Harvard University, 1904-6; Architectural Draftsman with
Carrere & Hastings, of New York City, 1906 —

Gorsline, William W.,

621 Washington St., Burlington, Iowa.

Science; University of Chicago, Summer, 1904; Graduate Student,
Bradley Institute, 1904-5; University of Chicago, Summer and Fall,
1905; Summer, 1907; B. S., idid., 1907; Instructor in Mathematics,
High School. Goshen, Ind., 1905-7; Instructor in Senior Mathematics,
High School, Burlington, Iowa, 1907 —

Grigsby, Harry D., 518 Monroe St., Topeka, Kansas.

Science; University of lUinois, 1904-6; B. S., idid., 1906; Assistant
City Engineer, Santa Anna, Cahfornia, 1906-7; Chemist, C. R. I. & P.
R. R., 1907—

Heckman, Lillian S. (Mrs. W. R. Pool),

Seattle, Wash.

Science; University of Chicago, 1904-6; Ph. B., idid., 1906.

Helmbold, Ida J., 711 North St., Peoria.

Classics; Teacher, Peoria Schools, 1904 —

Mayer, Simon, 1238 N. Alabama St., Indianapolis, Ind.

Classics; University of Chicago, 1904-5; A. B., ibid., 1905; Engi-
neering Department, C. & N. W. R. R., Pierre, S. D., 1905-7; In-
structor, Manual Training, Indianapolis, Ind., 1907 —

Miller, Charles W., 601 First Ave., Peoria.

Literature; University of Michigan (Medical School), 1904-8; A.B.,
ibid., 1906; to receive degree of M. D., 1908; appointed interne at
Allegheny General Hospital, Pittsburg, Pa.

Graduates 1 65

Morgan, Harry D., 6020 Ellis Ave., Chicago.

Classics; Winner University of Chicago Scholarship; University of
Chicago, 1904-6; A. B., idid., 1906; Honorable Mention for work in
Senior College; Phi Beta Kappa; University of Chicago Law School,
1906—

NEEF, FrAN'CIS J.,

22 North Hall, University of Chicago, Chicago.

Literature; University of Chicago, 1904-5; Ph. B., Unci., 1905; Uni-
versity of Lausanne and travel in Europe, 1905-6; University of Berlin,
Summer Semester, 1906; University of Berlin, Winter Semester, 1906-7;
University of Leipsic, Summer Semester, 1907; Graduate Student,
University of Chicago, 1907-8; Fellow in German, idid., 1907-8.

Olmstead, Ralph W., 806 N. 53rd Ave., Austin.

Science; with Bartlett, Frazier & Carrington, Chicago, 1900—

Paul, Joseph W., Watseka.

Engineering; Assistant in Manual Training, Rockford Schools,
1904-7; Instructor in Mechanical Drawing, Y. M. C. A. Night School,
1905-6; Graduate Student, Manual Training, Bradley Institute, 1907-S.

Ritchie, Vonna V. (Mrs. Deloss S. Brown),

99 Barker Ave., Peoria.

Science; James Millikin School of Music, Decatur, 111., 1904-5.

Rockwell, Iva F., 117 W. Armstrong Ave., Peoria.

Classics; Winner of University of Chicago Scholarship; University
of Chicago, 1904-6; A. B., idid., 1906, Honorable Mention, Member
University Council; Assistant, Ancient Languages, Bradley Institute,
1906—

Rogers, Lulu E. (Mrs. Otto W. Boers), Chillicothe.

Science; Teacher, Peoria Schools, 1905.

Speck, Charles H., 6031 Ellis Ave., Chicago.

Engineering; Business, Peoria, 1904-6; University of Chicago Law
School, 1906— To receive degree of Ph. B., 1908.

Stemm, Josephine A., 514 St. James St., Peoria.

Literature; Teacher, Peoria Schools, 1904 —
Vance, Mvra L., 172 Institute Place, Peoria.

Literature; Teacher, Peoria Schools, 1907 —

166 TAe First T>ecade

WiLSOx, Edna L., 701 Maple Ave., Oak Park.

Literature; Teacher, Oak Park, 111., 1905-7.

1905

Armstrong, John E,.

Phi Gamma Delta Lodge, Ithaca, N. Y.

Engineering; Cornell University, 190S —

Bartley, Joseph F.,

514 Cheever Court, Ann Arbor, Mich.

Literature; Law Department University of Michigan, 1906 — To
receive degree of LL. B., in June, 1908.

Becht, Frank C, 5426 Lexington Ave., Chicago.

Literature and Science; Winner University of Chicago Scholarship;
University of Chicago, 1905-6; Fellowship in Physiolog}*, idid., 1906-7;
Assistant in Physiology', tdid., 1907-8; Member of Sigma Chi. Publica-
tions, Atnerican Journal of Physiology, "The Relation between the
Blood Supply to the Submaxillary Gland and the Character of the
Chorda and the Sympathetic Saliva;" "Mechanism by which Water is
Eliminated in the Active Salivary Glands;" "The Effect of Head upon
Animal Tissue with special reference to Nerves."

BouRLAND, Frederick B., 624 N. Elizabeth St., Peoria.

Engineering; Printing Business, 1905; Engineering Department,
Briggs Real Estate Co., Los Angeles, Cal., 1906-7; Printing Business,
Peoria, 1907—

Brisley, Mabel L., 416 Windom St., Peoria.

Literature; Normal Training Class, Peoria High School, 1906-7;

Teacher, Peoria High School, 1906— Correspondence Courses, Eng-
lish, French and History, University of Chicago.

Cation, Jennie G., 605 Bradley Ave., Peoria.

Literature; Teacher's Certificate in Domestic Economy, Bradley
Institute, 1906; Assistant in Domestic Economy, Lincoln Centre,
Chicago, Oct., 1906, to January, 1907; Manager's Assistant at the Home
Delicacies Association, Chicago, Jan. 1907; Teacher, Home Economics,
Loring School and Kenwood Institute, Chicago, 1907 —

Cooper, Marilla E., 415 Barker Ave., Peoria.

Literature; Oberlin College, 1905-7; A. B., ibid., 1907; Teacher,
High School, Wyoming, 111., 1907—

Graduates 1 67

Copes, Katherine, Delavan.

Science; Teacher in Tazewell County Schools, 1905-6; Teacher,
Delavan, 1906—

CuTRiGHT, Florence A., Louisiana, Mo.

Classics; Winner University of Chicago Scholarship; University of
Chicago, 1905-6; A. B.,idid., 1906; Honorable Mention, z'did.; Teacher
of Latin and English, Public Schools, Louisiana, Mo., 1907—

Dickson, Victor H., 1411 Knoxville Ave., Peoria.

Engineering; Massachusetts Institute of Technology, 1905-7; B.Sc,
idid., 1907; with Dickson & Co., Peoria, 1907—

Edwards, Neta G., 5642 Madison Ave., Chicago.

Literature; University of Chicago, 1905-7; Ph. B., tdid., 1907;
Teacher, High School, Watseka, 111., 1907—

Hale, Vera H., 6501 Kimbark Ave., Chicago.

Classics; Teacher, Mapleton, 1905-6; L'^niversity of Chicago, Sum-
mer, 1906; Teacher, Dolton, 1906—

Heyle, Essie M., 127 Elmwood Ave., Peoria.

Science; Certificate in Domestic Economy, Bradley Institute, 1906;
Teacher, Domestic Economy, Bacon Mission, Peoria, 1906; Student,
Simmons College, Boston, 1906-7; Teacher of Domestic Science, Pub-
lic Schools, Kansas City, Mo., 1907—

Kanne, Verona E., 1119 Trenton St., Los Angeles, Cal.

Literature; Teacher, Peoria Schools, 1905-6; Teacher, Domestic
Science, Los Angeles, Cal., 1906 —

Keithley, Giles E., 1601 Knoxville Ave., Peoria.

Science; Lake Forest University, 1905-7; A. B., idid., 1907.

Lagergren, Gustaf p.,

89 Middle Divinity, University of Chicago, Chicago.

Literature; Draftsman Illinois Steel Bridge Co., Jacksonville,
1905-6; University of Chicago, 1906; Draftsman, Lyon & Healy, Chicago,
April ro October, 1907; Senior College Scholarship, University of
Chicago, 1907; to receive A. B., 1908.

Lynch, Ralph A., 515 Illinois Ave., Peoria.

Engineering; University of Illinois, 1905—; To receive degree of
A. B., 1908.

168 Vhe First "Decade

Osborne, Isabel M,, 1103 Perry Ave., Peoria.

Literature; Student, Domestic Science, Bradley Institute, and Uni-
versity of Illinois, 1906 —

Straesser, Mabel S., 1000 N. Glendale Ave., Peoria.

Science; Teacher, Peoria Schools, 1905 —

1906
Buckley, Miriam E., 308 N. Orange St., Peoria.

Literature; Graduate Student, Bradley Institute, 1906-7; Teacher,
Peoria Schools, 1907 —

Colby, Henry H., 1107 Fourth Ave., Moline, 111.

Science; Machinist, Granville, 1906; Ottawa, 1907; Die Maker,
Moline, 1908—

Collins, Beryl B., 514 Cheever Court, Ann Arbor.

Science; Law Department University of Michigan, 1906 — ; Com-
pletes Law Course, 1908.

Cowell, Joseph G., 221 Crescent Ave., Peoria.

Science; Graduate Student, Bradley Institute, 1906-7; University
of Illinois, 1907—

DouBET, Mary D., 107 Bigelow St., Peoria.

Classics; Teacher, Peoria Schools, 1906 —

Ellis, Eleanor, 162 N. Greenwood Ave., Peoria.

Literature; Winner University of Chicago Scholarship; Graduate
Student in Domestic Economy, Bradley Institute, 1906-7; Teacher of
Cooking and Sewing, Public Schools, Kansas City, Mo., 1907 —

Farley, Nellie R., 217 Missouri Ave., Peoria.

Literature; University of Missouri, 1906 —

Fast, Byron M., 410 Chalmers Ave., Champaign, 111.

Science; Teacher of Manual Training, Grand Rapids, Wisconsin,
1906-7; University of Illinois, 1907—

Greves, George L., 212 Wisconsin Ave., Peoria.

Science; Graduate Student in Chemistry, Bradley Institute, 1906-7;
Teacher of Manual Training, Peoria Public Schools, 1907 —

Qraduatcs 169

Harris, Joseph W., Seward.

Science; Graduate Student, Bradley Institute, 1906-7; with West-
inghouse Electric Co., Pittsburg, Pa., 1907—

Helmbold, Jessie T., 711 North St., Peoria.

Science; Teacher, Peoria Schools, 1906 —

Hayes, Vera J., 227 Missouri Ave., Peoria.

Literature; Northwestern University, 1906—

Heyle, Franklin T., 127 Elmwood Ave., Peoria.

Engineering; University of Illinois, 1906 —

Hunter, Edith A., 103 Ayers Ave., Peoria.

Literature; Teacher's Certificate in Domestic Economy, Bradley
Institute. 1906; Teacher, Carrollton, 111., 1906-7; Teacher, Domestic
Science, Peoria Public Schools, 1907—

Kendall, J. Orville, 1104 Fifth Ave., Peoria.

Science; with Avery Company, 1906—

Kirkpatrick, Madge I., 608 N.Jefferson Ave., Peoria.

Literature; Graduate Student in Domestic Economy, Bradley In-
stitute, 1906-7; Teacher of Algebra and Domestic Economy, Pekin
High School, Pekin, 111,, 1907—

LuKENS, John E., 126 S. Ash St., Ottumwa, la.

Science; Teacher of Science, High School, Chariton, la., 1906—

Lyding, Harrison A., 6154 Ellis Ave., Chicago.

Science; Winner of Chicago Scholarship; University of Chicago,
1906-8; Senior College Scholarship, tdid., 1907-8; B. S., idtd., 1908.

Mills, Helen S., 2312 Calumet Ave., Chicago.

Science; Graduate Student and Assistant in Chemistry, Bradley
Institute, 1906-7.

Neill, Louis A,, 1424 State St., Milwaukee, Wis.

Engineering; Draftsman, American Hardware Co., Ottawa, 1906-7;
with Lake Superior & Southern R. R., 1907 —

Phillips, Irene L., Delavan.

Literature; Graduate Student, Bradley Institute, 1906-7; Teacher,
Stark, III., 1907-

170 Vhe First "Decade

Rockwell, Floy E., 314 North St., Normal, 111.

Literature; Illinois Wesleyan University, 1907 —

Shea, Edna E., 335 Henry St., Peoria.

Literature; Teacher, Peoria Schools, 1906 —

SiMMS, Fred. S., 118 Pennsylvania Ave., Peoria.

Mechanic Arts; University of Illinois, 1906-7; Business, Peoria,
1907—

TiNEN, Mary E., 211 Sumner Ave., Peoria.

Literature; Teacher, Peoria Schools, 1906—

Tobias, Agnes M., 426 North St., Peoria.

Literature; Teacher, Special Teacher of Drawing, Glen Oak
School, Peoria, 1906-7; Student, Summer School, Bradley Institute,
1907.

Wright, Lela M., 5602 Drexel Ave., Chicago.

Literature; University of Chicago, 1906— To receive Ph. B., 1908.
TEACHER'S CERTIFICATE.

Davison, Charles R., 5 Sybella St., Bellevue, Pa.

Teacher of Manual Training, Allegheny, Pa., 1906-7; Bellevue,
Pa., 1907—

Goldsmith, Maud, 208 S. College Ave., Bloomington, Ind.

Supervisor of Manual Training, in Grade Schools and High
School, Bloomington, Ind. 1906,

McNabnEy, Charles, 1721 Boyelston St., Seattle, Wash.

Teacher of Manual Training, Lincoln High School, Seattle, Wash.,
1906—

Wright, Mary Alice, 1124 First St., Springfield.

Teacher of Manual Training, Teachers' Training School, Spring-
field, 1906-7; Assistant Supervisor of Manual Training and Drawing,
Public Schools, Bloomington, Ind., 1907—

The Certificate in Domestic Economy was conferred upon Jennie
E. Cation, Essie M. Heyle, Edith A. Hunter and HerthaTjaden, whose
records will be found on preceding pages.

Qraduates 171

1907
Baker, Arthur E., 1212 S. Adams St., Peoria.

Science; Medical School, University of Michigan, 1907 —

COALE, Willis B., 505 Bigelow St., Peoria.

Classics; Teacher, Tazewell Co., 1907—

Feltges, Edna M., 521 New York Ave., Peoria.

Literature; Teacher, Edelstein, 1907 —

Grant, Sara J., 412 Pennsylvania Ave., Peoria.

Literature; Art Institute, Chicago, 1907 —

Harte, Louise W., Minonk, 111.

Literature; Teacher, Glasford, 111., 1907—

Hauk, Grace E., 711 Seventh Ave., Peoria.

Classics; Assistant in English and Library, Bradley Institute,
1907—

Hayward, James C, 409 Dechman Ave., Peoria.

Science; Student, Cornell University, 1907 —

Kellar, Herbert A., 5700 Drexel Ave., Chicag-o.

Classics; University of Chicago, 1907 —

Miller, Frederick F.,

220 N. Ingalls St., Ann Arbor, Mich.

Science; Medical School, University of Michigan, 1907 —

O'Brien, Edna M., Morton, 111.

Science.

Patterson, Laura G., 609 Bradley Ave., Peoria.

Literature; Graduate Student, Bradley Institute, 1907 —

Rider, Elizabeth, Pekin.

Literature; Teacher, High School, Chillicothe, 1907—

Robinson, Eulalia, Goodfield, 111.

Literature; Teacher, Goodfield, 1907 —

Ulrich, Lena S., 323 Sixth St., Peoria.

Literature; Mt. Holyoke College, 1907—

172 Vbe First T>ecade

WooLNER, Rose.,

Kelly Hall, University of Chicago, Chicago.

Literature; University of Chicago, 1907 —

TEACHER'S CERTIFICATE.

Bowman, Bertha R., Mt. Carroll, 111.

Teacher of Domestic Science and Assistant in English, Frances
Shimer Academy, Mt. Carroll, 1907—

Eleis, Eleanor, 162 N. Glenwood Ave., Peoria.

Teacher of Domestic Science, Public Schools, Kansas City, Mo.,
1907— (See class of 1906.)

Francis, Myrtle D., 39 State St., Chicago.

Teacher of Domestic Science, Girls' Industrial School, Evanston,
Oct. -March, 1907; Teacher, School of Domestic Arts and Science,
Chicago, March, 1907 —

KiRKPATiCK, Madge I., 608 N. Jefferson Ave., Peoria.

Teacher of Algebra and Domestic Science, Pekin, 111., 1907 —
(See class of 1906.)

Nelson, Alma E., Stillwater, Minn.

Teacher of Manual Training, Valley City, N. D., 1907—

Tefft, Mary E., (Mrs. Charles R. Davison),

5 Sybella St., Bellevue, Pa.

Winners of University of Chicago Scholarships 1 73

Winners of University of Chicago Scholarships.

1899 James H. Anderson, Charles H. Lyon.

1900 Marg-uerite Crofoot, Florence P. Hood.
Alternates,

Clarence C. Leffingwell, Mary V. Rice.

1901 Harold C. Brubaker, Adelia Swanson.
Alternates,

Anna C. Tracy, Elizabeth Weirick.

1902 Frank W. Bennett, Anne A. Kellogg.
Alternates,

Luther L. Kirtley, William C. Brubaker.

1903 Bertha M. Scullin, Lottie A. Graber.

Don R. Joseph (Special Scholarship).
Alternates,

Elizabeth R. Durley, Lillian M. Summers.

1904 Iva F. Rockwell, Harry D. Morgan.
Alternates,

Ida J. Helmbold, Florence A. Elsbree.

1905 Frank C. Becht, Florence A. Cutright.
Alternates,

Frederick B. Bourland, John E. Armstrong.

1906 Eleanor Ellis, Harrison A. Lyding.
Alternates,

Floy E. Rockwell, Lela M. Wright.

1907 Grace E. Hauk, Willis B. Coale.
Alternates,

Rose Woolner, Herbert A. Kellar.

Graduates of the Higher Academy

1901.

Science
Cowell, Mark W.
Harper, Mary J.
Stock, Edward F.

Classics
Outright, Sidney B.
Green, Glenna M.
Scullin, Bertha M.
Summers, Lillian M.

Science
Ballance, Willis H. Jr.
Benton, Charles K.
Brown, Deloss S. Jr.
Gorsline, William W.
Grigsby, Harry D.
Jobst, Nettie
Kenyon, Eugene C.
Oakford, William

Engineering
Belsley, Ray J.
Bruninga, John H.
Day, Joseph
Kraemer, Frederick J.
Paul, Joseph W.
Speck, Charles H.

1902.

Literature
Joseph, Don R.
Rapp, Bessie M.
Warren, Marion S.

Mechanic Arts
Triebel, Albert

Classics
Mayer, Simon

Literature

Alexander, Klea
Bourland, Julia P.
Outright, Lois L
Durley, Rey E.
Evans, Rolla
Faville, Mildred
Miller, Charles W.
Schureman, Mary O.
Szold, Miriam
West, Victor J.

Mechanic Arts
Hammond, Harry O.

(174)

yJcademy Qraduales

175

1903

Science
Becht, Frank C-
Heckman, Lillian S.
Heyle, Essie M.
Ritchie, Vonna M.
Straesser, Sara M.

Engineering
Bourland, Fred B.
Campbell, Albert D.
Dickson, Victor H.
Elliott, Hiram W.
Lynch, Ralph A.

Science
Copes, Katherine E.
Cowell, Joseph G.
Dahlberg, Francis E.

Engineering
Armstrong, John E).
Colby, Henry
Heyle, Frank T.
Hough, William S.

Classics
Evans, Donald
Literature
Aylesworth, Edla J.
Carson, Bertha A.

1904

Ward, Harry J.

Classics
Cutright, Florence A.

Literature
Bartley, Joseph F.
Cation, Jennie
Frank, Marie
Kanne, Verona
Lines, Louise
Neef, Francis J.
Wilson, Edna L.

Edwards, Neta G.
Farley, Nellie R.
Harte, Louise W.
Hayes, Vera J.
Hunter, Edith A.
Keene, Florence R.
King, Helen I.
Lagergren, Gustaf P.
Oakford, Elizabeth A.
Smallenberger, Leroy
Wright, Lela M.
Wright, Ethel W.
Woodward, Robert S.

176

'^he First 'Decade

1905

Science

Anicker, Grace
Bayne, James M.
Davis, Ruby A.
Mills, Helen S.
O'Brien, Edna M.
Wiley, Don F.
Williams, Herbert L.
Wilson, Lois A.
Engineering
Fast, Byron M.
Frye, Walter R.
Hakes, Webster H.
Horton, Phillip Z.
Neill, Louis A.

Classics
Ebaugh, Flora L.
Hack, James L.
Kellar, Herbert A.

Science
Baker, Arthur E.,
Campbell, Exie
Griffin, Harry K.
Hayward, James C.
Houghton, Myrtle J.
Lynch, Harold W.
Macdonald, Alexander
Miller, Frederick F.

1906

Levy, Edith
Meeker, Maurice S.

Literature
Baldwin, Mildred S.
Block, Anna C.
Clark, Marie V.
Collins, Beryl B.
De Clark, Bertha R.
Ditewig, Coral E.
Grant, Sarah J.
Lines, Isabelle S.
Patterson, Laura G.
Robinson, Eulalia
Ulrich, Lina S.
Whiting, Alida
Mechanic Arts
Colby, Irving N.
Simms, Fred S.

Moss, Mary E.
Van Tassel, Earl W.
Whiting, William T., Jr.
Wood, Ely E.

Engineering
Johnston, Maurice E;
Spurck, Robert M.
Wenke, John F.

Jicademy Qraduates

177

Literature
Beecher, Benjamin S.
Boniface, Vivian
Bunn, Laura
Camren, Grace
Cockle, Kathleen
Geach, Laura E.
Grant Martha J.
Morris, Bessie M.
Rich, Annie J.

Science
Baumgartner, Grover
Benton, Eldredge M.
Bohl, Francis J.
Byron, Lester A.
Camren, Edna
Causey, Frederick A.
Fieselmann, Sidney
Fritze, Lucius A.
Grimes, Henry H.
Heckman, Constance C.
Lee, Grace E.
Lindeburg, Frederick G.
Love, Edith B.
Martin, Helen E.
Plowe, Robert
Saal, Grace
Schweitzer, Harry E.

1907

Stevens, Agnes E.
Straesser, Clarence W.
Straesser, Ethelyn M.
Streibich, Anna A.
Woolner, Rose

Mechanic Arts
Canterbury, Ross
Craig, Robert C.
Ferris, Ralph E.
Lander, Guy R.

Engineering
Brown, Claude E.
Cushing, Edward A.
Hudson, William H.,
Mann, Roberts J.

Literature
Blair, Alice E.
Edwards, Edna H.
Faber, Elizabeth M.
Hannam, E. Louise
Houghton, Ruth H.
King, Marie A.
Kuhl, Lora A.
Radley, Olive E.
Sengenberger, Ina C.
Stevens, L Silsby
Ulrich, Julia M.
Mechanic Arts
Tyson, Roy U.
Werckle, Frank W.

178 'TThe First T>ecaJe

Winners of the Institute Scholarships.

1901 Lillian M. Summers, Mary J. Harper.

Alternates,

Bertha M. Scullin. Glenna M. Green.

1902 Julia P. Bourland, Simon Mayer.

Alternates,

Elizabeth R. Durley, Nettie Jobst.

1903 Frank C. Becht, Florence A. Outright.

Alternates,

Fred B. Bourland, Francis J. Neef.

1904 Robert S. Woodward, Louise W.'Harte'

Alternates,

John E. Armstrong, Lela M. Wright.

1905 Edith Levy, Lina S. Ulrich.

Alternates,

Ruby A. Davis, Bertha R. DeClark.

1906 Vivian Boniface, Kathleen Cockle.

Alternates,

Martha L Grant, Anna A. Streibich.

1907 Lora A. Kuhl, Grover Baumgartner.

Alternates,

Robert Plowe, Roberts J. Mann.

Number in Attendance.

iSg7-S

1S9S-9

1S99-0

1900-1

1901-2

l90.?-3

1903-4

1904-5

1905-6

1906-7

Lower Academy-

Men

82

140

129

110

98

88

71

102

96

76

Women

20

70

78

106

88

90

90

89

68

92

Total

102

210

207

216

186

178

161

191

164

168

Higher Academy-
Men

tl9

31

42

57

56

41

55

(i2

75

69

Women

11

11

42

54

51

59

64

61

63

48

Total

30

42

84

111

107

100

119

123

138

117

College —

Men

16

19

16

23

31

25

27

39

39

Women

11

19

21

31

42

28

42

42

55

Total

27

38

37

54

73

53

69

81

94

Unclassified Special-

Men

1

1

1

3

• • >

4

1

3

4

Women

11

12

17

8

3

5

7

4

13

42

Total

12

13

18

11

3

9

8

4

16

46

Graduate —

Men

1

2

1

1

3

Women

1

3

2

1

2

3

7

Total

2

•3

4

2

3

3

10

Total, School of Arts

and Science-

Men

102

188

191

187

177

166

153

192

213

191

Women

42

104

156

190

176

198

190

193

189

244

Total

144

292

347

377

353

364

343

390

402

435

Evening School —

Men

85

• • •

• • •

. . .

. . .

Women

35

• ■ ■

...

. . ,

. . .

Total

120

Summer School —

Men

■ • •

29

38

50

50

Women

26

32

30

48

Total

. . .

. . .

55

70

80

98

*Horological School-

Men

92

98

113

116

93

134

194

Women

1

2

2

4

2

4

Total

93

98

115

118

97

136

198

Deduct counted twice

4

. . .

4

7

5

9

Grand Totals

260

292

347

470

451

479

512

550

613

722

tDuring the first year Higher Academy and College Students were
listed together.

* Records not kept for first three years of decade. The numbers
given for 1900-1906 included only new students added each year. The
numbers for 1906-1907 include all in attendance during the year.

(179)

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