SOUVENIR EDITION
OF THE
OHIO UNIVERSITY
BULLETIN
SUMMER TERM
1911
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GOVERNOR JUDSON HARMON,
Ex-officio Member of the Board of Trustees of Ohio University.
ALSTON ELLIS, PH. D., LL. D.
SUMMER SCHOOL NUMBER
PUBLICATION OF THE OHIO UNIVERSITY
Vol. VIII , New Series ATHENS, OHIO, JULY, 1911
No IV
The Ohio University Bulletin
Published quarterly, by the University, and
entered as second-class matter at the post-office
at Athens, Ohio. Sent free, until each edition is
exhausted, to all interested in higher education
and the professional training of teachers. No
advertisements, save the one found on the fourth
page of the cover, will be published.
A Decade of Progress.
By ALSTON ELLIS.
In what follows, the information sought to
be conveyed will be presented chiefly in statis-
tical form.
Ohio University is the oldest higher insti-
tution of learning in that part of our country
known as the "Old Northwest." Before Ohio
was admitted to statehood, the Territorial
Legislature, in session at Chillicothe, made
provision "that there shall be an University
instituted and established in the town of
Athens." This action bears date of January
9, 1802. The institution to be "instituted and
established" was to be .named the "American
Western University."
Two years after the passage of the act
referred to — Ohio having in the meantime
been admitted into the Union — the State Leg-
islature re-enacted the provisions of the Ter-
ritorial Act, with but few changes, by another
act dated February 18, 1804. This latter act,
which gave the name "Ohio University" to the
institution to be established, has ever been
regarded as the charter of Ohio University.
The institution thus provided for was
opened to students in the spring of 1808, when
Rev. Jacob Lindley, a Princeton graduate, was
put in charge of its educational work as map-
ped out in a course of study approved by the
Board of Trustees.
The first graduates, Thomas Ewing and
John Hunter, received their diplomas in 1815.
The history of these early days is a matter
of record. It can be found in interesting and
reliable form in different .publications sent
out by the University and in numerous news-
paper and magazine articles. Regarding the
University, it may be said that its past his-
tory at least is secure. All who had part in
the making of that history have . engraved
their names so deeply upon the University
records that they will remain there as long
as the institution itself shall exist.
The purpose of this brief article is not to
disparage those who in past years had au-
thoritative sway over the destinies of the
University. As long as my administration
lasts — as long as I have voice or pen to make
reference to University matters — I shall never,
by any speech or act of mine, attempt to
abate one jot or one tittle of the proper meed
of credit and praise due the worthy ones of
by-gone days who contributed in any degree
to the fame and prestige of the institution
with which I now have the honor to be con-
nected.
I came to the executive office of the Uni-
versity July 18, 1901, so that I have now
completed the tenth year of my administrative
work in connection with it. It seems a fit
time to present in concise and intelligible form
some patent evidences of institutional growth
and well-being as shown by records that have
been carefully kept and have a story of their
own to tell. ,
Numbers in college halls do not mean
everything, but they do give some evidence of
the extent to which an educational institution
Carnegie Library.
Boyd Hall.
Ewing Hall.
Music Hall.
Ellis Hall.
Gymnasium.
Women's Hall.
OHIO UNIVERSITY BULLETIN
is fulfilling its mission in serving the people
who support it. The following table showing
numerical growth in student enrollment is
made up from the records in my office :
Enrollment of Students.
Fall
Winter
Spring
Summer
Years.
Term.
Term.
Term
Term. H
'Total.
1901 . . .
. . 220
230
249
102
405
1902...
. . 259
215
250
236
419
1903...
. . 324
252
287
423
551
1904...
. . 358
295
387
557
833
1905...
. . 466
345
394
650
1,047
1906...
. . 491
429
544
656
1,272
1907...
. . 549
462
536
678
1,319
1908...
. . 631
538
573
623
1,386
1909...
. . 650
638
703
731
1,462
1910...
. . 647
624
634
776
1.597
1911...
652
692
883
1.687
Herewith are presented some interesting
figures bearing upon the distribution of some
of the enrolled students under four classified
heads. There is some duplication of names
as between the College of Liberal Arts and
the State Normal College but not enough ma-
terially to affect any conclusion naturally sug-
gested by the figures given :
College
Irregu-
Prepara-
State
of Liberal
lars and
tory
Normal
Year.
Arts.
Specials.
School.
College.
1902..
... 97
18
20
234
164
1903
... 126
102
1904
... 159
20
205
180
1905
... 164
14
264
179
1906
... 239
36
249
314
1907
... 261
35
258
356
1908
... 336
40
273
344
... 397
50
279
417
1910
... 418
53
253
586
1911
... 567
43
201
649
On Commencement Day, June 15, 1911, de-
grees were conferred and diplomas granted
as follows :
Masters' degrees, honorary 4
Masters' degrees, in course 6
Baccalaureate degrees 53
Two- Year Course in Elementary Education. 21
Two-Year Kindergarten Course 5
Supervisors of Public-School Drawing 5
Supervisors of Public-School Music 7
Two-Year Course in Electrical Engineer-
ing 13
Two-Year Course in Civil Engineering.... 6
College of Music 5
School of Oratory 6
School of Commerce 9
Certificates in Stenographv and Typewrit-
ing " 17
Certificates in Accounting 19
*No student enrolled twice.
The whole number of degree graduates, of
baccalaureate rank, in the history of .the Uni-
versity, is men, 627 ; women, 128 ; total, 765.
The following table shows the number of
such degrees conferred within the last ten
years :
Baccalaureate Degrees Conferred.
Year. A.B. Ph. B. B. S. B.Ped. Total.
1902 4 7 1 0 12
1903 5 10 1 0 16
1904 2 10 3 1 16
1905 0 4 4 2 10
1906 7 11 1 3 22
1907 1 4 6 1 12
1908 3 11 2 0 16
1909 6 17 6 4 33
1910 7 8 9 6 30
1911 8 20 10 15 53
Totals.... 43 102 43 32 220
Women were admitted to all University
privileges in 1871. Miss Margaret Boyd, the
first woman graduate, was in the Class of
1873. "Boyd Hall," one of the dormitories
for women, is named in her honor.
Below is shown the degrees conferred upon
women graduates of the University in the
last six years :
Year. A.B. B.S. Ph.B. B.Ped.
1906 3 14 1
1907 0 0 2 2
1908 2 *0 3 0
1909 2 0 6 2
1910 3 13 2
1911 -. ... 2 0 11 6
Totals 12 2 29 11
The Salary Roll, as exhibited herewith, in-
cludes the compensation of instructors, Board
Officers, and engineers and janitors :
Year. Salary Roll.
1901 • $ 31,166.64
1902 46,933.33
1903 47,660.00
1904 49,174.86
1905 59,260.00
1906 63,170.00
1907 70,876.00
1908 77,646.00
1909 84,590.00
1910 90,750.00
1911 104,070.00
The financial support of the University is
now derived from three sources, namely, the
mill-tax, special appropriations, and local re-
ceipts from incidental fees, rents, and the
interest on permanent funds.
OHIO UXIl'ERSITV BULLET IX
HENRY G. WILLIAMS. A. M.. PED. D..
Professor of School Administration, and Dean of the State Normal College,
OHIO UNIVERSITY BULLETIN
From 1881 to 1896, inclusive, the State gave
the University special appropriations aggre-
gating $142,919.99.
The mill-tax support came as a result of
legislation had in 1896. From this source the
University received in 1897-1902, inclusive, the
sum of $176,127.87.
Special appropriations within the last ten-
year period are shown as follows :
Year. Amount.
1902 1903 $10,000.00
1903-1904 10,000.00
1904-1905 40,750.00
1905-1906 42,000.00
1906-1907 52,000 .00
1907-1908 76,250.00
1908-1909 89,500 .00
1909-1910 64,948.00
1910-1911 93,500 .00
1911-1912 95,750 .00
Total $574,698 . 00
Within the last five years, the sum of $75,-
500 has been paid out for real property, and
improvements thereon, needed for University
purposes, as follows :
Two lots, site of present Heating Plant.. $ 3,500
Lot and building, corner of College and
Union streets 30,000
Lot and building, corner University
Terrace and Park Place 9,000
Lot and building on President street... 9,000
Athletic Field L500
Armstrong lot and building on South
Court street 6,500
Three lots and buildings on College
street, north of Women's Hall 13,000
Total $75,500
These lots are now permanent holdings of
the University — or the State of Ohio, which
is the same thing. The necessary purchase
money did not come in the form of special
appropriations but was taken from the general
revenue of the University, all but $5,000 from
local funds.
Names of new buildings and statement of
other permanent improvements are set forth
below. In a few cases the partial cost of
equipment is included in the sums reported :
1. Ellis Hall $112,237.22
2. Heating Plant and connections... 57,448.00
3. Improvement of Ewing Hall.... 3,500.00
4. Remodeling East Wing and West
Wing ..:..-.•..: 15,000.00
5. Carneeie Library 60,000 .00
6. Boyd Hall 61,000.00
7. Gymnasium 53,000 . 00
8. Addition to Women's Hall 39,750.00
9. Science Hall, now in course of
construction, Special Appro-
priations amounting to 95,000.00
Total $496,935.22
Items 1, 2, 3, 4, and 9 show exact figures;
all others show close approximations.
Since 1904, the sum of $64,000 has been ap-
propriated for payment of bonds and interest.
Within the same period, the bonded indebted-
ness of the University has been reduced from
$55,000 to $5,000.
The best evidence of institutional prosperity
is not shown in grounds, buildings, equip-
ments, and money support — so many witnesses
of mere material well-being — not even in the
rapid growth of student enrollment, but in
the amount and character of the instruction
given by teachers and made most helpful to
students.
Have standards of scholarship been lowered
in order to swell the student enrollment to a
point where, through it, stronger and more
successful appeal for financial support can be
made to the Legislature? The writer would
not add much to his professional standing by
having to confess that such a condition of af-
fairs had come into the institution within his
ten years of administration. Abundant evi-
dence is at hand to give an emphatic No to
the question ; further, to make clear to any
mind, open to conviction, that not only has the
domain of instruction been judiciously widen-
ed but that in all the departments of instruction
existing ten years ago there has been a
marked advance in standards of scholarship.
I make assertion that a college diploma at
Ohio University means more now, in all
desirable ways, than it did at the close of
my first year of administration.
At the close of the college-year in June,
1902, there were in service, including the
executive, twenty-seven persons constituting
the entire teaching force in the College of
Liberal Arts, the College of Music, the Com-
mercial College, the Preparatory School, and
the Department of Electrical Engineering.
These colleges and departments, as named,
rounded out all there was in the way of in-
struction accessible to students. Requirements
for admission, save to the Freshman class of
the College of Liberal Arts, were much below
10
OHIO UNIVERSITY BULLETIN
EDWIN WATTS CHUBB, L1TT. D.,
Professor of English Literature and Rhetoric, and Dean of the College of Liberal Arts.
OHIO UNIVERSITY BULLETIN
11
present standards. The then Preparatory
course did not cover more than twelve units
of secondary work. Now that course includes
four years of secondary work and brings the
student, upon its completion, not less than
fifteen units of secondary credit. Then, very
little attention was given to the scholastic at-
tainments of those seeking instruction in the
College of Music. Also, almost any one could
secure admission to the classes in Steno-
graphy and Typewriting. To enter upon the
work of the Department of Electrical En-
gineering required of the student the comple-
tion of two terms of Algebra and three terms
of English, the latter including work in Litera-
ture and Rhetoric.
What is said in the last annual catalogue
under the heading "Requirements for Admis-
sion" will show clearly that admission to the
lowest college class in any department or
college of the University is conditioned upon
the student's completion of not less than
fifteen units of secondary or high-school
work. No one can receive a diploma, of any
grade, from the University who has not a
diploma from a high school of the first grade
or who has not presented indisputable evi-
dence of possessing equivalent scholarship.
In this connection some report of the ex-
tension of the field of instruction is in place.
"The Normal College of Ohio University"
came as a result of an act of the Legislature
passed March 25, 1902. Actual instruction
began with the opening of the Fall term, Sep-
tember 9, 1902. Nine years of uninterrupted
growth have followed. In the beginning four
courses were offered as follows : a Prepara-
tory Course, a Two-Year Collegiate Course,
a Four-Year Collegiate Course, and a Special
Course for those unable for any reason to
take one of the regular prescribed courses.
Also, there was a Model School with a super-
visor and two critic teachers. Since that first
year of modest effort and results, the State
Normal College has grown rapidly in student
attendance and efficiency of service in a con-
stantly widening field of effort until it is, to-
day, an important factor in the training of
hundreds of teachers for more efficient service
in the schools of the country.
The academic and professional training
given students by the Normal College is made
of a specialized nature by the student's choice
from the following courses of study :
1. A Course for teachers of Rural Schools —
two years.
2. Course in Elementary Education — two
years.
3. Course in Kindergarten — two years.
4. Course in School Agriculture — two years.
5. Course in Manual Training — two years.
6. Course in Domestic Science — two years.
7. Course in Secondary Education — four
years.
8. Course in Supervision — four years.
9. Professional Course for Graduates from
reputable Colleges of Liberal Arts — one year.
10. Special Courses in Drawing — Sufficient
time to earn the Special Certificate given.
11. Special Course in Public-School Music —
Sufficient time to earn the Special Certificate
given.
Admission to any of these courses, save
No. 1, is based upon graduation from a high
school of the first grade or equivalent scholar-
ship.
In June, 1904, Board action established a
"Department of Civil and Mining Engineer-
ing." The catalogue of 1904-1905 gave de-
scription of two-year and four-year courses
in "Electrical Engineering" and "Civil and
Mining Engineering," the first leading to a
diploma and the second to the degree Bachelor
of Science in Electrical Engineering or
Bachelor of Science in Civil Engineering ac-
cording to the course completed.
In 1907, the four-year courses in Engineer-
ing were discontinued. The two-year course
in Electrical Engineering was made a part
of the work of the "Department of Physics
and Electrical Engineering" and the two-year
course in Civil Engineering was made a part
of the "Department of Mathematics and Civil
Engineering." That classification of the work
exists to-day. Admission to either course in
Engineering is based upon the completion of
at least fifteen units of secondary work.
The offices of Field Agent and Alumni
Secretary were created in 1906. In 1909, the
two offices were united and the work of
each put in charge of an "Alumni Secretary
and Field Agent."
A "School of Oratory" was opened in Sep-
tember, 1909. A diploma is granted those
who complete a thorough course, admission
to which requires of the applicant evidence
of the satisfactory completion of at least
fifteen units of secondary credit. Eleven
students have graduated from this School
since its establishment.
In 1907, the Kindergarten School was estab-
.
'BEAUTIFUL ATHENS."
OHIO UNIVERSITY BULLETIN
13
lished. Two well-furnished rooms are in use.
The instruction is under the direction of a
Principal and one assistant teacher. Eight
students have completed the diploma course
in the last two years.
The School of Commerce, formerly called
the Commercial College, now offers courses
as follows :
1. A Collegiate Course — two years.
2. Special Courses in Accounting, Typewrit-
ing, and Stenography.
3. Teachers' Course in Stenography — two.
years.
Four instructors composed the teaching
force of the College of Music in 1902. That
force has doubled within the last nine years.
The courses offered are as follows :
1. Course in Piano and Organ.
2. Course in Vocal Culture.
3. Course in Violin.
4. Course in Harmony and Composition.
In November, 1901, when my first report
was made to the Board of Trustees, the
Library and the Museum occupied cramped
quarters on the third floor of the Central
Building. The annual cost of maintaining
the Library, as then reported, was as follows :
Librarian's salary, $500 ; up-keep, \$372.15 ;
total, $872.15. One coming upon the campus
can now find the Library without much in-
quiry and can gain easy entrance to its spaci-
ous and well-arranged quarters. The useful-
ness of its store of books and periodicals has
been multiplied many times within the last
ten-year period. The books added within that
time number 15,830. The cost of Library
maintenance is now not less than $9,000 an-
nually. Until about two years ago, the
Museum had fallen into a state of "innocuous
desuetude." Its specimens, some of them
rare and of special value, were stored on anti-
quated shelves or nailed up in boxes. These
have been released from bondage, cleaned and
newly labeled, and placed in cases where
their educational value may have effect. The
present room used for their proper display
is found in the basement of the Library build-
ing. The quarters are yet too cramped for
the proper keep and display of the constantly
increasing articles of interest and value that
are coming to them.
Last but not least of the things worthy of
mention is the matter of equipment. Thou-
sands of dollars have been spent, in the period
under consideration, in better equipping the
old departments and in giving adequate, up-
to-date means of illustration to those con-
ducting the work of each new department as
it has been established. It is doubtless true
that the cost of equipment within the last
decade has been greater than was the cost
of all equipment purchased within the fifty
years prior to 1901.
The personal element is more than loosely
connected with what has already been writ-
ten. I would be less than human did I not
feel pride — pardonable I hope— in the rapid
upbuilding of the University in the ten years
in which I have been connected with it. Large
and recognized credit for the present prosper-
ous condition of the University is due else-
where; but I confess to a feeling of pleasure
whenever those in authority, and others whom
I know and respect, connect my name and
my efforts with the outcome of the recent
efforts to build up the institution and to bring
it to its own, in service and financial sup-
port, as the more than century old educa-
tional ward of the State of Ohio.
The form of appreciation that counts — that
means so much more than what might be
mere lip service — came in the recent action of
the Board of Trustees, taken June 14, 1911,
whereby my term of service, as President of
the University, was extended to July 1, 1916.
The action referred to is set forth in the
following resolutions :
"Resolved, First, That the thanks ot the
board be tendered to Dr. Alston Ellis upon
the completion of the tenth year of his efficient
and untiring service as President of the Ohio
University. During his administration the
growth of the University has been a source
of pride to all of its friends.
"Second, That this board expresses its con-
fidence in President Ellis and its approval of
his administration, and in evidence thereof has
this day unanimously tendered him a re-elec-
tion for a further term of four years from
Julv 1, 1912."
Closely following the official action recorded
in the resolutions quoted, came to me word
from the Alumni Association, through its
Secretary, Prof. C. L. Martzolff, as follows :
"I am requested by the Alumni Association
of Ohio University to extend to vou, in its
SOME PROMINENT STATE OFFICIALS
1. Lieutenant-Governor Hugh L. Nichols.
2. Attorney-General T. S. Hogan.
3. State Auditor E. M. Fullington.
4. Hon. William Green, President pro tern. Ohio Senate.
5. Hon. Samuel J. Vining, Speaker Ohio House of Representatives.
6. Hon. William N. Shaffer, Chairman Senate Finance Committee.
7. Hon. Harry L. Goodbread, Chairman House Finance Committee.
OHIO UNIVERSITY BULLETIN
15
name, hearty congratulations on your unani-
mous re-election to the Presidency, and best
wishes for a successful administration of the
affairs of the institution.
"I am also happy to report to you that the
Alumni here assembled pledge themselves to a
hearty support and co-operation in aiding you
to make of their- Alma Mater a 'Greater Ohio
University.' "
If anything were needed to spur me to
greater effort in behalf of the important
interests confided to my keeping and manage-
ment, as the head of the institution in whose
service I have thought and wrought for the
ten years past, it would be forcibly afforded
in the generous and appreciative words I quote
herein not without some feeling that in them
I am accorded a consideration and confidence
beyond my just due.
July 5, 1911.
* 1804 /rrslw'^ -5ni~*'c*«~.'«..~ 19H t
*
*
I
I
Ohio 5Hnttoersttj>
*♦ atbensi, SDino
Annual Commencement
2unt eltbzntt) to titte*nti)
Nineteen fiuntireti and zlebm
a Sunday, June Eleventh.
a 10:30 a. m. — Baccalaureate Address, Hon. Wade H. Ellis, LL. D., Washing-
ton, D. C.
* 3:00 p. m.— Union Meeting of the Y. M. C. A. and Y. W. C. A. Address by
* Frank L. Johnson, Ph. B. (O. U. '08), Y. M. C. A. Secre-
^ tary, Newark, O.
% 7:30 p. m. — Annual Sermon, President William McKibbin, D. D., LL. D., Lane
*& Theological Seminary, Cincinnati, O. Subject: Our Na-
a tional Cave of Adullam."
a Monday, June Twelfth.
* 7:30 to 11 :30 a. m. — Final Examinations Concluded.
a 3:00 to 5:00 p. m. — Exhibits of the Work of the Art Departments, Third
2 Floor Ewing Hall and Fourth Floor Ellis Hall; Electrical
* Exhibit, First Floor, Ewing Hall.
•!► 7:00 p. m. — Reception to tbe Alumni and Visitors by the Literary Society.
/ 7:00 p. m. — Reception to the Alumni and Visitors by the Literary Societies.
* 8:00 p. m. — Annual Oratorical Contest.
Tuesday, June Thirteenth.
9:00 a. m. — Closing Chapel Exercises.
£ 1:30 to 3:00 p. m. — Entertainment by the Department of Oratory.
Y 3:00 to 6 p. m. — Reception by President and Mrs. Ellis.
♦ 8:00 p. m. — Annual Concert by the College of Music.
a Wednesday, June Fourteenth.
•fr 8:30 a. m. — Annual Meeting of the Board of Trustees.
a 9:30 a. m. — Senior Class Day Exercises.
$ 2:00 p. m. — Baseball Game.
•i* 6:30 p. m. — Alumni Dinner. Alumni Address by Hon. E. A. Tinker, '93, Chilli- £
% cothe, O. *
* I
A Thursday, June Fifteenth. a
* A
* T
* 9:00 a. m. — Graduating Exercises, College of Liberal Arts. ?
5* Presentation of Diplomas to Graduates of the College of Liberal ♦
* Arts, the State Normal College, the School of Commerce, %
a the College of Music, the Department of Oratory, and the J[
^ Engineering Departments. *
¥ 1:30 p. m. — Adjourned Meeting of the Board of Trustees. a
*•* A
^ f
SCENES NEAR OHIO UNIVERSITY IN THE "GOOD OLD WINTER TIME.
18
OHIO UNIVERSITY BULLETIN
Ohio University Baccalaureate Address
ATHENS, OHIO.
PROGRAM OF EXERCISES FOR THE
OPENING DAY OF COMMENCEMENT
WEEK, SUNDAY, JUNE 11, 1911.
Baccalaureate Service.
10:30 a. m.
Solo, "I Will Extol Thee, Eli" Costa
Miss Ann E. Hughes.
Scripture Reading President Alston Ellis
Prayer Professor D. J. Evans
Chorus, "The Roseate Hues of Early
Dawn" Nevin
Girls' Glee Club.
Baccalaureate Address
Hon. Wade H. Ellis, LL. D.
Washington, D. C.
Trio, "On Thee Each Living Soul". . .Haydn
Benediction Rev. H. M. Thurlow
Union Meeting of the Y. M. C. A. and the
Y. W. C. A.
3:00 p. m.
Hymn 105, "Jesus Calls Us."
Scripture Reading Miss Ethel Lumley
Prayer Mr. W. E. Alderman, Ph. B., '09
Address Mr. F. L. Johnson, Ph. B., '08
Duet, "Crossing the Bar" Ashford
Prof. J. P. McVey and Miss Helen Falloon.
Benediction. Rev. J. A. Long, A. B., '11
Annual Sermon.
7:30 p. m.
Solo, "Ave Maria" Luzzi
Miss Pauline Stewart.
Scripture Reading Dr. William Hoover
Prayer Professor Frederick Treudley
Duet and Chorus, "I Waited for the
Lord" Mendelssohn
Annual Sermon
President Wm. McKibbin, D. D., LL. D.
Lane Theological Seminary, Cincinnati.
Duet, "Tarry With Me" Nicolai
Miss Roberts and Mr. Ridenour.
Benediction Rev. F. M. Swinehart
(Ohio University Auditorium, Sunday, June
11, 1911.)
By
Hon. Wade H. Ellis, LL. Dv
Washington, D. C.
Mr. President, Graduates and Students of
Ohio University, Ladies and Gentlemen:
Whenever I come to face an audience such
as this, whenever I stand in the presence of
the friends and student body of a great Amer-
ican university on the occasion of its com-
mencement exercises, and I have had that
pleasure many times, I am impressed with a
sincere sense of humility and soberness — hu-
mility because I doubt my ability and worthi-
ness to measure up to the duty of the hour;
and soberness because in my judgment such
moments as this call for something more than
a mere effort at entertaining speech.
Now a little humility is always wholesome.
There is no truth more important even to the
all-wise graduates on commencement day, or-
to the orator who is to deliver the baccalau-
reate address, than an appreciation of the
fact that after all we are merely humble men
and women in this world, about equal in our
attainments and capacities and invested with
no higher duty than to contribute each, ac-
cording to the best there is in him, to the
happiness and comfort of all.
Not long ago I was sitting one afternoon
in the Department of Justice at Washington as
the Acting Attorney-General of the United
States. At a moment when I was consider-
ably impressed with the importance and dig-
nity of the great trust temporarily reposed in
me, a fine-faced old gentleman, with white
hair and beard, entered the sanctum sanctorum
and introduced himself as W. H. H. Miller,
Attorney-General of the United States in the
cabinet of President Harrison. He was look-
ing over the old department where he had
once presided and, sitting down for a little
chat, he said : "One of the healthiest mental
exercises in which a man can engage is to
realize his own lack of consequence. One
summer when I was Attorney General," said
he, "I concluded to make a trip to the old
OHIO UNIVERSITY BULLETIN
19
SUN DIAL,
Ohio University Campus.
Marking the site of the first building of Ohio University the first College building
of the "Old North-west."
home of my youth in a small village in New
York. I had not been there for thirty years
and I thought it would be pleasant to revisit
the scenes of my boyhood. I got off the train
at the same old station which was there when
I was a bare-foot lad. No brass band was
there to meet me and no committee of promi-
nent citizens came to greet me. But the same
old fellow whom we boys knew familiarly as
John was driving the 'bus up to the hotel. I
said, 'John, do you know who I am?' And
he said 'Yep.' I said, 'Who am I, John?'
And he said, 'You are little Billy Miller.' 1
said, 'John, did you know that I am a member
of President Harrison's cabinet?' And John
said, 'Yep.' I said, 'Do the people here — do
they know that I have been made a member
of the cabinet of the President of the United
States?' And John said, 'Yep.' Then I said,
'John, what do the people say about it up
here?' And John pushed the quid of tobacco
from one side of his cheek to the other, and
said, 'They don't say nothin'. They jes' laff !"
Next to a becoming humility on such occa-
sions as this, is the duty of saying, or at least
attempting to say, something that is seriously
worth while. It is easy to make a speech of
glittering generalities. It is easy to play on
the sounding brass and tinkling cymbal, wind
up with a peroration of lofty sentiment and
sit down amidst the applause of a bewildered
audience. But if the Lord forgives me for
past transgressions I hope never again to make
such a speech.
Even though it be Sunday, I am advised by
your President that this is to be a baccalau-
reate address and not a baccalaureate ser-
mon, for, as he remarked most flatteringly to
me, if he had desired a sermon he would have
invited some one worthier to deliver it. There-
fore, I have leave to talk of week-day affairs
— of every-day affairs ; and in choosing a sub-
ject I cast about in my mind to discover what
great problem, what important duty is imme-
diately before the people of Ohio ; resolved
that if I could find that problem and that duty
COMMENCEMENT SPEAKERS.
1. Hon. Wade H. Ellis.
2. Hon. Chester H. Aldrich.
3. Frank L. Johnson.
4. President William McKibbin.
5. Hon. E. A. Tinker.
OHIO UNIVERSITY BULLETIN
21
I would discuss it to-day with whatever
strength and purpose I possess and leave with
you, if I could, some honest thoughts upon it.
Now what is the next important business
which we people of Ohio must attend to — one
in which all citizens are vitally interested and
in which the educated men and women of the
state are immediately and seriously concerned?
It is the drafting and adopting of a new con-
stitution for the State of Ohio. The legisla-
ture which just adjourned passed the neces-
sary statute, in accordance with the method
sanctioned by the present constitution, for the
calling of a Constitutional Convention and the
submission to the people of the state of a new
organic law for their government. This very
summer we must be about the business of
choosing our delegates to that convention.
Next November we must elect them and in
January, 1912, they will meet at Columbus to
frame a new constitution for the state.
Now what shall we put into this new con-
stitution? How shall we change the old one?
What new light in the matter of popular gov-
ernment has been added to our visions since
the first constitution of Ohio was written in
1802, or since the second constitution was
written in 1851?
The first constitution of Ohio and the first
university of Ohio (that in which we meet
to-day), were born about the same time. They
were twin products of the same sturdy people.
In that day the entire population of the United
States was less than the present population
of Ohio, and one-fifth of these were slaves.
In that day the United States of America was
the only republic on the Western Hemisphere
and a large part even of our own present do-
main was then in the possession of foreign
monarchs and kings. In that day there were
only two or three great universities in all the
land and perhaps fewer students in all of them
than there are in the Ohio University this
morning. In that day the common-school sys-
tem was practically unknown and the great
body of the youths of the country were with-
out any convenient means of education. How
have we grown as a people since this begin-
ning of the last century when the first con-
stitution and the first university of Ohio were
established? Take the matter of population
nlone: In 1800 the United States had ap-
proximately 5.000.000 people ; England had
15,000,000, and France 27,000,000. To-day
England (counting all the British Isles;, has
but 40,000,000 in round numbers, or is less
than three times as populous as it was
in 1800. France has but 42,000,000, or far
less than twice as populous as it was in 1800.
But the United States has 90,000,000, being
more than the total population of France and
Great Britain combined and nearly twenty
times as lar^e as it was in 1800. Take the
matter of wealth : We have a greater wealth
than England and all her colonies and greater
than that of France and Germany combined,
and we produce two-thirds of all the modern
manufactured products of the world. Take
the matter of education : There are many
times more colleges in Ohio alone to-day than
there were in all America when this university
was established ; and there are a greater num-
ber of school teachers in Ohio to-day than
there are soldiers in the regular standing army
of the United States. Take the matter of in-
fluence in the national councils of the world:
The United States now occupies a seat at
the head of the table; her civilization reaches
and blesses the remotest corners of the globe
and her flag flies upon every sea. What a
profound and impressive fact it is that within
the last two months the proposal of world-
wide peace and the arbitration of all disputes
between the nations of the globe should come
from the President of the United States ! We
set the pace for universal peace. We are the
pace-makers of the peace-makers.
Now can it be that we are not a wiser as
well as a richer and a stronger people? Can
it be that we are not abler to-day to govern
ourselves than ever before in our history?
Can it be that we are not better fitted to-day
than ever before to write a charter of our
liberties. Can it be that the people of Ohio
to-day are not better prepared than ever be-
fore to write a constitution for the state?
What has been the most conspicuous phe-
nomenon in the development of government
among the English-speaking peoples? It has
been everywhere and at all times the persis-
tent, insistent, and consistent growth of pop-
ular sovereigney — the ever widening scope of
authority exercised by the people as a whole :
the ever increasing number of those who par-
ticipate in the conduct of government. First,
there was the king alone, who made the laws,
interpreted the laws, and executed the laws,
combining in himself all legislative, judicial,
.
22
OHIO UNIVERSITY BULLETIN
OHIO UNIVERSITY BULLETIN
2&
and executive authority. Xext, there was the
king and parliament, dividing the powers of
.government. Finally, in America to-day all
power is acknowledged to be in the people
themselves.
It is interesting to observe how this growth
of popular sovereignty has been expressed
from time to time in the great charter, or-
ganic laws, and constitutions of the English-
speaking races. The Magna Charta of 1215
compelled King John of England to divide
with his barons the governing power. When
Cromwell came and something like a republic
was established in England for a time, the
"Instrument of Government" declared that all
power should be and reside "in one person and
the people assembled in parliament," thus
widening and increasing the number of those
who were to participate. When the Constitu-
tion of the United States came to be adopted,
the first article declared that "all legislative
power herein granted shall be vested in con-
gress," and the tenth amendment asserted
that the power not delegated was reserved to
the states and to the people. Finally, when
the Constitution of Ohio came to be written,
this maxim of popular sovereignty was pro-
claimed in even braver and bolder words, for
our Bill of Rights declares that "all political
power is inherent in the people."
The history of this growth of popular rule
has been strikingly expressed in the great
phrase which Lincoln used at Gettysburg, but
which was spoken many years earlier by Theo-
dore Parker, the famous abolitionist at Bos-
ton : "Government of the people, for the
peolpe, and by the people." The whole story
is epitomized in this marvelous sentence. First,
there was government of the people; that is
to say, the people were the governed. Next,
there was government for the people : that is
to say, their rights, their interests and their
welfare were to be considered. And now at
last we have government by the people, and
this we are just beginning to understand.
Government by the people means government
in which the people participate and the ideal
form of that government is one in which all
the people participate as far as may be con-
sistent with good order.
In other words, we have finally reached the
day when we have no governing sovereign
and no governing class and, please God. we
will never have either again. Public officers
are now mere instruments for the convenient
and orderly management of the people's busi-
ness. Constitutions are the mere bits and
bridles we put upon our own power. Let us
get this thing clearly into our heads. Our
present form of government, though we call
it representative, contains, as its most essen-
tial element, existing at the very base of the
whole fabric, the right of the people at any
time to put aside their representatives and as-
sume control of their own affairs. The only,
limits to the exercise of that power are those
which the people have themselves agreed to,
or those which are dictated by considerations
of convenience, expediency, and good order.
Xow, what mean these new proposals in
government which are abroad in the land to-
day? What mean these new words which are
being added to the vocabulary of public af-
fairs? The initiative, the referendum, the re-
call, the direct election of senators, the short
ballot, home rule for the cities, greater free-
dom in taxation, and the like? They are noth-
ing more or less than a natural manifestation
of that same spirit, developing through the
centuries with ever increasing strength, and
moving with ever accumulating energy toward
the one goal — a wider, larger exercise of gov-
ernmental authority by a greater number of
the people. Let us not misunderstand this
movement. Without regard to the merits of
the proposals, we must recognize them as the
results of an evolutionary process as natural
as it is resistless.
Let us take the most conspicuous and the
most debated of these so-called new-fangled
notions of government, the initiative, the
referendum, and the recall. What do they
mean? The initiative means a method by
which a certain precentage of the people may
initiate or propose new laws without the in-
tervention of a legislature and, if adopted by
a majority of the people, they go into effect.
The referendum means a method by which a
certain percentage of the people may cause
to be referred to all the people some law en-
acted by their representatives and the law shall
either stand or fall as the majority shall de-
cide. The recall means a method by which
public officers may be recalled or retired to
private life in the midst of their terms if a
majority of the people, speaking at the polls,
are dissatisfied with the administration of the
office.
-_
HONORARY DEGREES- MASTER OF ARTS.
1. Judge Edwin D. Sayre.
2. Hon. Almon Price Russell.
3. Albertus Cotton, M. D.
4. Hon. Edgar Ervin.
OHIO UNIVERSITY BULLETIN
25
Now whether these proposals for a more di-
rect participation by the people in their own
government, are good or bad, wise or foolish,
one thing is certain : they are here. They
may not have come to stay, but we cannot
dismiss them with a sneer. Xor will it do
to say that they are the crazy fulminations of
demagogues and agitators. They are already
in force, in whole or in part, in eight or ten
states of the Union. The referendum has even
a foothold to some limited degree in the State
of Ohio and there is a serious movement now
on foot to write at least two of these prin-
ciples into the next constitution of this state.
It is our duty, therefore, to consider them
with patience and respect.
Are they revolutionary? Why, the whole
trinity — initiative, referendum, and recall — in
a certain modified form are in effect in good
old conservative England to-day. Whenever
the government majority in the House of
Commons feels a wavering in the support of
public sentiment, or whenever a great crisis
occurs like the recent controversy with the
House of Lords, the whole question is imme-
diately submitted to the country ; the ma-
chinery of administration is practically
stopped until the people decide whether it shall
go on under old hands or new, and every
member of Parliament must go back to his
constituency to be either vindicated by a re-
election or recalled to private life. So, in
America to-day, the initiative and referendum
are already in existence in respect to the mak-
ing of constitutions in practically every state
of the Union. The only thing new in the
present proposal is to extend that system to
the making of statute laws. And even with
respect to statutes, and even in the State of
Ohio, there is to-day as to certain matters a
compulsory referendum to the people. Under
the Constitution of Ohio no act can be passed
granting certain banking powers unless it is
ratified by a majority of the people at the
polls ; and no new county can be created, or
the boundaries of an old one changed, or a
county seat removed, unless assented to by a
majority of the people affected. As to the
recall, it is as old as the American nation. In
the first Articles of Confederation, before the
adoption of the Constitution of the United
States, it was expressby provided in one of
the sections that delegates to the national
congress should be annuallv chosen from each
state with the power reserved in each state
"to recall its delegates, or any of them, at any
time within the year, and to send others in
their stead for the remainder of the year."'
In the Constitution of Massachusetts, adopted
in 1780, it is declared that "In order to pre-
vent those who are vested with authority from
becoming oppressors, the people have the
right, at such periods and in such manner as
they shall establish by their frame of govern-
ment, to cause their public officers to return
to private life and to fill up vacant places by
regular elections and appointments."
Will these new instruments for the direct
exercise of political power destroy represent-
ative government? Will the initiative and
referendum lead us to a pure democracy? In
the first place, they are not designed for any
such purpose. The real motive power which
is apparently behind the advocates of these
measures is not a complaint with existing con-
ditions ; it is not a disappointment with rep-
resentative government and a desire to sub-
stitute direct government. It may be true
that some of the ills that have matured and
burst into noxious flower under the party sys-
tem and the representative system, carried to
unyielding lengths, have helped to swell this
tide of public sentiment now sweeping toward
a reform. But the real reasons behind the
movement, particularly for the initiative and
referendum, are, first, not to destroy repre-
sentative government, but to enforce repre-
sentative government ; and, second, to secure
a more general interest on the part of all the
people in the public affairs which concern all.
In fact, such a- movement not only involves
no criticism of the American system of gov-
ernment, but it constitutes the highest tribute
that could be paid to that system, for it means
that if our experiment as a people in the art
of self-government has given us the best and
freest nation in the world, we can secure even
a better and a freer by enlarging the interest
of all the citizens in the conduct of public af-
fairs.
Next, are the initiative, the referendum, and
the recall contrary to the Constitution of the
United States? This question was answered
the other day in the lower House of Congress
where it was suggested that the new Consti-
tution of Arizona, providing as it does for the
recall, and particularly for the recall of judges,
offended against the Constitution of the
-2Z
OHIO UNIVERSITY BULLETIN
United States., which guarantees to even- state
in the Union a republican form of govern-
ment But the House answered the question
■by an overwhelming majority of both parties
to the effect that such provisions, unwise and
unsafe as man3T thought them to be, were yet
within the constitutional power of the people
: : Arizona.
Finally, are the initiative, the referendum,
and the recall necessary, salutary, or practical ?
This, after ail, is the only question. We have
seen that they are neither revolutionary, nor
destructive of representative government, nor
unconstitutional, and that they are in harmony
with the long history of the growth of popular
sovereignty. But even if they be consistent
with our institutions, and even if they be
within the rights of the people as many times
proclaimed in the great instruments of liberty,
nevertheless the question is, are they wise or
expedient and3 if so, how far? The only limit
that can logically be placed to the right of the
people of this country, or of any state of this
Union, to take complete and direct charge of
CONTRIBUTORS TO OHIO UNIVERSITY'S FAME AND PRESTIGE.
OHIO UNIVERSITY BULLETIN
all the powers of government, is that limit
which is enforced by conditions of convenience
and good order. It is all folly to say that the
people haven't the right directly to manage
their own affairs. The only reason why they
should not do so even to the utmost limit of
legislative, executive, or judicial authority,
and to the last detail of administration, is that
a government so directed would be in constant
confusion and disorder and the people so di-
recting it would sacrifice their private affairs.
In other words, the people have the right, if
they want to, to manage the whole machinery
of their government to the minutest detail, but
they don't want to because they have some-
thing else to do. They are too busy raising
crops and children, running railroads and
schools, and making goods and history.
Tested by these limitations, what ought we
to write into the Constitution of Ohio with
respect to the initiative, the referendum, and
the recall ? As to the initiative and the refer-
endum, there is no reason why, properly safe-
guarded, they should not be made a part of
our organic law, for the enforcement of rep-
resentative government and the protection of
the people against the abuse or betrayal of
legislative power. Of course it will not do to
permit a small minority of the people, repre-
senting some special interest or pushing some
favorite propaganda, to make or defeat the
law. But, so far as I am concerned, as a citi-
zen of Ohio, 1 am perfectly willing that any
measure proposed by a representative per-
centage of the people and adopted after fair
debate by a majority of the people, shall be
the law of this state, whether any legislature
sanctions it or not. And I am perfectly will-
ing that any law. even though enacted by a
legislative assembly, which is presented for
the approval of the people at the polls, and is
condemned by a majority of the electors, shall
not be the law of Ohio. In my judgment, the
ideal condition would be one in which the
people of this state would have in their hands
the corrective weapon of the initiative and
referendum and no occasion arise for its use.
In my judgment, the very possession of this
instrument of protection will tend to make but
rare the occasions for its employment, and the
very absence of it will tend to encourage those
abuses from which it alone might save us.
In two respects, particularly, the possession
of the initiative and referendum in Ohio, how-
ever rarely used, would have a wholesome ef-
fect upon the public spirit of the state. In
the first place, it would increase the interest
and the sense of responsibility of the indi-
vidual citizen in his. own government, for it
would endow him with a consciousness of his
personal power, if ever the need came, in
bearing his fair share of public duty. Re-
sponsibility is a great sobering force ; it makes
for conservatism; it teaches the lessons of
restraint, of patience, and of unselfishness;
and such a responsibility, consciously assumed
by the whole citizenship of Ohio, would tend
to dissolve the distinctions and rivalries of
separate classes and interests and unite all in
one army of the common good.
In the second place, the initiative and ref-
erendum would go far towards preventing
those instances of corrupt practice in the
legislature which have recently brought the
blush of shame to the people of Ohio. I am
not one of those who believe that there has
been any wholesale bribery in the General
Assembly of this state. My personal expe-
rience with the members of that body in the'
past has taught me to believe that the honest
men and true far outnumber the occasional
rogues. But there can be no incentive to
bribe a legislator to vote for a bill which the
people could, thereafter, defeat at the polls;
and there can be no inducement to bribe a
legislator to vote against a bill which the
people could thereafter pass over the heads of
both parties to the infamy.
Tested by these limitations, what shall we
say about the recall? It also is. clearly within
our power and not forbidden by our form of
government if we care to adopt it. But is it
wise or prudent? Is it practicable of enforce-
ment without confusion and disorder and will
it do more harm than good?
There is this fundamental difference be-
tween the initiative and referendum, on one
hand, and the recall on the other : the initia-
tive and referendum mean a more direct par-
ticipation by the people in the making of the
law, while the recall may involve a direct in-
terference by the people in the enforcement
'of the law. Now it is clearly one of the es-
sentials of good government that the people
should, in the greatest possible numbers and
to the greatest practicable extent, take part in
the making of the law and in the selection of
the officers who are to administer and enforce
30
OHIO UNIVERSITY BULLET IX
it, for this insures popular approval of the
law itself and a wide public sentiment in sup-
port of its impartial execution. But it is just
as clearly an essential of good government
that when once the law is made and the of-
ficers are chosen to enforce it, the people
should stand aside and let the rule of action
which they have solemnly adopted apply with
unerring justice to all classes and all condi-
tions until the rule itself is changed. The
unwisdom of the reta'd. applied :; any ofr.ters.
would soon be demonstrated. In one of the
chief cities of the State of Washington to-day
there is in progress a campaign for the recall
of the mayor. Why? Because he refused to
permit a prize fight in that city, contrary to
the law of the state. Thus, we have the
spectacle of the people deliberately enacting a
statute against prize fights and then proposing
to punish their own agent for enforcing their
own mandate. The recall would not produce
better public officers, but worse, for brave and
honest men would refuse to serve and none
would accept a public station except the cring-
ing suitor for public favor.
When applied to judges, the recall is in-
defensible. John Marshall once declared that
"The greatest curse an angry God can inflict
upon a sinful and erring people, is an igno-
rant, a corrupt, or a dependent judiciary."
The judge has nothing to do with the making
of the law. If he disappoints the people in
declaring what the law is, the remedy is to
recall the law and not the judge who de-
clares it.
We have had in Ohio recently a fair pre-
sentment of the evil that would result if an
upright and fearless judge, in enforcing the
law, could be called to account by a disap-
pointed constituency. How long would
Judge Blair have remained upon the bench if
his enemies in Adams Count}- could have re-
called him?
But more than all this, there can never be
any justification for the recall of an executive
or a judicial officer. If his only crime is that
he is enforcing the people's law, then he ought
to be sustained and applauded rather than reT
tired to private life. If his crime is that he
is not faithful in performing the duties of his
office, or is ignorant or corrupt, then the
remedy is to impeach and remove him.
As to the judges, state and federal in this
country, we might in many instances have se-
cured better and stronger men, but we have
been singularly fortunate in the general hon-
esty of our courts. In all our history as a
people but one Justice of the Supreme Court
of the United States was ever called to the
bar of the senate for misconduct in office.
This was Samuel Chase, in 1804, for an al-
leged violation of the alien and sedition laws,
and he was overwhelmingly acquitted of the
charge. In all our history as a people but
four judges of the inferior federal courts
were ever sought to be impeached and but two
of these were convicted, one for drunkenness
in 1803 and one for accepting an office under-
the Confederacy in 1863. Surely this is a
proud record and a convincing argument
against the recall of judges.
Thus I come to the final thought I would
leave with you to-day: let us make, as the
arch and keystone of the new Constitution of
Ohio, the widest opportunity for all the people
to take a part and an interest in the conduct
of public affairs ; let us remove every obstruc-
tion, except those necessary to convenience
and good order, which stands in the way of a
healthy exercise of popular sovereignty. I
have no patience with those who are afraid
to trust the people. I believe the nearer we
come to a participation of the entire body of
our citizenship in the making of the laws and
in the choice of those who are to administer
them, the greater will be the respect for the
law itself, the better the law will be, and the
more faithful the public servants. I know of
no question that, being subjected to a free
and full discussion, I would not be willing to
leave to the judgment of the American people.
General Grant once said that "All the people
are wiser than any one man among them,"
and I would rather trust a question involving
life, or liberty, or property, or a great issue
affecting the vital interests or the public pol-
icy of the nation to the whole people of Amer-
ica than to the ripest scholar, the strongest
statesman, or the greatest sage among them.
There is to my mind a higher standard of
right and wrong, a loftier conscience, a purer
conception of justice and fair play, and a
nobler sense of virtue and morality in the
great throbbing heart of the multitude than
there is in any individual within the mass.
Every leader in American history has made
mistakes, but what great thing done by the
American people would you undo to-day : It
OHIO UNIVERSITY BULLETIN
is not danger but safety to our institutions
that will result from committing them more
and more confidently to the care of the great
body of our fellow-citizens. It is not de-
struction but preservation that will result from
bequeathing the priceless jewel of a free gov-
ernment which we inherited from our fathers
not to a chosen few of the children of Amer-
ica but to every member of the family, share
and share alike.
To be sure, the wider the scope of popular
sovereignty the greater the need of popular
education, the more serious the responsibility
of leadership, and the graver the duty of all
men and women in the state to lend the weight
of their influence to the righteous solution of
every problem which confronts us.
The other day at Washington a United
States senator from Iowa, addressing a grad-
uating class of the Washington Law School,
said thwt "Within a decade we will see whether
the grievances of to-day are to be settled by
law or by the manner that has been in ex-
istence for two thousand years, the revolu-
tion of violence, and terror, and bloodshed."
Such a speech ought not to come from the
lips of any man of the Anglo-Saxon race, or
of any man who desires that peace and dignity
of life which can only come through law and
order. Such a prophecy as this, whatever the
provocation, does not make for the peaceable
settlement of great public questions. Such a
prophecy as this, however good the faith or
pure the motive with which it is made, can
only tend to inflame the minds of the ignorant
and goad to desperation the unhappy and dis-
contented and to produce the very crisis which
is predicted.
I am not afraid of the future. I am one
of those who believe that of all countries this
is the best country; of all centuries this is
the best century; of all days this is the best
day, and that whatever is the product of this
country, and of this century and of this day
is God's best gift to time. I am one of those
who believe that the people who have reared
this splendid structure of a free government
are fit to enjoy it and able to preserve it.
There may be wrongs to be righted, there
may be evils to be remedied, there may be
serious problems to solve, but we will meet
the issues of the future with the same sturdy
courage with which we solved those of the
past. And, as Lowell said, our healing will
come, not in the tempest or the whirlwind, but
in the still small voice that speaks to the con-
science and the heart calling us to a wider
and a wiser humanity.
Annual Sermon
OUR NATIONAL CAVE OF ADULLAM.
By
Rev. William McKibbin, D. D., Ll_. D.
President of Lane Seminary,
Walnut Hills, Cincinnati, Ohio.
'"David therefore departed thence, and es-
caped to the cave of Adullam : and when his
brethren and all his father's house heard it,
they went down thither to him. And every
one that was in distress, and every one that
was in debt, and every one that was discon-
tented, gathered themselves unto him ; and
he became captain over them : and there were
with him about four hundred men." — I.
Samuel XXII: 1-2.
The Davidic period of Israelitish history
was the highest earthly realization of the
ideals and principles for which the Jewish
Commonwealth stood.
\\ "hile imperfect, it transcended anything at-
tained before or after David's time. It was
the age from which the prophets drew with
delight the materials with which to paint the
glories of that other and greater kingdom
over which David's greater Son should reign
in never ending sovereignty.
During this epoch, Israel's territory ex-
panded to the widest limits assigned to it by
prophecy ; its armies became invincible ; its
wealth enormous; its prestige among the na-
tions unequalled ; its national spirit so deep
and powerful as to allay all local and tribal
jealousies; while crowning and cementing all,
its devotion to the pure religion of Jehovah
reached its widest acceptance and loftiest at-
tainment.
But this wonderful development took its
rise in the cave Adullam, where in obscurity
and exile, imperilled by foes without and
within, it received its final form and per-
manent stamp.
To this covert, pursued by the causeless and
murderous hatred of Saul, king of Israel,
IN NATURE'S REALM, OHIO UNIVERSITY.
OHIO UNIVERSITY BULLETIN
Da\ id had betaken himself, and was soon
joined by "his brethren and all his father's
house."
These formed a homogeneous and solid band
united by ties of kinship and a common peril.
So weak and hopeless, however, seemed their
condition that David transferred his father
and mother to the care of the king of Moab
until he should know what God would do
for him.
But now a new crisis confronts him, fraught
with dangers and opportunities of colossal
measure; ''every one that was in distress, and
every one that was in debt, and every one
that was discontented gathered themselves
unto him."
It was in dealing with these conditions, and
forging out of them a coherent and highly de-
veloped state, which marked David as the
man for the hour, the anointed of the Lord.
To-day the American commonwealth is con-
fronted with similar conditions, and upon a
much wider scale, and must, as David did,
work out if it can a successful solution. Vast
populations of alien tongue and history are
continuing their inflow into our land, impelled
by distress, discontent and general restive-
ness under the social and political conditions
in which they have been born. Let us consider
the Problem itself and David's solution of it.
as indicating the course which we should pur-
sue to reach a similar success.
Notice — The Peril, the Opportunity, and
the Solution.
First. The Peril — a rapid and heterogeneous
growth.
The little band that at first gathered about
David were in hearty accord in even- element
which makes for harmony. They had a com-
mon ancestry, a common training, and a com-
mon faith. The preservation of the funda-
mental elements of such a community, unless
forcibly defeated from without, would be a
simple matter.
The advent of such a body of discordant
elements as he now received threatened to
submerge or dissolve his little community or
inoculate it with all their disorders, exposing
it to all the dangers of internecine strife.
Periods of growth by the accretion of peo-
ples diverse in ideas and institutions are al-
ways perilous. Rome was weakened and fin-
ally disintegrated by opening the position and
privileges of Roman citizenship to alien peo-
ples and out of sympathy with her history
and traditions.
But when rapid growth is due to discontent
and embitterment with the conditions of hu-
man life the danger is vastly increased that
the higher civilization whose blessings they
seek will be overwhelmed or seriously im-
paired by their absorption.
Having broken with old restraints born of
necessity or injustice, they become impatient
of all restraint and easily mistake lawlessness
for liberty. The social and religious sur-
roundings to which they have been accus-
tomed, and to which they owe whatever moral
ideas and habits they posess, being suddenly
removed they readily abandon the virtues of
their home lands and appropriate the vices of
the new one. Their ignorance exposes them
to the wiles of the designing and makes them
the chosen material of the political demagogue
and the grafter.
But real and great as these and kindred
dangers are, on their dark bosom they carry
an opportunity of still greater magnitude. Let
us note what this opportunity includes.
These new and alien people are vast
reservoirs of force, of a varied character,
which may be appropriated and directed to the
best ends.
It was no inconsiderable factor in David's
successful career, that his small body of retain-
ers had been enlarged by this heterogeneous
company to the number of four hundred men.
It gave him a power of resistance which would
cause his enemies to pause and which would
make alliance with him desirable to other peo-
ples. It furnished material for the occupations
of peace as well as those of war. Properly gov-
erned it made the little state stronger to pre-
serve and stronger to build up its material
prosperity.
So today, on a vaster scale, power is put at
our disposal which rightly directed will tell
with benign and far-reaching effect upon all
the interests which we hold dear. The children
of these strangers will be. if properly guided,
the most stalwart of the nation's builders and
defenders.
They also bring us a large measure of that
prime quality of successful living, courage, or
the spirit which laughs at dangers and difficul-
ties when in pursuit of some chosen end.
Those who have crossed thousands of miles
of sea and hnd. exposed themselves to all
OHIO UNIVERSITY BULLETIN
35
DAVID J. EVANS, A. M.,
Professor of Latin.
the perils of disease, and privation, and all the
pangs of home-sickness to reach the coveted
land of freedom and plenty, will not prove
unequal, when properly instructed, to attack-
ing the problems of a new and unsubdued wil-
derness or the vast enterprises which our
rapidly developing industrial life is summon-
ing into existence.
But better still, these new peoples come to
us with all their potencies in a fluid or plastic
state, ready to receive the impress and be cast
into the mould of our American life.
The severance of old ties and associations, the
abandonment of old precedents and methods
in conduct, emancipation from the hard and
galling restrictions of their native lands, which
paralyzed hope, have all contributed to the
creation of an indeterminate and uncrystal-
lized state of mind, which renders them pecul-
iarly susceptible to all things which they be-
lieve to be American : for the desire of their
hearts, and especially of their children, is to
be done with the old state of life and to be
thoroughly identified with the new.
Let the patriots, philanthropists, and relig-
ious people of this country furnish the kindly
treatment, the wise and firm pressure which
they need, and no richer harvests of power,
OHIO UNIVERSITY BULLETIN
37
and wealth will be garnered than from these
vast fields of humanity.
But what shall our method be? What was
David's method? He may show us, at least,
some of the ways in which this peril may be
transformed into glorious opportunity. We
read that "David made himself captain over
them."
He did not turn them back, reject their of-
fers of allegiance, and refuse all alliance with
them, but he welcomed them and upon one
condition, that he and the things for which
he stood should rule over them and not be
subverted by them. In David and his govern-
ment were embodied ideas and institutions di-
vinely approved, and whose maintenance must
be secured at any cost.
First of all he demanded from them Respect
for Properly Constituted Authority. He made
himself Captain over them. He planted his
new kingdom upon lazv and order, where all
stable and beneficient social and political life
must find its base.
Lawlessness, whether in the favored interest
of right or wrong, is in itself of the very es-
sence of injustice, since law is the conservator
of human rights and the avenger of wrong,
and the evils of the worst government are
not to be compared with those which ensue
when all government is at an end. The ad-
vance of civilization and its preservation are
marked by submission to rightful authority,
and its decadence is marked by resistance to
rightful authority.
David refused to kill Saul because he was
his rightful sovereign, although Saul unright-
eously sought David's life. "I will not," he
said, "put forth my hand against my lord."
We must make our Constitution and all laws
made under it the supreme law of our land
in fact as well as in theory. Liberty must not
be confounded with license, nor independence
with refusal to accept rightful restraints. Let
us make "Old Glory" the symbol of an author-
ity that binds the strong and the weak and
give to all a rightful protection without respect
of persons.
David no less rigidly enforced respect for
the right of private property.
He taught his rude and turbulent followers
that they must guard and not prey upon the
property of their fellow men, whether rich or
poor. Situated near the possessions of Nabal,
a wealthy sheep-master, who dwelt in abun-
dance while David and his men were often
hungry, illy sheltered, and exposed to the
dangers of wild beasts and wilder men, the
respect for private property which David en-
forced was such that when he sent a request
by ten of his young men, at shearing time, to
Nabal to recognize his friendship by the usual
presents of the season, he could truthfully say,
as Nabal's own servants attested, "thy shep-
herds which were with us, we hurt them not,
neither was there aught missing unto them,
all the while they were at Carmel."
It is true that when Nabal rudely repulsed
his messengers and violated one of the most
sacred customs of the East, David, stung with
a sense of wrong, forgot himself and started
to avenge with blood this causeless insult,
but under Nabal's wife's wise and tactful
appeal he recovered his self-control, and
thanked God that He had sent her to meet him
and blessed her for the "advice" by which
she had kept him from coming to shed blood
and from avenging himself with his own hand.
Whatever governmental or voluntary forms
of associated activity may be rightfully main-
tained in the care of interests which belong
to the community as a whole, the right of pri-
vate property must stand intact if modern
civilization is to be perpetuated and advanced..
To deny this right is to work injustice and cut
the nerve of one of the most powerful, com-
plex and worthy motives which influence hu-
man conduct. But it must be enforced with
equal rigor against the encroachments of the
powerful as well as against those of the weak ;
against the classes as well as the masses. To
impress this upon the alien elements which
are entering our national life, we must enforce
it upon the native-born.
Note again that David placed civic duties
upon the same level of dignity as military ones,
and that in a military age. He was himself a
keeper of sheep, a man of domestic and peace-
able tastes, and necessity made him a soldier.
His wars were wars of self-defense and for
the national welfare. But when war became
a necessity, he entered upon the soldier's life
with undaunted courage and rare success. He
made it a law in Israel, that "as his part is
that goeth down to the battle, so shall be his
part that tarrieth by the stuff: they shall part
alike." He used, as in Nabal's case, military
power to protect the peaceful pursuits of hu-
man life. His ideal of loyalty was the citizen-
•:■<
OHIO UNIVERSITY BULLETIN
EWING HALL.
soldier, in whom were combined the love of
peace and readiness to sacrifice life to preserve
it-
He discredited his own career because neces-
sity had made it largely a military one and in
this he was divinely approved.
In his farewell words to his son Solomon,
concerning the building of the temple, the
symbol of Israel's unity with God and with
itself, he says "The word of the Lord came to
me saying, thou hast shed blood abundantly
and hast made great wars ; thou shalt not
build an house unto my name because thou
hast shed much blood upon the earth within
my sight."
We need good soldiers, but the best ma-
terial out of which to make them is home-
loving and patriotic citizens, as our great Civil
War clearly demonstrated.
But, lastly, I would call your attention to the
fact that David brought into play the great
conserving and unifying forces of religion and
education to preserve the ideas and institu-
tions for which his little commonwealth stood.
Gad, the prophet of Jehovah, and Abiathar,
the high priest, were with him in positions of
honor and confidence — the representatives in
that day of Religion and Education. While
the civil constitution under which these forces
were directed was peculiar to that age, and
the best available, yet these forces and the in-
stitutions through which they operated were
fully recognized then and subsequently. The
prophets expounded the great truths of the
Divine Fatherhood and the brotherhood of
Israel. They stood for a God who was no
respecter of persons ; for the rights of the in-
dividual against the encroachments of power,
and for the right of the people to be heard
in the affair of state.
The priestly tribe, especially the Levites,
were the school-masters of Israel and repre-
OHIO UNIVERSITY BULLETIN
39
FRONT VIEW OF ELLIS HALL.
sented what we now term popular education
or the education of the whole population, es-
pecially the young, in all that it was necessary
for a good Israelitish citizen to know.
Both the religious and educational system
provided for that association between the
young while under instruction which strength-
ened the ties of fellowship and mutual regard.
To this aspect of David's policy let me es-
pecially direct the attention of this audience.
The two great factors working to-day, by
which America can be kept one and individ-
ual, and in harmony with the noblest tradi-
tions, and by which it can allay the antagon-
isms engendered by differences in nationality,
language and material conditions, are the
Church and the Public Educational Institu-
tions of the State.
By the church I mean all the organized
forms of religious life which, in connection
with the inculcation of that which is distinct-
ively religious and dogmatic, teach and en-
force the great individual and social morali-
ties of life.
1 hese organizations are all largely charged
with the spirit of democracy, and most of them
are more republican than even the state itself.
They not only inculcate moral principles and
practices which are essential to the good citi-
zenship, but they provide for the association
of their adherents together, especially the
young, upon terms of equality and mutual re-
gard, and thus foster the spirit which is es-
sential to the civic life for which our country
stands. Sunday schools, young people's soci-
eties, and all the associated activity of the
churches promote acquaintance and fraternity.
But chief among the factors which give to
American people the identity of spirit which
guards its perpetuity is the free, democratic
life of its public schools of all grades. The
church reaches at least two-thirds of the popu-
40
OHIO UNIVERSITY BULLETIN
REAR VIEW OF ELLIS HALL.
lation, but the state in its schools aims to
reach the entire population.
Some years ago an English clergyman, who
had come to this country to settle, said to me
that what surprised him most in America was
the complete abatement of the antagonisms
and prejudices which divided people, even of
the same race and nationality, in the older
countries. For a time he could find no solu-
tion. But upon larger acquaintance, he be-
came convinced that it was due to our public
school system. He said that after children had
studied and played together it was impossible
to keep alive in later years the old suspicions
and hostilities which had divided their parents.
The democracy of the church and the dem-
ocracy of the state system of education will
save America to Americans and nothing can
take their place.
As patriots and believers, we must guard
these educational institutions, see that they are
equipped with every needed appliance and
furnished with everything which will make
them attractive and efficient. We must dis-
courage in every rightful way any separation
from them which will weaken our national
unity, or revive misunderstanding and aliena-
tions among our people which belong to a dark
and buried past.
In conclusion let me say that I present this
theme to you for your earnest consideration
because you are the representatives of the ed-
ucated men and women of America and
among the best products of its life and insti-
tutions. If the patriotic and consecrated sons
and daughters of our institutions of learning
will, in the personal, social, political and re-
ligious realm, stand for and insist upon the
great principles and organic unities of our
great national inheritance, we shall not only
keep America, with its millions of new citi-
zens, thoroughly Americanized, but we shall
do much to Americanize the world.
OHIO UNIVERSITY BULLETIN
41
CENTRAL BUILDING.
THE
COLLEGE GRADUATE'S OPPOR-
TUNITY.
(An Address delivered before the Univer-
sity Y. M. C. A. and Y. W. C. A., Sunday
afternoon, June 14, 1911, by Frank L.
Johnson, Ph. B., of the Class of 1908.)
As I address you this afternoon, I cannot
think of you other than as a group of
friends and companions of my own college
days ; for it has now been but three years
: since I entered upon a week of commence-
ment activities like these, in these same halls
and in the shadows of these same classic
elms. Pleasant memories are with me of the
occasions that some of us have enjoyed to-
gether. It is a great privilege that has come
to me this afternoon in having been given the
opportunity to renew these personal acquaint-
ances and friendships yet so warm and abid-
ing.
It is often said that a man's college days
are his best days. This is not always true.
They are what the individual chooses to make
them. The degree of success or failure is
commensurate with the joy or pleasure that
comes to us in later years as we recall the
experiences and associations of this period
of preparation. This is a time of training
and our ability to win in the race before
us will depend to a great extent upon the
persistency of our efforts to-day. There is
an idea in the world that in general the best
students do not make the greatest success
in their respective vocations. A recent in-
vestigation made in several of the larger
universities of the East, where the records
of their alumni were carefully gone over,
showed that the men and women who had
made the highest records in scholarship in
student days had made the greatest success
in their post-college days. While talking with
42
OHIO UNIVERSITY BULLET IN
the best college track man in the middle
west a few days ago he said, "I enjoy the
training for these meets. I always like to
see spring come with its training days."
These periods of denial and sacrifice are not
such to him. They bring only the pleasant
prospect of contests to be won and records
to be broken. To those of us who are about
to extend our horizon and enter into a
broader field of activity comes a sense of .
obligation for the goodly heritage which has
been ours, and we go forth like
"'Sir Launfal, the maiden knight, in his gilded
mail
To seek in all climes for the Holy Grail."
To those who remain there will come at this
time new resolutions and new visions, resolu-
tions to do better and less selfish work as
students and visions of the rewards that come
to those who have earned them.
In the time that I have with you this
afternoon, I wish to speak of the college
graduate's opportunity. In this I refer more
particularly to the many ways in which you
may discharge the obligation which devolves
upon you because of your superior advan-
tages and the training these have afforded.
The training of the public schools and the
university has been yours. You have been
among the chosen few, and those who are
about to be graduated are to take their
places in a select group of leaders. Only two
per cent, of our young men and women com-
plete a college course and from among these
come sixty per cent, of the leaders in public
life. You need not lament the fact that so
many discoveries and inventions have been
made. Science and invention are yet young.
Many of the scientific theories of a decade
ago are not being printed in the text-books
of to-day. Xew models in architecture are
proving the inadequacy and inelegancy of the
buildings of a score of \ears ago. A series
of articles in one of the leading magazines
has recently shown that the education of
the boy and girl of to-day is not what it will
be to-morrow and that we are approaching
the intensely practical in all lines of endeavor.
Mr. J. C. Stubbs, Director of Traffic and
Vice-President of the Harriman railroads,
recently said, "The world belongs to the
young man." Surely the leadership of all
modern enterprises will come from the col-
lege and university. The signs of the times
lend an encouraging aspect. The most noted
men, and those who are doing and have done
most to bring about justice between private
and corporate interests, are known every-
where as college-trained men. Your own
governor, Judson Harmon, Woodrow Wilson
of Xew Jersey, Walter Fisher, the newly ap-
pointed Assistant Attorney-General, and Mr.
William S. Kenyon, Jr., Senator of Iowa, are
giving us examples of what trained minds and
hearts can do for the world.
When our country is threatened by a
foreign foe, the commander-in-chief does not
send the raw recruits to the front. The
training stations, east, west, north, and south
OHIO UNIVERSITY BULLETIN
13
fm^sik
fl i
ih'£tf
lU^IC'HALL AND CENTRAL BUILDING, WITH EWING HALL IN BACKGROUND, OHIO UNIVER-
SITY, ATHENS, OHIO.
are called upon to send their trained men
to the support of the government. The coun-
try feels safe with the result of the conflict
resting in the hands of her seasoned regulars.
Only after they have failed and the raw re-
cruits have been called upon is there any
great sense of alarm. So it is in public and
private life, those best fitted to lead will
be called upon first ; for to whom much has
been given of him much will be required.
In the capture of Port Arthur by the
Japanese soldiers in the Russian-Japanese
war, thousands and thousands of the trained,
battle-scarred veterans of the Empire were
mowed down before the guns of the enemy.
So great was the bloodshed that crimson
stains marked the place of the conflict for
many months. Even after this the capture
was accomplished by the younger soldiers
eager to free themselves from the burden of
any stain that had come upon them through
the sins of their ancestors. Our ancestors
have left for us no such task, but have made
us debtors to the whole world and like Paul
we are debtors alike to "Greek and barbarian,
bond and free." To discharge such an obli-
gation in the light of present day conditions
is indeed a pleasant prospect and one to
which the college graduate should look with
a heroic mind and heart.
The obligations that rest upon us may be
either private or public. Private obligations
are either egoistic or altruistic. Public obli-
gations belong to the church or state. A
proper balance between selfish and unselfish
interest in both private and public life would
bring about the reign of Tennyson's vision of
universal law and world peace. I believe
college students are in danger of becoming
too selfish. Their life is not surrounded by
the sorrows and heartaches of the poor and
suffering. They are not called upon to sup-
port the many organizations which are main-
tained bv voluntary contributions and volun-
44
OHIO UNIVERSITY BULLET IX
EAST WING.
tary service. They do not see the blind beg-
gar by the wayside, or hear the cry of the
sick and hungry child. They do not concern
themselves ■with the reports of tenement house
conditions and the sweat-shop problem except
as they learn of their existence, but this same
selfish interest may be developed into altruism
when they enter this broader field where hu-
man endeavor must take account of both of
these forces.
What profession do you expect to enter?
Are you going to practice law? Will you
use your influence here to bring peace be-
tween father and son, or husband and wife,
and obtain justice for the poor and the work-
ing man, or, on the other hand, will your
motive be to get all the money you can for
your services — the purely selfish motive? Are
you going to enter the medical profession?
Will you seek to discover the cause of dis-
ease and try to prevent it? Will you take the
same interest in human life whether it be in
a hovel or palace, or will you use your po.ver
selfishly accepting only the more pleasant
cases? You may expect to enter the business
world. Will you see to it that the world
has an example as to how to deal justly with
employees. Will you give true value in
even- transaction? Will you play your part
in the community life? Or on the other
hand, will you be a party to illegal combines?
Will you seek to hinder the legitimate pro-
gress of trade for the sake of personal gain,
that you may be called "rich?" Some of you
young ladies will be teachers. Will you seek
to inspire the youth under your care with
the great importance of truth, and teach
them the Golden Rule of the world, "Love
thy neighbor as thyself," and that co-opera-
tion is the life of the world? Some of you
may go back to the rural community whence
you have come. Will it be your influence
that will make life in your neighborhood
sweeter and more agreeable? Will it be your
-
OH/0 UNIVERSITY BULLETIN
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WEST WING.
hand that will administer to the needs of the
sick mother or child? Will you be the
"trained nurse" known far and wide as the
one who can do all things to all people? Or,
on the other hand, are you going to impress
your relatives and friends with the fact that
you have been to college?
Have you ever read Robert Herrick's
"Master of the Inn?" It is the story of a
doctor who had given his life entirely for
others. There were many men in the city
who had remembered him as a young man
in the medical school, but he had dropped
out and they said, why? He might have
answered that instead of following the beaten
path, he had spoken the word to the world
through men — and spoken widely. Under the
stress of a great sorrow he had gone into a
little New England town — "up there among
the hills where man is little and God looks
down on his earth" — bought the old red
brick inn and there as the vears went bv an
ever-widening stream of humanity mounted
the winding road from White River and
passed through the doors of the inn seeking
life. Little by little the inn changed, — new
buildings were added as were also farm and
forest, and there the life took on the form
of work, play, and rest. There was little
medicine to be found but there was the
abounding life in the great out-of-doors.
As each one went away, healed in body
and soul, as only the doctor could heal, they
in turn whispered the word to others in need.
"to the right sort who would understand."
And so a brotherhood grew up of those who
had found more than health at the inn, who
had found themselves, and the doctor be-
came the master. And so the years went by,
and each one went on his way rejoicing,
feeling that somewhere in this tumultuous
world of ours there was hidden all this beauty
and the secret of living, and that he was
one of the brotherhood who had found it.
46
OHIO UNIVERSITY BULLETIN
EAST VIEW, CARNEGIE LIBRARY, OHIO UNIVERSITY, ATHENS, OHIO.
There came to the inn one day a famous
surgeon, who in the stress and strain of
life, had lost his cunning. He had sought
everywhere for renewed vigor but it had not
come. One day one of the brothers whis-
pered to him of the master, of him who had
done so much for the despairing. The sur-
geon put himself under the master's care and
in time regained his former vigor, but the
secret of the master's power was yet a great
mystery to him. Time after time the sur-
geon tried to discover the secret, but as
often he failed. The time had come for the
surgeon's departure and with it came the re-
vealing of the secret. In the master's early
years a great disappointment had come to
him, but instead of allowing the circum-
stances to become master of him, he had
turned the bitter in his heart to sweet by
his unselfish devotion to the needs of others.
But the surgeon, to whom everything that
the heart could wish had come, had allowed
his selfish ambitions to govern him so com-
pletely that he had no thought for anything
but his own personal career. In his heart
the sweet love had turned to acid. How
true the teaching of our Christ, "He who
would save his life must lose it," and how
well is it illustrated in the lives and experi-
ences of men to-day !
To-day as never before great public ques-
tions face our American citizenship. These
call for the best trained minds of our coun-
try and many governmental problems are
being solved in the halls of our state univer-
sities. The University of Wisconsin students
under the direction of their faculty have
made a careful study of the management of
the state government and many real reforms
have been the result. The college graduate
who ignores the part that he should take in
the management of his own commonwealth
has proven faithless to the trust that has
been given him. A noted writer recently
said that he could pick out six men from his
city (one of the larger cities) who, if they
OHIO UNIVERSITY BULLETIN
47
A PORTION OF THE INTERIOR OF THE CARNEGIE LIBRARY.
set themselves to the task, could reform the
whole municipality. What then could be
done by the hundreds of college men who
come to that city yearly if they were on fire
with enthusiasm for the rule of righteous-
ness !
A few years ago one of the professors of
Chicago University was chosen as a member
of the city council. As a student of econo-
mics he naturally became interested in the
financial management of the city government.
As a result of his study a commission was
appointed to make a careful investigation of
existing conditions. This was known as the
Merriman Commission. This investigation
revealed extravagences in the city expendi-
tures and many other corrupt practices. As
a result of Prof. Merriman's work he was
the candidate for Mayor on the Republican
ticket at the last election. He was defeated
at the polls, but his influence has been felt
and Chicago to-day is quickening with re-
form in different departments of its life be-
cause of his work. Some of you young men
will be placed in such positions of public
trust. Here you will have the opportunity to
reveal the secret of your power and show
the world the sincerity and honesty of your
purposes. Paul's word, "Quit you like men,
be strong," will then be fitting advice to
you.
Our responsibility to the church is fully
as great as to the state. We sometimes fail
to realize the debt we owe to the church
fathers. The church is really the mother of
the colleges. The first colleges were founded
by those Christian people who wished to have
their children reared and educated under the
influence of the teachings of the "Master of
the Heart." Sometimes we hear discouraging
reports as to its influence to-day. We hear
it said that men (church members) are not
living the right kind of lives, and this is
given as an argument bv those who hesitate-
48
OHIO UNIVERSITY BULLET IX
FRONT, MUSIC HALL; REAR, CENTRAL BUILDING; TO THE RIGHT, ELLIS
HALL, OHIO UNIVERSITY, ATHENS, OHIO,
to enter into its sacred fellowship. The
church has grown in power and influence
with the years and we find to-day twenty-
eight out of one hundred people in the evan-
gelical churches against seven out of one
hundred in 1800. The last century has seen
a great change for the better in religious
affairs. We now have a better Christian
leadership and a higher moral character in
the ministry. The great multitudes to-day
represent the higher character of Christianity.
Mr. Spier says : "There has been a radical
and revolutionary change in one hundred
years. There has been a marked change
toward religion. We have more and better
Christian men in our country to-day than
could be found in the Christian religion of
the first century." All civilized people are
coming to recognize the value of the teach-
ings of Jesus and the worth of the church
which he has founded. The success of the
adult Bible classes to-day, the Laymen's Mis-
sionary Movement, and the Men and Religion
Movement are all evidences of a quickened
conscience along the line of higher ideals
of life. The church, the living church of
God, must be supported and cared for at the
price of human sacrifice, for in it we find
exemplified the true brotherhood of man
and the fatherhood of God. In the words
of Manson in "The Servant in the House" —
"When you enter it you hear a sound — a
sound as of some mighty poem chanted. Lis-
ten long enough, and you will learn that it is
made up of the beating of human hearts, of
the nameless music of men's souls — that is, if
you have ears. If you have eyes, you will
presently see the church itself— a looming
mystery of many shapes and shadows, leap-
in^ sheer from floor to dome. The work of
no ordinarv builder !
"The pillars of it go up like the brawny
trunks of heroes ; the sweet human flesh of
men and women is moulded about its bul-
warks, strong, impregnable ; the faces of little
children laugh out from everv corner-stone ;
the terrible spans and arches of it are the
joined hands of comrades ; and up in the
OHIO UNIVERSITY BULLETIN
49
REAR VIEW OF ELLIS HALL.
heights and spaces there are inscribed the
numberless musings of all the dreamers of
the world. It is yet building — building and
built upon. Sometimes the work goes forward
in deep darkness ; sometimes in blinding light ;
now beneath the burden of unutterable
anguish ; now to the tune of a great laughter
and heroic shoutinp-s like the cry of thunder.
Sometimes, in the silence of the night-time,
one may hear the tiny hammerings of the com-
rades at work up in the dome — the comrades
that have climbed ahead."
With the boundless opporunities for ser-
vice, and with the examples of sacrifice and
its rewards before us, the members of the
Class of 1911 of Ohio University must not
be blind to their duty as citizens and as
Christian men and women.
"Give love and love to your life will flow,
A strength in your utmost needs;
Have faith and a score of friends will show,
This faith in your words and deed."
ALUMNI ADDRESS.
(Wednesday Evening, June 14, 1911.)
Hon. E. A. Tinker, A. M., Chillicothe, O.,
Class of 1893.
Man is a worshiping animal. The world
is full of his idols. They abound in history
and literature. From the earliest dawn of
humanity to the present time we may trace
if we will the tendency to worship and to
give sacrifice to something or to some one.
At first it was to some person or object
connected with his physical well being — to
the powers of earth and sky — to the gods
and goddesses with which, in his ignorance,
his fancy peopled every space. Then as
civilization advanced and as government and
classes formed, he transferred his allegiance
to a divinely appointed and divinely in-
structed priesthood. Then to kings whom
50
OHIO UNIVERSITY BULLETIN
SOLDIERS' MONUMENT, OHIO UNIVERSITY CAMPUS, ATHENS, OHIO.
he believed ruled by divine favor and right.
Then to ruling families who traced their
pedigree to the gods. At last he has banished
deity, for the most part, from any active or
immediate connection with his daily life, and
in its place has enthroned law. and for lack
of something better, has fallen into ardent
admiration and practical worship of himself.
Ancient life was simple in form and sub-
stance and man, having little knowledge of,
and hence little use of or control over nature,
felt himself the pre}- of the elements and
the sport of their caprices. They seemed,
and in very fact they were, his masters and
he worshipped them as his superiors. What
to him seemed good in nature, the sun, the
gentle zephyrs from the south, he praised, for
adding to the sum of human comfort and of
human happiness. That which wrought de-
struction, the storm, the wind, the lightning,
the pestilence, the darkness, and the cold
seemed to be unfriendly deities which needed
all the more to be propitiated — to be sacrificed
to in order that they might be placated.
Men who knew so little found but little
for their minds to do. save to worship and
offer sacrifices to the gods : and as they grew
in knowledge and advanced in reason, the
heathen peoples made their deities objects
less of serious concern and more of ornament
— of occupation for artistic genius in sculp-
ture, and painting and the architecture f
temples, while the inventive faculty and
dramatic instincts of those who were inclined
to literature were employed in imagining and
recounting marvelous stories of adventure
and intrigue in which the gods and goddesses
and their attendants figured as the principal
characters.
Thus the earlier literature and art and
daily life, in every shade, concern themselves
with idols and idolatry. But modern life
is not simple. It is most complex. Modern
thought has made marvelous advancement.
Man has so observed and studied and com-
pared the facts and phenomena of the visible
world as to become, above and beyond every-
thing else, a scientist. He does not feel him-
self subject to the elements. Every genera-
tion he feels himself more and more their
master. He has learned their secrets and the
laws of their being and he can use them as
his servants. Their operations are no longer
to his mind the movements of some friendly
r
OHIO UNH'ERSITY BULLETIN
51
or unfriendly deity, whose actions lie cannot
control and must beseech. Hence he no long-
THE OLD BEECH IN WINTER GARB.
er worships them, but rather himself, who
knows and masters all.
It is true, in the main, that man, in our day,
still recognizes one God. who is above all,
a spirit omnipresent and omnipotent ; but he
feels that he is manifested in the operation
of regular laws, discovered or discoverable
by man, and hence the God whom he re-
cognizes is removed from connection with
daily events. He is in the distance and in
the shadow. In His worship .there are no
idols. So in the earliest of Pagan times,
we find interwoven with their mythology and
their idolatry the idea of one greater than
all their idols ; one who was nameless and
inapproachable. There was no idolatry con-
nected with him.
Idolatry whenever and wherever found, or
in whatever form, is essentially selfish. It
seeks the fancied good of the idolators only,
and every sacrifice, even to the sacrifice of
fellow-men, is made to that end. Idolatry
in any age takes on the color of the period
in which it exists and so idolatry in our age
and day would, if existing at all, take on
the color of our period. It would no longer
breathe of superstition or take the shape
of sacrifices to elemental deities, nor the
worship of a priesthood, nor subjugation to
the divine right of kings, nor to aristocracies
of divinely sprung families.
We have passed through these periods in
our evolution. We have only here and there
a dwarfed and misshapen survival of these
past forms, in their dying state, giving to
us reminders of that from which we have
come. Thus we still have people who pride
themselves on family, and others who accord
to them a reverence on this account. It is
no longer a family of divine origin that is,
in so many words, claimed, but nevertheless
for some undefinable reason it is a "first
family" in whose veins run a little better
blood than is vouchsafed to the common
horde. A like survival is found in the tend-
ency to hero-worship, which instead of attri-
buting a divine right of rule to a king, sub-
stitutes a sort of divinity attaching to an
admired leader in party or sect ; so that the
worshipping throng surrender to his guidance
SOLDIERS' MONUMENT, OHIO UNIVERSITY
CAMPUS.
52
OHIO UNIVERSITY BULLETIN
CAMPUS VIEW, OHIO UNIVERSITY.
their reason, their judgments and their con-
sciences. These are mere fragments, so to
speak, of ancient idolatories, spars from the
old wrecks on the great sea of human exist-
ence which have floated down to our time
and found a lodgment here and there along
our shores. They do not belong to our
period.
What of our day? The problem of life
is ever increasing in its complexity. The
struggle for existence is in its fierceness.
Everything is intense. Labor-saving inven-
tions and discovery of new materials and
methods for adding to the comfort and con-
venience of mankind have increased the
standard of living to which all aspire. Wealth
as a means of obtaining this is more and more
desired. To supply the ever-increasing de-
mand affords opportunity for the profitable
employment of capital and at the same time
requires the constant exertion of skilled and
unskilled labor. The tendency to take short-
er cuts to wealth than mere industry,
economy, and commercial integrity furnish
is great and growing. Three classes have
formed and are becoming better defined and
more stable. First. The owners of inherited
wealth who live to enjoy wealth and leisure.
Second. The employer or capitalist class
which exhibits great energy, activity, enter-
prise, and industry in the accumulation of
profit and whose power grows with its wealth
and the magnitude of its business operations.
Third. The employed classes, skilled and
unskilled, upon whom the rapid development
of the country's resources and extension of
its business casts a burden of incessant and
exacting labor.
Great wealth — great poverty — idleness and
luxury — great labor and struggle to accumu-
late wealth and to increase means of acquir-
ing comforts and luxuries — these mark the
time, and these have made pleasure and
business the ruling idols of the period, and
the latter the God in whose temple most con-
gregate and before whose shrine the greater
number offer their constant sacrifices.
The increase in wealth and trade — the
tremendous force with which the currents of
human thought and energy have been turned
in that direction — in this day and particularly
in this land is a matter almost beyond human
comprehension. William E. Gladstone has
estimated that the manufacturing power of
OHIO UNIVERSITY BULLETIN
53
Central Building.
West Wing.
Ewing Hall.
the world is doubled by machinery every
seven years.
Men are greatly influenced in their charac-
ter and life by their idols. It cannot be
otherwise. True it is not what men claim
to or even think they believe in or worship
which forms them. Europe and America are
full of nominal Christians, who are not at
all like the lowly Nazarene and upon whom
their formal religion makes no impression.
Seneca, the Roman philosopher, lived in an
age of paganism, whose pantheon was filled
with gods and goddesses of dubious origin
and uncertain character, and formally ac-
cepted the faith of his times ; and yet he was
more like the Son of Man in his conceptions
of moral truth than the average Christian.
It is that which is the center of one's hopes
and fears, his apprehensions and his aspira-
tions, in relation to which he lives and moves
and has his being, which absorbs his thought
and controls his conduct, which furnishes the
motives and the object of his life and is the
goal for which he strives — that it is which
constitutes, in very truth, the idol of his
heart and moulds the man. Beyond that all
is mere formalism, nominal conformity to
creed or practice, in which there is no inter-
est and no vital faith.
The prevailing idolatry of business could
not fail to make a deep impression upon our
character, national and individual. The con-
ditions by which we are surrounded and
hedged about are not in high degree con-
ducive to spirituality. They tend to ma-
terialism— to a worship of the visible and
practical — to a desire for the earth and the
physical and material comforts which it
brings rather than to spiritual growth and
perfection.
The opportunities for the acquisition of
wealth through invention, or discover}* of
new products or new sources of supply, in
this new country, in its astounding rate of
development are so numerous and great that
immense fortunes have been made in a very
brief period. The spectacle of suddenly ac-
quired and colossal fortunes is greatly stimu-
lating. The desire to grow rich apace grows
by what it feeds on. The whole community
becomes more or less infected. Old methods
are voted slow. Industry is in demand — but
is a plodding virtue, and there is a great
temptation to the individual, in view of all
54
OHIO UNIVERSITY BULLET IX
this rush and rapid increase, to find some
more rapid method of acquisition. Com-
mercial integrity is highly esteemed, but the
allurements are great to seize the tempting
financial prizes of our day at all events, and
not to allow too many scruples to impede our
progress or prevent our success. Profes-
sional ethics are, in like manner, greatly dis-
regarded and are gradually becoming under-
mined. Every- man is tempted to exaggerate
in praise of himself — to advertise himself
and his — and to emphasize it by belittling his
fellow — especially his competitor — and com-
petition is too likely to degenerate into a
scramble for underholds and for victory by
any means however unscrupulous or unfair.
But that is not all. It is sad enough to
rind such great numbers willing to offer as
sacrifices on the altar of mammon their honor
and their integrity. It is grevious enough to see
how numerous are those who, having been
found out are exiles from home or behind
prison walls are reaping the rewards of their
dishonor. What is worse is that the idolatry of
business tends strongly to establish in the
entire communitv a commercial standard of
morality which differs from the teachings of
the Son of Man as day from night.
This is an insidious faith. It obtained a
great hold upon us without, until recently,
exciting comment. We have changed with-
out realizing it. The elector, the law-maker,
the press, the pulpit are all affected by it.
The merchant contributes to support hand-
some churches and pay good clerical salaries
and winks at vices which furnish custom. The
politician seeks the favor of immoral wealth
and the political favor of those who profit
by vice. The voters have been educated in
the same creed. Those who feel that their
pecuniary interests would be affected by leg-
islation or by voting in certain directions
do not hesitate to pay for legislation or buy
the voters ; and neither does he who can
control others' votes or has one of his own,
and at the same time has no capital interests
at stake, hesitate, in a great many instances,
to sell his vote or his influence to the best
pecuniary advantage and to the highest bid-
der. The press is induced to pass by in
silence or even to give approbation to that
which is morally wrong, not always for a
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57
direct and open bribe, but frequently in order
to favor those who favor it.
Bishop Williams says "The Church not
only confines its work mostly to the respecta-
ble classes, but it puts itself in a position of
dependence on the well-to-do. It accepts
without question the 'tainted money' of
'wealth malefactors' and inscribes their names
over the doors of its houses of worship and
its institutions of education and charity,
fawns upon them with the grace upon its lips
'for what we are about to receive, the Lord
make us duly thankful,' and often muzzles
the mouths of the prophets lest they offend
the sources of munificence and check the
stream of bounty upon which it depends. It
regularly applies a different and stricter
standard of morals to the beggar who shall
be deemed worthy of its charity than it does
to the patron who sits in the front seat in
: the church the vestry and the ecclesiastical
legislature."
But a righteous wave of indignation is
sweeping over the country to-day. The
people are demanding the punishment of those
who sitting in high places of trust and confi-
dence have betrayed that trust and violated
the confidence which has been placed in them.
This popular awakening seems to many to
promise much of immediate and lasting good.
But I must confess that, although above all
things else I think the most to be pitied is
a pessimist, at the risk of being called a
pessimist I must confess that I do not see
the bright gleam of hope through any rift
which the present agitation has made in the
clouds of greed and graft. The present
agitation is for punishment of the guilty ;
almost a mob desire for the punishment of
those by whom the people believe they have
been betrayed. We hear much of the law's
delays. It is complained that the wheels of
justice move too slowly.
This may satisfy the populace which has
given to the subject but a superficial study.
But we must remember that it is not punish-
ment but prevention which should be sought
and we must remember that these infractions
of our laws are but a few of the many forms
of sacrifice to the present all pervading
idolatry of business and worship of self.
They must continue to become more common
in spite of laws and courts and prison walls
so long as the object of the punishment is
alone directed to these forms of sacrifice and
worship and there is wrought no change in
our attitude toward the vital principle which
we worship.
What the idolatrous people of darkest Afri-
ca need is not chains and dungeons and courts
and executioners but missionaries of light
and hope and peace to show to them a more
perfect faith and nobler works. What the
civilization of Idolatrous America needs is
a great missionary movement to instruct the
people as to the highest aims and ends of
human existence. It is worse than useless
for us to bow down before the Idols of
Mammon and then to condemn the legitimate
fruits of that worship. It is worse than
hypocrisy to fawn upon success and prose-
cute failure achieved by the same means. We
have disgraceful wealth as well as disgrace-
ful poverty, and honest wealth as well as
honest poverty. The measure by which we
should mete out to men the honor which
we bestow upon them is the measure of work-
well done.
"No one can pass through his allotted term
of years without profiting by and consuming
the fruits of other men's toil." No man
should be respected who does not return
therefor, in so far as he is able, a fair and
just compensation. Honesty and industry
should be the twin virtues of secular life;
and by honesty I do not mean an honesty
that is designed to keep men out of jail,
but an honesty ever ready to give to others
their just due and scorning to take more.
We can stop the era of political and social
and financial graft and crime when, and
only when, we turn about and worship at
the shrine, not of coin, but of conscience,
May we all, as we go up and down the
avenues of life, by precept and by example,
scatter the seeds from which may grow a
purer business life and a better civilization,
and may those seeds blossom and bloom, and
become an inspiration to our feet and, until
they come to full fruition, spread the sweet
perfume of better things over the lives of"
us all.
OHIO UNIVERSITY BULLETIN
5»
Philomathean Athenian Adelphian
ELEVENTH ANNUAL
Oratorical Contest
June 12 1911.
PROGRAM.
PROGRAM.
Piano Solo Zelnia Krapps
Oration H. O. Tidd
Subject: For the People.
Oration L. D. Jennings
Subject : Economy of Peace
Vocal Solo H. L. Ridenour
Oration H. L. Nutting The Kleptomaniac Margaret Cameroa
Subject: The Divine Law of Peace (a)
Oration Samuel Shaf e
Subject: The Hope of Our Nation (b)
Saturday Evening, June 10, 1911.
The Silent System Brander Matthews
Elizabeth Morris Clyde Keckley
Scene from "If I Were King" McCarthy
Margaret Wyndham
At the Box Office Elsie Livermore
Ruth Miller
Polly of the Circus Margaret May©
Julia Baker
Danny Elias Day
Clyde Keckley
Vocal Solo H. L. Shively
Oration C. U. Keckley
Subject: The Mother of international
Peace (c)
Oration R; E. Guttridge
Subject: The Evolution of Peace
Prizes.
(a) First Prize, $50.00.
(b) Second Prize, $30.00
(c) Third Prize, $20.00
The Prizes are offered through the generosity
of Mr. J. D. Brown, of Athens, Ohio.
A Comedy in One Act.
Characters
Mrs. John Burton (Peggy).. .Mabelle Pfeiffer
Mrs. Valerie Chase Armsby (young
widow) Julia Baker
Mrs. Chas. Dover (Mabelle) . .Elizabeth Morris
Mrs. Preston Ashley (Bertha)
Margaret Wyndhais
Miss Margaret Dixon Ruth Miller
Miss Evelyn Evans (Journalist) . .Jean Adams
Katie (Mrs. Burton's maid)
Judges.
Judge Edward B. Follett, Marietta, O.
Edwin Jones, Jackson, O.
Prof. E. S. Cox, Parkersburg, W. Va.
Commencement Exercises
School of Oratory-
College Auditorium
THE CLASS OF 1911.
Margaret Wyndham Ruth Lillian Miller
M. Elizabeth Morris Mabelle L. Pfeiffer
Julia Baker Clyde U. Keckley Smiffens L. D. Jennings
Tuesday Afternoon, June 13, 1911.
1:30 O'clock.
Scene from "Mary Stuart" Schiller
Mary Stuart Mabelle Pfeiffer
Queen Elizabeth . . Margaret Wyndham
Little Sister Snow Frances Little
Elizabeth Morris
Court of Boyville White
Ruth Miller
A Grand Army Man O'Higgins
Characters
Wesley Bigelow Clyde Keckley
Aunt Letitia Mabelle Pfeiffer
Hallie Julia Baker
Bob Rollin Guttridge
m
OHIO UNIVERSITY BULLETIN
Prize Oration:
"THE DIVINE LAW OF PEACE."
Harold L. Nutting,
(Member Sophomore Class, O. U.)
Seneca, the distinguished Roman moralist,
puts in one excellent phrase, the whole of the
Roman law. ''Man's a sacred thing to man."
Yet while lovely women held their thumbs
down as readily as up, stony-hearted gladiators
fought to their death in the amphitheater. The
MR. NUTTING.
ancient Roman placed a low value on human
life.
So it is in more modern history. We recall
the renowned interview between Metternick
and Napoleon, in which Xapoleon demanded a
report of a certain campaign. "Sire," said
Metternick, "you cannot undertake it. It will
cost one hundred thousand men." "One hun-
dred thousand men," retorted Xapoleon,
"what are one hundred thousand men to me?"
Metternick, terribly enraged over the state-
ment, walked to a window, opened it, then
burst forth irately : '"Let all Europe hear that
infamous declaration."
Why has the past ignored the sacredness of
human life? This no doubt is the saddest
question that has ever been asked. The
Ancient advanced the same thought and asked
the same question. He knew, as well as we,
that man is second in value, intrinsically and
sentimentally, only to God. He knew that
man was master of the universe; that Nature's
forces and materials were mere tools in his
shaping hands for the creation of utilities;
that with only a finite intelligence he had ac-
complished infinite problems; that man was
created in the image of God; that he was made
not alone to live forever but to set in motion
concentric waves of influence, which would
ever widen and spread searchingly over the
universe to magnify and laud the works of
their initiator in eternity. But more than this
he knew that the human life was not predes-
tined to be taken by such an unnatural process
?.s that employed by war.
In proof of this, Christ, our Savior, fore-
seeing the possibilities of future wars, the
waste and extravagance of civil conflict, bur-
densome taxes imposed by national debts, the
desolation of homes, the broken hearts, and
above all the awful sacrifice of human life,
give utterance to a divine truth that the world
had been slow to heed. "Blessed are the peace-
makers, for theirs shall be "the Kingdom of
Heaven."
It might be truthfully said that war arises
from three sources : "Land, Religion, and
Pride." In its march it overlooks not the
lawyer, philosopher, promoter, financier; all
are swept away by the War God. The life
which God granted them is taken and the pur-
pose for which it was endowed is crushed.
We as a nation, however, honor, cherish,
and revere the names and honored deeds of
the living and dead who sacrificed their lives
that we as a nation might live. But the call
of the country to-day is not that we die but
that we live for our country's development
and welfare. In order to perpetuate this
truth war, our unfair and implacable foe,
must be eliminated. International arbitration
meets our demand most satisfactorily.
Peace, however, in its true sense, is always
the resultant of righteousness. When it is
gained by cowardice or by national effemi-
nacy, or through the sacrifice of virtues, the
true purpose of The Hague Tribunal is not
met. Since the Tribunal has been estab-
OHIO UNIVERSITY BULLETIN
61
CLASS IN CIVIL ENGINEERING.
lished, nearly every potent nation of the world
has settled a few disputes, many of which
wouid have necessitated war in previous times
or ages. For in the early days war seemed
to be the only alternative in settling acute dif-
ferences. Although we have an adequate tri-
bunal, the Spirit of Peace has not permeated
the thinking of the people. As long as the
motto of the Roman exists : "Blessed are
the mighty, blessed are the powerful, and
blessed is force," as long as the babe draws
from its mother's breast the inspiration of
warfare, and as long as man's thoughts begin
and end in the magnified splendor and power
of war and of force, just that long will the
sanguine struggle which involves the taking
of human life exist.
The insufficiency of the so-called virtues of
war must be taught by the most efficient in-
struments of communication. The most effi-
cient instrument is an honest press, the press
that excludes those glaring headlines which
incite in us a hostile feeling. Other potent
agents are the ministers who can promulgate
the true concept of the ethical precepts of
God and Man; and the teachers who can im-
press upon young men and women that charac-
ter is nobler and worthier, as an asset in life,
than mere lucrative or worldly gain. When
this status is installed in the place of brute-
force, we see and feel the Great and Divine
Law of Peace ruling incarnate.
There is no country that presents us bet-
ter opportunities for using our influence. Here
in the land of colleges, universities, great
churches, scientific societies and clubs, with
such men and women to consider our worthy
and momentous cause, we should illuminate
with the life-giving light of Peace every cor-
ner of the world. The heart of humanity
should vibrate to the golden String of Peace.
Slowly, yet surely the old order changeth,
giving place to the new. We, of to-day, are
taking farewell glances at the gorgeous pic-
ture of Caesar, Hannibal, Napoleon, Welling-
ton, and others, on their war steeds and in
62
OHIO UNIVERSITY BULLETIN
CLASS IN ELECTRICAL ENGINEERING.
their war chariots, with valiant men march-
ing forward, their bayonets glistening, ban-
ners fluttering, bands playing, advancing to
victory or defeat. On every side appear the
mangled bodies of the slaughtered, headless,
mutilated, dismembered, spectacles too shock-
ing and appalling for description.
And yet, we of the Twentieth Century, can
depict another scene, by far more fair to be-
hold, the conquest of the Prince of Peace, who
established the Divine Law of Love, by pro-
mulgating the decree, "Thou shalt not kill,''
thereby placing a high value on human life.
Through all ages He has marched with hands
ever outstretched in kindness and blessi'sy.
The lame and deformed are healed at H;s
touch, the blind are relieved of their affliction,
the weak are made strong, the suffering are
comforted, and none are so poor or feeble
as not to understand the goodness of His
coming. In His life is found the Divinj law
of Peace reigning incarnate ; in His teaching:
the sacredness of human life.
By the teachings of Christ, our Savior, let
us conquer. Let us take the natural course
of life and entertain not a feeling of enmity
toward our brothers, but a feeling of peace,
love, and good will. By so doing we will cause
the v ar clouds to fade away from the shores
of Time ; by so doing we will give free course
to our industry and commerce; and our na-
tional prestige, and honor, and glory, and
power, wall always be founded, not upon the
riot and carnage of bloody war, but upon a
national righteousness, which, heeding the
Gospel of the lowly Nazarcne, will forever and
forever respect the sacredness of human life.
"Glad Prophecy to this at last,
The reader said, shall all things come,
Forgotten be the bugle's blast,
And battle-music of the drum,
A little while the world may run
Its old, mad way, with needle gun,
And iron-clad; but peace at last shall reign,
The cradle-song of Christ was never sung in
vain."
OHIO UNIVERSITY BULLETIN
68
1804 1911
ANNUAL COMMENCEMENT
OF
Ohio University
Thursday, June 15, 1911
9 o'clock A. M.
PROGRAM.
The Orchestra
Invocation
Duet — "Quis Est Homo" Rossini
Misses Hughes and Stewart
Address. .. ."A Twentieth Century Republic"
Hon. Chester H. Aldrich
Governor of Nebraska
Violin — "Hullamzo Balaton" (Hungarian
Czardas Scenes ) Hubay
Professor J. X. Hizey
Conferring of Degrees and Presentation
of Diplomas
Benediction Rev. H. M. Hall
THESES
For the Master's Degree.
John Corbett : The Growth of Children
Asher H. Dixon : The Place of Industrial
Training in Public Education
Verne Emery LeRoy : The Study of Certain
Nerve Stimulants and Their Effects
Alfred Erwin Livingston : Development of
the Central Nervous System of the Nec-
turus
Mildred Ardelle Street : Repetitions in
Shakespeare's Plays.
For the Bachelor's Degree.
Adda May Andrews : Wordsworth's Influ-
ence Upon Coleridge
Helen W. Baker : The Women of the Hom-
eric Age
Bernice Belle Barnes : The Spiritual Nemesis
in Shakespeare's Tragedies
Leo Chapman Bean : Xerve Staining by the
Intra-Vitem Method
Carl \Y. Bingman : Suggestions from the
French School System
Homer G. Bishop : Color Preferences of
Some Children
Alva E. Blackstone: A Course of Study for
Commercial High Schools
Wilhelmina R. Boelzner : Culture and Service
(Oration)
Frederick W. Cherrington : The Practical
Type of Character in Shakespeare's Plays
Mar}- Connett : The Sonnet
Manley L. Coultrap : The Speaker of the Na-
tional House of Representatives
Edith Lillian Cronacher : The Realism of
William Dean Howells
Harlan J. Dickerson : State Quarrels With the
Nation
Delma V. Elson : Art in Browning's Poetry
George A. Erf : The Place of Imitation in
Education
Edna Elizabeth Flegal : Oliver Cromwell and
the Protectorate
Margaret C. Flegal : The Modern Element in
Euripides
Florance D. Forsythe : Weak Points in Our
National Banking System
Harry Garfield Griner : The Development of
Science
Mabel R. Howell : The Influence of the
Bible on the Poetry of Whittier
Arlington B. C. Jacobs : Course in Agricul-
ture for Secondary Schools
Fredia Finsterwald Jones : England Under
Victoria
Grace Marie Junod : The Development and
Value of Modern Shorthand
Frederick C. Landsittel : The Social En-
gineer (Oration)
James A. Long : The Battle of the Standards
(Oration)
Walker E. McCorkle : The Development of
the Eyes of the Necturus
James Pryor McVey : The Women Folk of
George Meredith
Ernest C. Miller: Schiller's Earlier and Later
Conception of Liberty
Harry P. Miller: Soil Analvsis.
METAL AND WOOD-WORKING SHOP VIEWS, DEPARTMENT CF ENGINEERING.
OHIO UNIVERSITY BULLETIN
65
STUDENTS IN COMMERCIAL CLASSES.
Orla G. Miller and Clyde L. White: A
Study of Some Iron and Steel Perme-
ability Curves
Eva L. Mitchell : The Heroines of Jane Aus-
ten and Those of Scott
Joel Calvin Oldt : Motor Development Through
Manual Training and Industrial Educa-
tion
Howard A. Pidgeon and Barnett Winning
Taylor : Determination of Calorific Val-
ues of Hocking Coals
Walter A. Pond : The Growth of the Roman
State and the Development of Its Law
Edward Portz : The Payne Tariff
Virgene Putnam : Art Education in Relation
to Manual Training
Mary Agatha Rapp : The Teaching of Geom-
etry
Edward R Richardson : Vocational Training
— Its Place in Public Education
John E. Russell : Testing Seed Corn
Elizabeth Sanzenbacher : Methods of Teach-
ing the Novel in the High School
Alice L. Sherman : Freneau's Influence on
American Poetry
Lloyd M. Shupe : China and the United States
(Oration)
Mary Minnie Soule : Literature in the High
School
Orin C. Stout: Determination of G for
Athens by a Special Method
Carl L. Tewksbury : Stock Exchanges and
Speculation
Ernest C. Wilkes : Biblical References in the
Debates and Addresses of Lincoln
Leland S. Wood : The Origin of the Monroe
Doctrine
66
OHIO UNIVERSITY BULLETIN
SCHOOL OF COMMERCE, CLASS OF 1911.
Commencement Exercises
SERVICES AT THE OHIO UNIVERSITY
LARGELY ATTENDED.
Brilliant Array — Fine Music — Magnificent
Addresses.
The commencement exercises of the Ohio
University began on Sunday, June 11. At
the morning services the large Auditorium was
densely packed to overflowing with a cultured
audience consisting of the college faculty in
caps and gowns on the stage, and the students
and the elite of the town confronting them.
The Girls' Glee Club, directed by Miss Rob-
erts, sang "The Roseate Hues of Early
Dawn." Miss Hughes sang, ''I Will Extol
Thee," and the trio, Miss Hughes, Prof. Mc-
Vay and Mr. Frank Kurtz, sang, "On Thee
Each Living Soul." President Ellis read the
scripture lesson; Prof. Evans offered prayer;
and Rev. Thurlow pronounced the benedic-
tion. The baccalaureate address was delivered
by Hon. Wade H. Ellis. He began by saying
that ''Some are born great, some achieve
greatness, and others have greatness thrust
upon them." The address was devoted to a
history of the development of government in
England and the United States showing how
the people have gradually acquired govern-
mental powers. The topic was chosen in view
of the near approach of the time when the
Constitutional Convention will meet which will
frame a new constitution for the state and
the people will be called upon first, to choose
delegates to the convention and then to vote
on the result of its labors. Speaking of the
growth of the country he said that when the
Ohio University was established the popula-
tion of the United States was less than that
of Ohio now, that there were less students in
all the colleges then than the University of
Ohio now has, that there are now more col-
leges in Ohio than there were then in the
United States. There are now more teachers
in Ohio than there are soldiers in the United
States army. One of the best signs of the
times is that while more money is being ex-
pended for warlike purposes than ever before
there are propositions in favor of universal
peace being seriously considered.
The closing of the address was a fine pero-
ration in which the speaker declared we are
now living in the best day, year, and century
of the world, and that the people of the
United States are more fit to govern them-
selves than ever before, better able to pre-
OHIO UNIVERSITY BULLETIN
67
TYPEWRITING DEPARTMENT VIEW.
serve their rights, and better fit to enjoy their
privileges than ever.
(The address is given in full elsewhere.)
The annual service at the University of
Ohio on Sunday evening was well attended.
The services consisted of a solo, "Ave Maria,"
Miss Pauline Stewart; duet and chorus, "I
Waited For the Lord," Misses Hughes and
Bowser; duet, "Tarry With Me," Miss Rob-
erts and Mr. H. L. Ridenour.
Scripture reading, Dr. William Hoover.
Prayer, Prof. F. Treudley. Benediction, Rev.
Swinehart.
The sermon by Rev. William McKibbin,
D. D., LL. D., President of Lane Seminary,
based on 1. Sam. 22:1-2, was a fine, scholarly
effort. In it he spoke of David and the men
with him at the cave of Adullam, of David a
fugitive and his companions as the financially
embarrassed, the distressed, and the dissatis-
fied. These men were all controlled by David
and taught useful lessons. Our countrv is
now like the ancient cave, in that we are re-
ceiving just such people from all over the
world. As David saw the conditions, realized
the dangers, and embraced the opportunities
so must we. In even the lowest class of our
immigrants there is intense desire for better-
ment, and there is courage.
There is choice material for good citizens
in their enterprising spirit and plastic natures.
The declaration, "And David made himself
captain over them," shows he taught respect
for rightful authority. He also taught re-
spect for private property. The two methods
by which these lessons must be taught in the
United States are by means of religious in-
struction and proper secular education. The
problem for wise statesmanship is how to take
the heterogeneous elements that are pouring
in on us like a flood and make out of them a
homogeneous nation, a unified people. The
only effective agencies that can be employed
to produce this result are the church and edu-
cational institution.
(Elsewhere is given the entire address.)
68
OHIO UNIVERSITY BULLETIN
CLASS IN DRAWING.
College of Liberal Arts.
The annual oratorical contest between the
literary societies of the University of Ohio
took place on Monday evening. A very large
audience was present. The orations delivered
were : "For the People," H. O. Tidd, Adel-
phian ; "Economy of Peace," L. D. Jennings,
Philomathean ; "The Divine Law of Peace,"
H. L. Nutting, Athenian. This was awarded
the first prize of $50 : "The Hope of Our Na-
tion." Samuel Shafer, Athenian. This won
the second prize of $30 : "The Mother of In-
ternational Peace," C. U. Keckley, Athenian.
This gained the third prize of $20: "The
Evolution of Peace," R. E. Guttridge, Philo-
mathean.
During the evening Miss Zelma Krapps
played a piano solo, and Messrs. Harry L.
Ridenour and H. L. Shively sang solos.
The $100 awarded in prizes was the gift
of Mr. [\ D. Brown of Athens.
President's Reception.
The President's reception at the home of
Dr. Alston Ellis on Tuesday afternoon was a
splendid function. From 3 to 6 o'clock a
continuous stream of visitors poured into the
beautiful home of the Doctor and his wife,
who received the guests to the number of
about 500. Light refreshments were served
and favors pinned on. Among the guests were
many of the alumni and old friends.
Annual Concert.
The annual concert of the College of Music
was given by members of the Senior class
in the Auditorium on Tuesday evening. It
was, of course, excellently rendered and was
as follows :
Ballade in C minor (Chopin), Miss Mabel
Stewart.
OHIO UNIVERSITY BULLETIN
G9
ART STUDIO.
"The Parting Hour." (Ellen Wright),
"The Lass with the Delicate Air," (Arne),
Miss Harriett Kelley.
"Dance of the Elves," (Sapelinikoff),
''Caprice Espagnole, ( Moskowski ), Miss
Ethel Radcliffe.
Polonaise in A flat (Chopin), Carl Ken-
neth Ferrell.
"Vilanelle" (dell* Acqua), Leta Mae Nelson.
"Berceuse" (Chopin),
Sextette from "Lucia di Lammermoor"
(Donizetti),
Arranged for Left Hand Alone, (Leschet-
izki), Miss Harriett Kelley.
Ballade in A flat (Chopin), Miss L. Mae
Nelson.
Class-Day Exercises.
The Graduating class exercises were held on
the University campus on Wednesday m Tim-
ing. These consisted of :
Salutatory, Class President, Howard A.
Pigeon.
Class Poem, Margaret Flegal.
Prophecy, A. B. C. Jacobs.
Quartet, Wilhelmina Boelzner, Clyde White,
Eva Mitchell. F. D. Forsvthe.
Class History, Lillian Cronacher.
Address by Class Professor, Prof. D. J.
Evans.
Valedictory, Mary Soule.
Surrender of O. U. Keys, J. A. Long.
Acceptor of Keys, H. L. Ridenour.
Class Song, the Class.
The Class numbers 53 who have each taken
a full course in one of the departments of
cither arts, science, philosophy, or pedagagy.
The Lniversity is to be congratulated on the
number and quality of the graduates.
The commencement exercises at the Ohio
University closed last Thursday morning in
one big blaze of glory. One hundred and
forty graduates received their diplomas. This
was the largest class ever before graduated at
one time at this time honored institution,
which seems going through a brilliant period
ofrejuvenescer.ee. The procession of the facul-
ty, alumni, and graduates in caps with various
colored tissels indicating departments of art,
science, philosophy, and pedagogy and gowns
of black with all sorts of colored adornments
made a beautiful spectacle.
The program consisted of music by the or-
-r,i; Invocation by Rev. William Alder-
70
OHIO UXIJ'ERSITY BULLETIN
ART STUDIO.
man : Duet. "Quis Est Homo," by Misses
Hughes and Stewart; an address by Hon.
Chester H. Aldrich, governor of Nebraska; a
violin solo, "Hullamzo Ballaton," by Profes-
sor John N. Hizey; the conferring of degrees
and presentation of diplomas by President
Ellis ; and the benediction by Rev. H. M. Hall.
The address by Governor Aldrich was a
master-piece. It is entitled "A Twentieth
Century Republic." The address was well
thought out, very carefully prepared, and de-
livered in masterly style.
He began with the usual praise given to
Athens and the University, which most speak-
ers give us. In this was reference to the dry-
ness of the town. He declared the Ten Com-
mandments and the Declaration of Indepen-
dence to be the best base for a free govern-
ment.
"If I were asked the question as to what
are the sacred utterances given to man for
his guidance in the important activities of life,
my answer would be the Ten Commandments
and the Declaration of Independence," said
Governor Aldrich. ''Separated as these propo-
sitions are by a wide waste of more than thirty
centuries, yet so intimately are they inter-
woven with the life of man and the destinies
of nations that where we find there is not ab-
solute coalescence of these ethical truths, there
you will find neither the home or political lib-
erty."
(The address in full can be found else-!
where. )
Abridged from reports found in The Athens
Tribune.
THE BATTLE OF THE STANDARD.
By
James Arthur Long, A. B.
The citizens of Florence desired to dec-
orate the walls of their great council cham-
ber. In order to get the best design possible,
the work was offered for competition. The
contestants might choose any subject from
the Florentine wars of the Fourteenth century.
Two great artists were competitors for the
work, Michaelangelo and Leonardo da Vinci.
Leonardo chose for his design an incident
from the battle of Anghiari, in which two
companies of soldiers fought for a standard.
Such a scene is but the portrayal of life in
the individual and among nations. The
standard has been planted on an elevation
and the opposing forces gather about it for
the final stand. The encouraging word is
OHIO UNIVERSITY BULLETIN
71
passed along. Then the advance, the attack,
the struggle and the repulse; and then the
rallying and a fresh onset, each side deter-
mined to possess the standard at any cost.
See the blood-stained, shot-torn streamer as
it floats aloft ! See the march of martial men
with lines of determination written deeply in
their faces ! See the wounded, the dying, and
the dead ! See the encircling cloud of wit-
nesses, who watch the heroism of the battle,
and then we are led to exclaim, "Truly, life
is a battle of the standard."
There is deposited at the seat of various
governments an absolute standard of weights
and measures and those who would be cor-
rect must look to these as a guide. The
MR. LONG.
struggle for a standard, a method of pro-
cedure, is as old as man ; for no sooner did
he appear on the earth than the struggle for
ideals began. The conflict is not only race old
but world wide. In the primeval days it
might have been called "the law of the club
and the fang," or the supremacy of the fittest.
The greatest warrior became the chief. The
most resourceful king became the emperor.
In the commercial world from the foot-
man, the caravan, the sailing vessel, to the
ocean liner, and the transcontinental space
annihilator, the struggle has raged with un-
relenting fury. In the mental world the
conflict is intensive. The Chaldean astrol-
oger, the Egyptian geometer, the Grecian
philosopher, and the modern scholar, have all
conned with knit brow the problems of the
ages. These thinkers have all been search-
ing for the structures which have founda-
tion in the truth. Yes, the eternal question,
"What is truth ?" has marshalled armies of
scholars who have marched tiresome jour-
neys and fought world battles. Nor in the
spiritual kingdom is the struggle less in-
tense. A vast company like Paul, Savon-
arola, and Luther have fought the good fight.
"For our wrestling is not against flesh and
blood, but against principalities, against the
powers, against the world-rulers of this dark-
ness, against the spiritual hosts of wicked-
ness in the heavenly places."
Captivity is worldliness, selfishness, and
falsehood. You may imprison Bunyan but
his mind grasps the truths of all time and his
eyes see not only the uncanny prison walls
with their mold and repulsion but the path-
way of life and the Delectable Mount. Philip
was dragged from the city and stoned by un-
holy hands, yet his spirit ranged free and he
beheld the celestials waiting near.
The man whose ideals center in self, keeps
entering narrower spheres, and the realiza-
tion of his purposes ends in self-destruction.
Self-seeking is self-losing. Devotion to the
lower is the destruction of the higher. Cen-
tralization in the material is the dispersion of
the spiritual. Giving is the law of posses-
sion. Emptiness is the first requisite to ful-
ness. The birth of the beast is the death of
the god.
History catches man as he emerges from
the dark. Age by age he has been the meas-
ure of all things and the resultant of all that
was. The silent toil of one generation be-
comes the transmitted aptitude of the next.
Records, like nature, love to hide, but experi-
ence puts her questions and compels an
answer. Let us then, really see, that history
articulates with the rise and fall of men and
nations and is but the expression of their
struggle. It has been "one death-grapple in
the darkness, 'twixt old systems and the
word." The false in all thinking and the un-
holy in all systems must expire. It is the
duty of man to assert the pre-eminence of
truth. He must relegate to its proper rela-
tion the base in all things. The latent poten-
tialities and possibilities in man must be
cultivated until all things assume a proper
OHIO UNIVERSITY BULLETIN
73
CLASS IN METHODS CF SUPERVISING DRAWING.
perspective. For the object and end of life
is the disposition of the relative and the ab-
solute.
Beyond lies a great reality on which hu-
manity is based. Philosophy is not content
with the series of endless conditions pre-
sented by phenomena in space and time; but
it attempts the infinite regress to the ulti-
mate unconditioned reality on which the finite
depends. The most pitiful victim of des-
potism is the despot. For while his power
may, like the glacier, grind and pulverize
the rock in which he makes his bed and
through which he forces his way, yet he him-
self must be like the deadly ice which can
never know the presence of kindly and beauti-
ful life. Then the ultimate goal of human
thought is freedom, immortality, and God.
Man's only freedom is his liberty to choose
his master. Everything is obedient. The
sun and the sea go where they are drawn.
The stars and the earth move along the high-
way of their orbits, giving to the universe
"the music of the spheres." Men do not
build the incline on which they slide to ob-
livion's brink; nor erect the ladder on which
they climb to empyreal heights, but choose
their course. Life is goverance. "You shall
know the truth and the truth shall make you
free." In the right path obedience makes
free. The mind is auxiliary to the deed, and
the only master of the truth is truth. A
man's past modifies his future, and a man's
attitude toward the future will determine his
activity here. For he that believes that he is
preparing for other worlds ; laying founda-
tions for unending time; and fashioning now,
what will in eternity, be complete; will act
judiciously, build surely, and fashion aright.
As a pilgrim's preparation depends on the
rigors of the way and the length of the
journey; so a man's standard must be meas-
ured by his desired haven and his prospec-
tive destiny. A continuous force or a goal
of desire binds act to act and age to age,
which enables each to "leave his low-vaulted
past, with each new deed nobler than the
last, till he at length is free."
The battle still rages, and we see the gleam
of weapons and hear the clash of resound-
ing arms. Yet one of the many benefits of
this warfare is, that it counteracts selfishness.
Men learn to think of the common cause, the
public good, the prosperity of the many, and
the honor of the regiment. Warmed by this
passion and moved with enthusiasm for hu-
manity we advance. Breathing the hope that
neither suffering nor death can shame, and
inspired by the love that is as high as God
74
OHIO UNIVERSITY BULLETIN
NORMAL ART STUDIO.
and as vast as eternity we shall win.
even if,
For
"Truth forever on the scaffold, wrong forever
on the throne, —
Yet that scaffold sways the future, and behind
the dim unknown,
Standeth God within the shadow; keeping
watch above His own."
Then to bring all things within the confines
of man's noblest self-supremacy has caused
the conflict of the ages. The divinest service
of all time is to stimulate the healthier growth
of lofty aspiration and to aid better thoughts
on higher living. Emancipation from the
bondage in which men are held, by bringing
them into subjection to something better and
worthier. Captured by the vision of spiritual
redemption and snatched from former sensu-
ous ideals, we shall in some glad time shout,
"Victory." Life is the motto, service is the
means, and an unclouded destiny the end.
"Whoever would save his life must lose it,"
is the elemental law of life. Man must real-
ize this or perish. How ideals change ! How
often that which was once the apparent fittest
passes from view to its death ! A liberal edu-
cation liberates. Not from the abyss but from
the height, relation dawns clear. So through
the garden, to the raising of brother against
brother, from the city of Cain until the king-
dom of truth shall appear the conflict will
rage.
"For right is right, as God is right,
And right the day must win ;
To doubt would be disloyalty,
To falter would be sin."
OHIO UNIVERSITY BULLETIN
75
CULTURE AND SERVICE.
By
Wilhelmina Rosina Boelzner, Ph. B.
For more than a thousand years before the
beginning of the "Renaissance" culminating
with Michaelangelo and Raphael, the Grecian
youth received from the great philosopher,
Aristotle, in the shadow of the temples of
Athens, a culture more refined than that pos-
sessed by any other people. And those mas-
ter minds of Pericles and Demosthenes, Plato
and Aristotle, we still visit with a reverential
spirit for culture and inspiration.
Grecian art and culture were the outgrowth
of perfection. Just so does Matthew Arnold
MISS BOELZNER.
find the origin of culture in the love of per-
fection, which after all is but a well-rounded
development of spirit, mind, and body. In
man we reach the highest degree of life, in-
telligence and soul; the being in whom the
spiritual shines forth most clearly through the
material veil. We can hardly say that the
human form is the highest expression of the
principle of beauty for in man, as in all things
on the earth, is mingled along with the beauty
much that is deformed, with the excellence
much imperfection. We can conceive forms
superior to his ; forms more perfect, purer,
and loftier.
This ideal of a more perfect excellence is
manifest in the works of the poet, the sculp-
tor or the painter. The soul speaks more
earnestly in signs than in words. God speaks
to man in sun and storms, in the stars and
flowers, in the mighty ocean and the azure
firmament. Thus to open to him the beauty
of the forest, the poetry of the sea, and the
sublimity of the heavens will reveal a power
to feel the rhythm of the universe, a power to
feel the greatness of truth, and to perceive
the right and to be guided in pursuit of the
best. The attainment of such culture and
training makes possible all growth and en-
joyment.
Thus we have our standards, without which
the little flower in the cranny wall bears its
message to deaf ears; the sweetest strains
of music become harsh and discordant, the
paintings of a Michaelangelo present only a
motley combination of meaningless colors. But
when the fetters that bind the power of cir-
cumstances are unloosed, and the mental and
moral life are no longer stifled by limiting
obligations to material interests, then they will
catch the inspiration from the paintings of the
Divine Artist and will themselves become
the creators of cultivated ideals. Then will
the inner lives of their fellow-beings be read
as from beautiful parchment, from which will
come more enlightenment and culture.
So a person may be highly educated, but if
the finer sensibilities have never been stirred
by the splendor of a sunset or the soul thrilled
by the murmur of the babbling brook, there
is a lack of that appreciation and refinement
which brings man nearer to man and nearer
to God.
The culture of the spirit must come through
the education of the mind. Through the im-
agination the artist breathes into the inani-
mate object the breath of life and it becomes
a living soul. By its aid deaf old Beethoven
at his stringless instrument calls up the rich-
est harmony of sound, and before the blind
Milton in his darkness there rises the vision
of that Paradise where man walked with God.
He who has not cultivated the soul sees no
beauty, no meaning, no power in the Paradise
Lost, the symphony of Beethoven, or the mas-
ter-piece of a Guido. So the imagination is
the faculty by means of which we grasp this
beauty and hold it before our minds while we
attempt to realize it. This element of beauty
descends into the most humble acts of human
life and lends a charm to every human work.
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Without this art life is despoiled of its richest
colorings. Wherever there is proportion, unit}-,
and harmony there is beauty and usefulness.
Kepler and Newton had a vision of harmony
in the heavens ; a vision of laws regulating
the movements of the planets before they were
able to demonstrate them. So the imagination
is the prophetic soul which dreams of things
to come and is always making a new heaven
and a new earth.
And through this culture we seek beauty
not in reverie and dreams but in actual work
and actual life. It is manifest in common things
and common people. Such beauty received and
embodied in humble deeds and lowly lives be-
comes indeed true service, through which is re-
vealed to us new and unexplored worlds and
brings us in touch with the highest and noblest
pleasures of human life.
True culture does not come alone through
the study of art and song. The reading of
the great master minds is an indispensable
means of intellectual development. No man
can become familiar with the creations of a
Shakespeare and not catch something of their
inspiration. Careful and sympathetic reading
gives mental poise, purifies the taste, and leads
us into a "serene atmosphere of thought, no-
bleness, and truth." Lord Bacon says "Read-
ing maketh a full man."
"Who reads
Incessantly, and brings not
A spirit of genius, equal or superior,
Uncertain and unsettled, still remains
Deep versed in books and shallow in himself."
And so with Charles Lamb we can thank
the Divine Poet for those wonderful books
whose subtle influence has made sympathetic
all nations.
"Those stately arks, that from the deep
Garner the life for worlds to be."
Closely correlated to the culture of the
mind and soul is a perfect physical develop-
ment. Again we can go back to the ancient
Greeks whose bodies were models of beauty
and symmetry and whose strength both of
body and mind was attained through modera-
tion in all things. Unlike the men in the days
of Juvenal, the men of to-day are so bound
by material interests and so bent toward util-
itarian ends that little thought and training
are given for the purpose of preserving a
sane and healthy body. These divine temples
were not given by the Master Builder to b<
despoiled either by lack of mental, moral, or
physical activity. A body inadequately equip-
ped and insufficiently nourished can not re-
spond effectually to an inspired soul. It is
a duty not only toward the Creator but one
that man owes to the future generations to
possess a body pure, undefiled, free from dis-
ease,
"An unnolluted temple of the sou]
And turn it by degrees to the soul's essence
Till all be made immortal. "
So to students of to-day we are making a
plea for higher culture. Some one has said
that culture in the form of fruitless knowledge
should be abhorred, but to those who have
found culture in the form of a well developed
spirit, mind, and body, college has served an
end. It emphasizes the duty which man owes
to himself to be what it is in him to become,
the duty to use all means to attain a full de-
velopment of all his powers.
An individual may be highly educated and
thoroughly cultured, but enlargement and
growth are largely dependent upon the out-
ward expression of the inner man. It has
been truly said that thinkers alone can not
make a great period, for true greatness is
measured by service.
The great men of culture have been those
who have reached down to the level of the
inferior classes and have brought them into
an atmosphere of sweetness and light. Ther
have exalted society by sharing the best that
has been thought and known in the world
current everywhere.
For an excellent example of culture linked
with a democratic spirit of usefulness, let us
go to the great Saxon king, Alfred the Great.
Though his education was limited, yet his
constant companionship with nature and na-
ture's God led him into realms of harmonious
beauty, out of which grew an infinite genius
for culture which made him the greatest
servant of any people.
Horace Mann has said "Doing nothing for
others is the undoing of ourselves." In a larjre
measure distorted growth is the result of that
spirit of selfishness which was manifestc:! by
the Levite when lie passed his neighbor by un-
noticed. But the spirit of love and mercy and
sympathy for all mankind which led the Christ
OHIO UNIVERSITY BULLETIN
79
to die for the sin-darkened world is a most
beautiful example of true service.
Then with whatever is beautiful and useful
in life let him become acquainted who seeks to
attain true culture. May we with Browning
see
"The beauty and the wonder and the power,
The shapes of things, their colors, lights, and
shades."
and from that priceless heritage of common
things grow into that service from which
comes a multitude of smiles, an ocean of love,
and an immeasurable quantity of happiness
and which leads us into a richer and fuller
life,
"To hope till hope creates
From its own wreck the thing it contemplates ;
Neither to change, nor falter, nor repent ;
This like that glory Titan, is to be
Good, great and joyous, beautiful and free;
This is alone Life, Joy, Empire, and Victory."
THE SOCIAL ENGINEER.
By
Frederic C. Landsittel, B. Ped.
In those primal days when western rivers
mingled their gurgling music with the voices
of the wild, and the hoof-print of the buffalo
alone was a familiar mark on prairie sod,
the man who swung the axe and hallooed
the oxen was the director of the up-building
energies of his day. He was a primitive
and all-embracing type of engineer. In him
were combined the surveyor of the land, the
construction expert, and the master of motive
power. He grappled here with the wilder-
ness, employing to such advantage as he
might his scant knowledge of matter and
elemental force, in the end constructing here
a home and a renowned civilization.
His immediate handiwork has long since
passed away, but his progeny fill the land. The
indomitable spirit and creative genius seen in
him have to this day the breath of life in an
engineering race. By elaboration of the sim-
ple beginnings he bequeathed, and by the evo-
lution of principles, to him deep in the unat-
tainable, his descendants have created struct-
ures wonderful in their complexity and revo-
lutionary in their effects. They have made
American industrial life the one great marvel
of this hemisphere and American opulence a>
by-word the world around.
The right use of this abounding gift of
wealth is one of the stupendous problems now
confronting us as a nation. A profligate
people may waste it in dissipation. A wise
people will build with it endlessly. We can-
not imagine that a race in whom creative in-
stincts are so strong will lose themselves in
profligacy. There is convincing proof to the
contrary in a peculiar type of building leader-
ship which this generation has brought
forth. We find it in the SOCIAL ENGIN-
EER, the latest born of the engineering race.
This new agent in society, like every other
engineering character, is a scientific director
of energies toward constructive ends. He is
MR. LANDSH TEL.
not a propagandist, but a scientist of the
noblest type yet conceived. 'Engineers of the
past have delved into the hills, hewn timbers,
and put steam behind the wheels of industry ;
this one will lay open to use the basic sub-
stances of eugenic and social control, and
put altruism behind the acts of men. His
prototype has calculated in heartless terms
costs and economics in yards, or in ergs, or in
dollars ; he will construct tables on standards
of brawn, and of blood, and of life. Former
schools have engendered feverish haste and'
racking anxiety; this one will breed calm, and;
quiet, and all-conquering assurance.
THE SOCIAL ENGINEER has already-
made his name. In the city of Pittsburg
he has brought to pass an accomplishment
OHIO UNIVERSITY BULLETIN
81
upon which the world of social science is
•staring. It has been called the Pittsburg
Survey. It is a harvest of facts, the most
comprehensive and thought-provoking that
has been gleaned in years by investigators of
any sort. The hap-hazard and piece-meal
social inquiries and reports by committees and
isolated workers, representing only frac-
tional elements of civic life, it relegates to
scientific oblivion. Its value is like that of
the blue-print in geological science or the
structural exhibit in biology. The great steel
district is represented in a set of tables, maps,
and special notes, which show not only the
location of the several establishments of
which it is composed but the special condi-
tions and eventualities pertaining to each. It
sets them forth not singly or in succession
Dut in juxtaposition, revealing interrelations
and reciprocal effects hitherto all unappre-
ciated. Industrial inconsistencies are glar-
ingly exposed. Upon its surface is plainly
written the prohibition of nature against stable
industry without good housing; against qual-
ity of output without respectability; against
speed without good bread; against moral
wholesomeness without leisure and love.
Social engineering does not confine its ac-
tivities to the exposition of conditions, as the
Pittsburg Survey alone would seem to indi-
cate. Its broad mission is the quest of such
knowledge as may be used in directing along
right lines the living of men, to the end that
men themselves may be made more manly.
Industrial leaders, in some quarters at least,
are beginning to realize that mutuality of in-
terest between employer and employe is after
all the highest asset. They are finding that
the higher type of man does a higher type
of work. Helping the worker toward con-
tentment, stability, and self-respect has,
therefore, come to be a well recognized phase
of industrial management; and the SOCIAL
ENGINEER has been called to this special
service. A noted educator, speaking from
this platform within the year, told us of his
visit to the office of a manager of this kind,
employed by one of the great copper mining
companies operating in the upper lake coun-
try. The H. J. Heinz Company, the Colorado
Fuel and Iron Company, the International
Harvester Company, the Ludlow Manufactur-
ing Associates, and numerous other progress-
ive concerns distributed over the country all
maintain departments of this kind. Their ex-
perience in every instance gives assurance
of the permanence and growth of the move-
ment.
To men generally accustomed, however, to
thinking of expedients in terms of dollars
only the work of the SOCIAL ENGINEER
naturally has much less significance than to
the engineer himself. They look upon it for
the most part as a mere matter of business
frugality, failing utterly to grasp its enor-
mous possibilities as a telic agency in society.
Hitherto the improvement of the race has
been attained in an almost purely accidental
way. At any rate, it has come through the
operation of forces outside of human purpose
itself. The doctrine of laissez faire has in
the main prevailed. It is perhaps the hugest
anomaly of the natural world that human in-
telligence, its most sublime product and most
capable force, should be thus spending itself,
with little or no grasp of any such thing as
a racial purpose. Our new type of teaching
will open to us clear-headed insight into the
possibilities of a controlled heredity and an
absolute nurture. It conceives of evolution as
being no longer animal in character but hu-
man and institutional. What illimitable at-
tainment may thus be vouchsafed to the chil-
dren of the coming day!
Such a view of social growth is not pe-
culiar to our own day. A strikingly similar
conception was evolved by the ancients. It is
at one with that type of politics proposed by
Plato and Aristotle as the highest of the arts.
It is that philosophical view of statecraft, em-
bracing all men's and every man's best inter-
ests, beside which our Juggernaut of partyism
is a most contemptible thing. Its tenets, bear
in mind, are not evolved from dream)'- dia-
lectics ; they rest upon the firm base of
science. Being thus grounded, they will make
their way.
Definite and valuable results have been
pointed out as the contribution of broad social
management. These obliterate completely all
semblance of fancy. The movement is real.
It has obtained firm footing in industry. A
proper going has been marked out for it in
the labyrinthian wood of civic administration.
The SOCIAL ENGINEER is already the
tribune of the people in factory life; let
there be room for him in larger fields. Room
for him not only in the office of the capitalist,
82
OHIO UNIVERSITY BULLETIN
Y. M. C. A. CABINET.
OHIO UNIVERSITY BULLETIN
&3
■as a wheel in the machinery of industry, but
room in halls and council chambers, where
the thoughts of men are formed ! Room by
the preacher in the pulpit ! Room at the
desk of the official of education ! Room,
God will it, in assemblies where laws are
made, and on the judicial rostrum, that the
sweet liquor of life may in good time cease
to flow away and be lost in gutters of greed !
A TWENTIETH CENTURY REPUBLIC.
iHon. Chester H. Aldrich, Governor of Ne-
braska.
If I were asked the question as to what are
the most sacred utterances ever given to man
for his guidance in the important activities
«bf life, my answer would be The Ten Com-
mandments and the Declaration of Indepen-
dence.
Separated as these propositions are by a
"wide waste of more than thirty centuries, yet
so intimately are they interwoven in the life
of man and the destinies of nations that where
we find there is not an absolute coalescence
of these propositions, there you will find
neither the home nor political liberty.
And political liberty is the boon for which
man has ever contended. Its realization has
been the mighty instrumentality of progress,
the prime factor of civilization, the convoy of
national honor, thrift, and prosperity, and
•expanding instinct of the heart it has wrought
throughout the history of the race.
Through the dark ages of ecclesiastical
thralldom, when its light shone but dimly,
there radiated from it an influence that quick-
ened the sluggish pulse of society and gave
new life to nations. Slowly, but surely, has
it widened its orbit and gathered momentum
through the centuries, dispelling the dark
night of barbarism, and then advancing with
new vigor, pouring its light into the dungeons
of tyranny, melting the shackles which fet-
tered human thought and limb, then receding
again back into the sable night of ignorance
and tyranny ; not to perish, but only to repose,
eagerly watching the opportunity again to
advance.
Thus has political liberty, born with man,
followed him throughout his devious career.
For centuries it stood as the lone sentinel,
the watch-word of progress around whose
standard clustered the genius, the talent, the
statesmanship, the heroism, yea the best
thought of the race.
In the Fifteenth century, the leading minds
of Europe, filled with a new enthusiasm, began
to dream of self government, but the con-
centrated power of despotism, and that mon-
strous usurpation of human right, which called
itself absolute monarchy, made it impossible,
adequately, to realize the blessings of Repub-
lican institutions. Hence a new land must be
sought where free thought and free speech
could hold sway.
For this, God had reserved the western world
— the American Continent — with its broad and
fertile plains, its grand mountain ranges, its
deep flowing rivers, its sylvan lakes and
wooded streams, its varied and healthful
climate, its mineral wealth, its cereal resources,
its multitudinous features so balanced up and
interspersed from ocean to ocean as to meet
every demand of human industry, every phase
of human want, and yet so ordained of God
as to make no particular section so prolific
as to meet all needs, but rather that each sec-
tion produces some things and is adapted to
some phase of activity which another is not.
Thus we are interdependent and, when all
taken together, a magnificent unity. Thus in
the beginning did nature stamp out this land
with a noble grandeur, and mark it as the
future home of a great and mighty nation, a
free and liberty-loving people.
Years swept by and the Puritan came, and
here he made his home, reared his temples,
and wove the warp and woof of that great
political fabric whose golden threads have
cast a bright lustre over man's destiny. He
founded a nation that took its seat among the
powers of earth like :
"The star new born, that drops into its place,
And which once circling in its placid round,
Not all the tumult of earth can shake."
Political liberty in the United States is a
living, breathing, harmonious reality. Then
what are the forces that have always enabled
this nation to grow strong both aggressively
and progressively midst the waves that have
swept empires away? What are the dangers
that menace our future development? To dis-
cuss these propositions is our purpose.
84
OHIO UNIVERSITY BULLETIN
OHIO UNIVERSITY Y. M. C. A, SECRETARIES.
Beginning at the left: Frank L. Johnson, 1907-1908; William E. Alderman, 1908-1909;
Harry L. Ridenour, 1909 — .
Upon us nature has bestowed her blessings
in myriad ways and forms. And what is most
efficient of all the Americans are a people
originally simple in their tastes, frugal in their
habits, reverencing God, true to native land
and mighty in their love of liberty.
We are, therefore, a nation of individuals
who reverence law and keep open and unob-
structed the pathway of individual opportuni-
ty. This is one of the potent agencies, whose
all-pervasive force has made our history great.
Our life is vigorous, our achievements mar-
velous, because obedience to law, the recog-
nition of the dominion of justice over us all
has given the widest, freest scope to genius
and talent. And always in our country has the
shuttle of thought glided rapidly and freely
to and fro working mightily for the uplifting
of man as a social being. It is our willing-
ness as a people, despite occasional aberrations
of individual interests and desires, to submit
ourselves to the control of law, before which
we continually strive to make all men equal;
of law so permeating and controlling that
none can be so strong as to be above it and
none so weak as to be below it ; of law that
so operates as to give each individual that suc-
cess commensurate with his labor and ability.
This is what has helped to make our pros-
perity and our strength.
And so long as we live in this spirit, just
so long will we promote that enduring quality
of patriotism that counts gold as nothing for
country's sake. We will love liberty so long:
as the citizenship of our nation bows in
humble submission before the throne of Justice,
for justice is the guarantee of liberty. And
it has been well said that "true liberty does
not consist in doing what we will, but in doing
what we have a right to do." And by doing
this, justice secures equality, and equality
means legitimate and moral authority which is-
but another name again for justice and means
respect for liberty.
But all law is nothing but the product of
the arousal of the public conscience. There-
fore the necessity for an enlightened and moral
conscience that enacts rules of guidance and of
business that interferes not with integrity
and honor, but allows the pursuit of individual
action consistent with right thinking and good
morals, and these principles are being more
nearly applied in America than in any other
nation.
But as much as we respect law, as much
as we love liberty, nevertheless all nature-
testifies that stronger, tenderer, dearer still is
the love of home? What bone and muscle,
nerve and sinew are to the physical life of
man, the home is to the national life. We are
a home-loving people ; this is what makes us
the greatest of peoples.
A good home adds dignity to manhood :
with dignity based upon consciousness of solid
OHIO UNIVERSITY BULLETIN
85
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86
OHIO UNIVERSITY BULLETIN
moral worth, there is influence ; and if com-
bined with influence there is patriotism. Then
we have a citizen whose honest abilities will
mould and strengthen the structure of a mighty
commonwealth, and it is safe to say that in
our land ninety per cent, of the men and
women belong to this class. It is the home
influence that has largely made them. It is
to this tie, stainless and immortal, stretching
from the cradle to the grave, that we must
look for the cultivation of elevated character
and of those eternal principles that make us
what we are. And the way to maintain
the home in all its purity and sanctity, is
for the mothers of our loved homes, from the
highest to the humblest, to be present daily
in the home to mould the mind and thought
of the child in its tender youth.
Whatever is necessary to place in the life
of the nation can be done by the motherhood
of the land. It is in the home that the youth
first learns authority. It is in the home, from
the sainted lips of a mother, that the baby
first learns to lisp the prayer of his Savior.
It is in the home that principles of morality,
of virtue, of integrity, and of honor are first
taught. The difference between right and
wrong is first heard here. "Do unto others as
you would that others should do unto you,"
is first heard from the mother, who lives the
daily life of her child, whose little troubles
are hers ; and by this divine life communion,
mother influence becomes immortal. In all
the years that are to convey those principles,
permeated into the heart of the child by the
fireside, becomes the conscience of the man,
strong enough in honor and integrity to with-
stand any temptation in the darkest hour of
adversity.
Would you know who formulated the char-
acter of the martyred Garfield and made him
the Christian statesman he was? Then but
recall the time when he took the oath of office
as President of the United States, he turned
and kissed his aged, gray-haired mother. Wm.
McKinley, forty years in public life, occupying
all the dizzy heights of ambition, yet no
breath of scandal was ever breathed against
his name, because he was true to the teachings
of his mother as he heard them at her fire-
side.
Read the story of the life of America's
greatest admiral, the hero of the battle of
Mobile Bay, Admiral Farrigut. Of how, in
the wayward, reckless stubborness of youth, he
went to sea and became dissipated in spite of
parental control ; of how the prayers of his
mother followed him over the broad expanse
of the ocean into all ports; of how, at last,
the mother came into his presence and said :
"My son, God has given you great talents ;
you can make history; you can win battles for
your country; or you can be a drunken sailor
before the mast."
That youth heard the entreaties and prayers
of his mother and some of the brightest pages
in all naval history were made by the home in-
fluence of Admiral Farrigut's mother. I tell
you the heart of mother, raised in entreaty
and prayers can summon forth into a blaze the
dying sparks of conscience, can call down
a divine influence whose moving grace is the
one particular and bright morning star of the
human race.
Yet the home is only one of the many ele-
ments that enter life. The constitution and
nature of this magnificent republic, to give it
enterprise, stability, and versatility of ideas, is
at once an indispensable factor to the national
life.
Search the tombs of dead nations ; examine
the mighty wrecks that strew the pathway of
one idea, in which they lived and moved and
had their being, and died when that idea was
exhausted. Study the historical pages of
"Noble Hellas" ; watch her growth and de-
velopment; behold her struggling to build a
strong national life upon the one central
thought that intellectual culture was sufficient
to nourish a vigorous vitality. And all she
has left of permanent value to civilization, and
all by which she is remembered, is her litera-
ture and art, her refinement and culture.
Note that dazzling civilization that sprang
up yonder on the banks of the Tiber, with
her mighty arms of conquest stretching out
on every side until she absorbed the known
world. Her immortal greatness can be traced
to two elements ; martial prowess and juris-
prudence ; her fall to the insufficiency of these
as a basis of natural life. She rose to the
acme of glory; she sank to the lowest depths
of vice and degradation. This dual idea that
martial prowess and jurisprudence are capable
of giving to nations the highest type of man-
hood and citizenship is an absolute failure.
And yet these dual forces are essential to
national influence and permanent progress, but
OHIO UNIVERSITY BULLETIN
they should only exist as a means to an end
and never developed as of and for the fruits
of their own force. For the results, then
would be the centralization of power, desire
of spoliation, the direct road to a galling, cor-
rupt, oligarchical form of government.
But not less inadequate than these is the
idea of religious symbolism ; upon this
thought Judea was founded, but it fell.
The American mind is confined to no one
idea. It is eminently versatile in its
thought ; it is practical in its pursuits. It
develops the resources of mind and of nature
with all the throbbing energies of a young
and vigorous life.
The sources of our wonderful power, the
springs of our intense activity are grounded
on the fact, that blended with all our indus-
trial pursuits, and with all that stirring spirit
of mercantilism, there is a strong current of
religious and moral sentiment flowing
through the hearts of the people and per-
vading their whole life.
These noble sentiments and forceful con-
victions are guided by education, which in-
sures intelligent action and therefore shuns
fanaticism. It is to the church and school
house that we must look for the attainment
of true manhood. Let the eyes of despond-
ing patriotism turn toward these noble insti-
tutions and from the one gather the sacred
feelings of pious devotion and gratitude and
from the other learn the lesson that educa-
tion is one of the firmest supporters of civ-
ilization.
The great mass of the American people
are, in a general way, followers of the Chris-
tian religion. By diffusing knowledge, they
will kill ignorance, the agent of revolt and
disorder.
The prophecy of the past to the future is
that ignorance and atheism must finally lie
down in an eternal sleep, and over their
grave will bloom the flowers of knowledge.
I have faith in this sentiment because with
us morality does not come and go, with the
generations of the people, since the founda-
tions of this government were laid on moral
earnestness and religious sentiment. Our an-
cestors believed that a good Christian makes
a good citizen. Such was the race from
which we spring; such are the principles we
have inherited. Herein lies one spring of
that marvellous reflexive power which in-
sures permanence and permanent progress.
Thus we have shown that it is no one ele-
ment, that has placed us first among the na-
tions of the w'orld, but the working together
of a complexity of forces, each exercising
its own potent influence — commerce develop-
ing our almost inexhaustible resources ;
Christianity teaching there is a better way of
living, a nobler conception of life. Then
what is of infinite importance, it gives a pure
morality, which is the fountain head of na-
tional happiness.
The wounds of battle may be healed, the
scar of shot and shell effaced, the black-
ened and scarred remains of beautiful cities
rebuilt, the gunner leaning upon his smoking
cannon may be clean again ; the bird stilling
her song in the pitiless storm may, when the
clouds roll by, be heard again in her song
of sunshine and of happiness ; but the scars
of immorality are ineffecable. "All the
water of Xeptune" can not wipe out the spot
of soul-stained diseases. Flowers will bloom,
grass will grow, trees will bud upon the self-
same ground ploughed and torn by shot and
shell. Rivers red with blood will again flow
crystal water, but not so with immorality.
For it is a soul destroying, life degenerating
disease, a consuming, unquenchable fire,
whose ashes contain no spark of conscience
or manhood. Hence the necessity of right
conduct, of right thinking, of doing right for
the sake of right ; of right examples whose
influence is immortal. And I believe the
American people understand the importance
of this, and that right principles pervade the
home, the church, the school, and society in
general, more thoroughly than in any other
nation.
But there is another side to this question.
The voice of the past comes borne to our
ears from a thousand wrecks which tell of
the fragility of human things. We have
faith in our institutions, yet there is danger,
because forever lurking near are the baneful
influences of a fiendish Mephistopheles
spreading his artful wiles, ruining homes,
and corrupting statesmen.
The law-making power of our land has to
consider the most serious problems presenting
themselves for solution before the people.
Masses of wealth are cemented together for
the purpose of stifling competition, killing
OHIO UNIVERSITY BULLETIN
91
individual enterprise, and corrupting legisla-
tion. Capital of recent years has not been
satisfied with organizing itself into trusts to
facilitate its operations and minimize expendi-
tures, but it employs great lawyers, not only
to look after their legitimate business inter-
ests but to get congressmen and state legis-
latures to enact favorable laws. Very often
the lawyer who goes to congress, or to the
state legislature, forgets that he is the coun-
sel of the people of the whole nation, or of
the whole state, and under pressure he is
prone to forget the nation and to remember
the corporation. In legislation there can be
but two legitimate proper parties, to-wit, the
state and the individual ; but the greed of
trusts and corporations has wedged itself in
between the two and the interests of the in-
dividual and the state are made subservient
to that of the corporation.
The remedy for this is obvious and easy;
send only such men to congress and the legis-
lature as have shown themselves fit, who have
never been recreant to any trust or any
responsibility, ' men of known integrity who
have the moral courage to resist any and all
encroachments of corrupt power, men who
will act upon their sense of duty "though the
heavens fall." When such men work over
laws, good corporations need have no fear.
Legitimate enterprise will always flourish
when controlled by laws enacted by such men.
Law should, as nearly as possible, be the
embodiment of justice, and that can only be
when it is enacted by true and honest men.
Another thing deeply affecting the commer-
cial, the social, and moral status of our people
are the present day financial problems. The
banking interests of this country are being
centralized into the hands of a few great
institutions whose sole aim and object seem to
be speculation. There are at least two power-
fid groups of banks, to-wit, the National City
Bank of New York, which is at the head
of the Standard Oil group, and the Pierpont
Morgan group with the National Bank of
Commerce and the First National Bank at
its head. These great institutions are exten-
sively engaged in promotion and speculative
schemes and furthering the interests of Wall
Street at the expense of the great producing
enterprises of our country.
These great groups are closely united and
together control so large a volume of the
country's credit that panics can be precipitated
at any time, and further, many of the officers
and directors of these bank groups are the
officers and directors of the great railway
systems that net work this vast agricultural
empire lying here in the Mississippi valley.
They float stocks and bonds in which the sav-
ings of the common people are often invested,
and when it comes down to brass tacks it is
sometimes found, when too late, that the prior
incumbrance is so large that these stocks rep-
resent no intrinsic value.
Thus confidence is destroyed and hundreds
of millions are diverted into non-producing
channels, honorable capital is consumed, the
life blood of trade is sapped, energies are
exhausted, and inevitable paralysis follows.
These institutions never take an independent
position and transact business with regard to
the sole welfare of our banking system. Their
policy is the opposite. Hence our currency
system should not be centralized in the hands
of these institutions. The men who finance
and control these banks are the incarnation
of selfishness and what is worse, they are
absolutely unpatriotic.
It occurs to me that the remedy for this
danger is also obvious. I would absolutely
divorce our banking system from speculation
and promoting schemes. The bank that deals
in such securities should not, as a matter of
law, be allowed to do a banking business
proper. Then I would compel, by law, every
quasi-public corporation which was about to
float stocks or bonds to give the widest pub-
licity to the issue offered for sale, by making
application to some commission created for
that purpose to the end that the public might
know the object and purpose of the issue,
what was going to be done with the money
derived from the sales, whether it was for
speculation purposes, to buy some parallel and
competing line of railway, or to build new
lines or make needed improvements, or both
of the latter, and how much is the prior in-
debtedness of such corporation and what is
the physical value of its property.
This it seems to me would restore con-
fidence and make railroad stocks ideal in-
vestments. Then I would make these banks
independent of each other, not permitting
the same officers in two or more banks.
It may be conceded that our currency lacks
elasticitv and that it is defective. But no
OHIO UNIVERSITY BULLETIN
9S
system can be adapted to honest commercial
demands and meet the onslaughts of all the
chicanery of high finance.
In 1907 there were more hundreds of mil-
lions of worthless stock floating than in any
■other year. And the big banks of New York
invested the money sent them by the banks
•of this country in nothing but hot air. And
when we wanted our own cash to move the
magnificent crop with which Providence had
blessed us, they coolly said, "You can't have
it." A panic was on because our money
had been embezzled by trusted agents who
were seeking currency based on stocks and
bonds that they control. Do you think this
safe and sound? Would it not inflate the
favored stock and discriminate against the
balance?
I think the only safe and sound currency
is that which is based upon the wealth of
the nation and has the Federal Government
back of it and to be controlled by the whole
people with no favoritism shown. Take this
power out of the hands of those interests
that experience has shown that the welfare
of the public is the least of their consider-
ations.
It is, then, in the too materialistic tendencies
of our people that we find a source of danger.
Mere money hunting usurps the name of
commerce, for commerce has reared proud
cities and maintained them for centuries.
True commerce develops the resources of na-
ture, builds for the future and sheds its bless-
ings upon the people like the dews of heaven
^^pon the waving fields of grain; but eager-
ness after monetary profit kindles strife ,
promulgates strikes, and spreads discontent
among all classes.
Must this nation, with all its starry possi-
bilities, after a few centuries of splendor,
go down in ruins? Is Byron's sad and melan-
choly picture of the rise and fall of nations
a true portrayal of our destiny? Here lies
the moral of all human tales. 'Tis but the
same rehearsal of the past: —
"First freedom, then glory ; when that fails,
Wealth, vice, corruption, barbarism at last;
History, with her volumes boast,
Hath but one page."
Can we escape the calamities, which this one
page chronicles? We have freedom; we have
glory ; we have wealth. Shall we let them
fail us? Shall we let wealth, with all its
train of evils, when its corrupting influence if
thrown into the channel of a body politic,
destroy freedom and stain our glory?
Civilization fosters vice and corruption.
Then wherein lies the hope of permanency and
enduring strength of our national life?
Whence must come the energizing force that
shall discover and filter out the enervating
microbe of disease? In our humble opinion
it is from the fireside of the farmer, whence
have come the great names in science, art,
statesmanship, commerce, and war. America
has the pith and marrow of the greatest
civilization the world has ever seen, because
it is founded upon the tiller of the soil, the
American farmer, who has made of the
wilderness the granary of the world. He has
behind him generations of sturdy manhood,
clear-eyed and clean-living. He is at once the
philosopher, a man of achievement, closely
communing with the primeval forces of na-
ture. He leads the strenuous life and its sim-
plicity begets nobility of character.
It has been known from the days of the
patriarch that the tillers of the soil are the
foundation of civilization. It is not in the over-
crowded city, with smoke and dust and a
thousand dens and jargons, that independ-
ence is born. The sovereign is born out here
in the country in the free air beneath the
sun and stars, the mountain tops, and the
trees. There is the great archetype ; there
is the citadel of American liberty; out there
must forever germinate the seed from which
comes the tree whose fruit is liberty; out
there must develop that personality whose life
blood must be assimilated to purify the
corruption of cities.
Our dangers will ever be from within.
From without there is not and never will
be any evil. And why? Because we have
the greatest body of arable land that is the
most productive of any on earth. Would you
know its capabilities? Then study the figures
and prognostications of the German, Scotch,
and English statisticians. They will tell you
that the American soil is capable of producing
and maintaining a population greater than
that of all Europe with Asiatic Russia thrown
in. All this and more. One of the most
important questions in every war is that
of transportation, and we possess nearly forty
94
OHIO UNIVERSITY BULLETIN
L. D. Jennings, '13.
H. A. Elson, '12.
R. E. Gutridge, '14.
M. L. Fawcett, '13.
L. H. Miller, '14.
J. A. Long, '11.
Harry De LaRue, '14.
Geo. C. Blower, '12.
INTER-COLLE3IATE DEBATERS.
OHIO UNIVERSITY BULLETIN
95
DR. COPELAND'S RECITATION ROOM.
per cent, of the railroad mileage of the world;
and we annually produce all the things neces-
sary to maintain a war. All this and more.
The greatest is the financial test. Here is
where we excel all nations. We have twenty-
five per cent, of the wealth of the entire
world, more than half the banking capital and
bank deposits of the world, and only 36/100
per cent, of the national debts.
All this and more. We possess twenty-
two per cent, of the world's production of
gold and twenty-three per cent, of the ex-
isting stock of that metal is here in the chan-
nels of trade. And what is of infinite im-
portance we expend our strength within our
own borders and upon the development of our
own vast area. All these things make our
influence at the council board of the nations
great.
So I believe, from a moral, a religious, a
commercial, and a military point of view, we
are getting on fairly well. The sky is clear,
the people happy, because contented and con-
tented because our government is just. And
let us remember that we conclude the last
possible migration of man and never forget
always to keep floating high the Stars and
the Stripes that "proud emblem of union
and liberty".
Do this, and we can have the same confi-
dence that Benjamin Franklin had when the
last man came forward and signed the
Declaration of Independence. The venerable
and dignified Franklin arose and said, "Mr.
Chairman, I have often and often, throughout
the vicissitudes of this debate, been unable
to tell whether that sun behind your chair
was the painting of a rising or of a setting
sun. But now I have the happiness to know
that it is a rising and not a setting sun."
Yes, this nation is a rising sun, and will
ever continue to widen its orbit throughout
the flight of the years if we are to make
the most of ourselves and perform the duties
and the responsibilities of citizenship, that
are imposed upon all and each of us.
Let us, as citizens, in the aggregate and in-
dividually, remember that : —
"Four things a man must learn to do
If he would make his record true;
To think without confusion clearly,
To love his fellow-man sincerely.
To act from honest motives purelv,
To trust in God and Heaven securelv."
96
OHIO UNIVERSITY BULLETIN
OLDEST LIVING GRADUATEE OF
OHIO UNIVERSITY.
The oldest living alumnus of the Ohio Uni-
versity is General William Sooy Smith of the
Class of 1849. He is now eighty-one years of
age and is living a retired life at Medford,
Oregon. His career has been an eminent and
successful one and it in no way dishonors the
University that has the distinction of being
his Alma Mater.
General Smith is an Ohioan by birth, Tarl-
ton, Pickaway county being the place of his
GENERAL WILLIAM SOOY SMITH,
Class of 1849.
nativity. His parents were Judge Sooy and
Ann (Hedges) Smith, the father a native of
the state of New Jersey and the mother of
Maryland. Although of Irish lineage, the first
American ancestor of the paternal line of the
family was one of the colonists who accom-
panied William Penn, and like him was allied
to the Society of Friends. Notwithstanding
the peaceful and non-resistant tenets of the
Quaker sect, martial blood flowed in the veins
of the ancestors of Gen. Smith and warmed
his own heart, for his grandfather, while yet
a lad. earned the commendation of General
Washington for his daring in carrying dis-
patches through the enemy's lines in New-
Jersey, and his father organized and equipped
at his own expense and commanded a com-
pany of volunteers in the War of 1812. His
father was an expert with a rifle, of powerful
physique, and accomplished in all athletic ex-
ercises. He was a man of intelligence, fair
education, and good judgment, rising in busi-
ness from the bench to become a dealer in
shoes and leather, and in station to the magis-
tracy of his town, to become its mayor, and
at last to a seat on its bench of probate. He
was a man of wide reading on historic and
economic subjects, and a walking compendium
of all the great inventions and improvements
made during his life. His interesting con-
versation gave direction to the ambition of
his son and stimulated him to enter a literary
and scientific career.
On his mother's side, the ancestry of Gen-
eral Smith is traced to Sir Charles Hedges,,
an admiral of Great Britain, whose descen-
dants were early settlers in Maryland, on a
farm near Hagerstown, which is still in the
possession of the family.
With a large family and only moderate
means, the father could do no more for his-
children than nurture their infancy and give
them the elements of instruction which the
schools of the vicinity afforded. In these
William Sooy learned all that was taught,
especially distinguishing himself by his ready
mastery of arithmetic, many of whose intricate
problems he solved mentally, and became re-
cognized as a mathematical prodigy. He stu-
died Latin with a private teacher for a few
months. While these studies were going on
he worked at the bench, having learned the
cordwainer's trade of his father. At the age
of fourteen, thirsting for a better education
than the local schools afforded, he accepted
the offer of his time from his father — all that
he was able to give him — and set out in a
wagon for Athens, the seat of the Ohio Uni-
versity, fifty miles distant, where he arrived
absolutely penniless. He was introduced to
the teacher of a private school, afterwards
Prof. James M. Safford, the eminent geologist,
by his brother. "This is my brother Bill, a
piece of raw material. See what you can
make of him." He was received into the
family, doing chores as compensation for his
board. After six months hi« instructor was
TRAINING-SCHOOL CLASS IN THE SCHOOL GARDEN.
SUMMER SCHOOL STUDENTS IN THE SCHOOL GARDEN.
■38
OHIO UXIVERSITY BULLETIN
PRIMARY PUPILS IN THE SCHOOL GARDEN.
appointed to a professorship in the University,
and his pupil remained in his service and
under his instruction. Including his prepara-
tory studies, he spent five years in the institu-
tion. Later in the course he became a member
in the family of Professor Williams of the
University, where he was treated with kind-
ness and consideration. To pay his tuition
and board and to defray his other expenses,
he acted as janitor of the college buildings,
doing the laborious work with his own hands,
being constantly engaged with his work and
studies from five in the morning until nine at
night, while he occupied the time in vacations
in caring for the college campus. For his
Tabor he received a fixed compensation of
•eight cents per hour, and earned the sobriquet
of "'Professor of Dust and Ashes." But he
studied as well as worked, keeping up with
bis classes, and graduated with distinction as
a scholar in 1849, having paid all his bills, and
with an accumulated capital at graduation of
fifty dollars.
These humble details are mentioned as
thev are illustrative of the character of the
boy. From one to whom penury opposes no
insurmountable obstacles, who is willing to
even submit to servile labor to gratify the
thirst for knowledge and appease the hun-
ger of the soul, we may look for no life of
dilletantism, but may expect that the priva-
tions of youth will blossom into the grandest
and best achievements of manhood.
This expectation has been fully accom-
plished in the subsequent career which will
be all too brief!}' sketched.
The train of circumstances which led to
his receiving an appointment as cadet at the
West Point Military .Academy would be
deemed by some an accident : but by others
recognized as a providence. A young com-
panion of his youth, who was a cadet, re-
turned to die. He urged his friend William
Sooy, to apply for the vacancy. Perceiving
his opportunity to continue his mathematical
and scientific studies, he obtained recommen-
dations of college faculty and friends, made
application to Hon. Samuel F. Vinton, the
member of Congress with whom the appoint-
ment lav. and among a list of numerous and
100
OHIO UNIVERSITY BULLETIN
formidable competitors, backed by influen-
tial friends and political influences, he, a
friendless and an unknown youth, was grat-
ified with receiving the appointment. After
careful consideration, Mr. Vinton said : "J
will give you the appointment ; now make a
man of yourself." He entered the Military
Academy in June, 1849, and in due course
of four years graduated the sixth in a class
of fifty-two. He was the most expert horse-
man of his fellows and second to none in the
small sword exercise. Among his classmates
who became distinguished in subsequent
years were Generals McPherson, Schofield,
and Sheridan of the Union Army, and Gen-
eral Hood of the Confederate service. He
was commissioned as second lieutenant by
brevet, and assigned to duty in the Third
Regiment of United States Artillery, at Gov-
ernors Island, Xew York, and afterward
was promoted as second lieutenant and as-
signed to the Second Artillery, stationed in
New Mexico.
In the "piping times of peace" life in a
military post on the frontier, to an officer
whose mind has been quickened into intense
activity by years of study, becomes almost
insupportably monotonous. Ambitious to be-
come something more than a martinet, and
to lead a life more stirring than that of a
polyp, Lieutenant Smith threw up his com-
mission and resigned from the army.
He went immediately to Chicago. His ar-
rival was at the beginning of 1854. Willing
to take any work in the line of his profes-
sional training, he accepted employment un-
der Colonel Mason, chief engineer of the Illi-
nois Central Railroad Company as draughts-
man. Colonel Graham, of the United States
Topographical Engineers, who had charge of
the important harbor work on the great
lakes, desiring an assistant, Colonel Mason
recommended his daughtsman for the place,
and he was accepted and appointed as assist-
ant to Colonel Graham. After about six
months he became very ill and was laid off
from his work. In the delirium of fever, his
life trembling in the balance, his affianced
wife, Miss Haven, of Buffalo, N. Y., with
her father, who was a physician, came to his
relief, and by the tender nursing of the
daughter and the skillful ministration of the
father he became convalescent. With Mis?
Haven, now become hi? bride, he repaired to
Buffalo, where he opened a select school,
which he conducted for the next two years,
and which gave him not only agreeable oc-
cupation but considerable fame.
In 1857, he resumed the practice of civil
engineering, forming a partnership with an-
other engineer, as Parkinson and Smith. The
firm made the first surveys for the interna-
tional bridge across the Niagara River and
did a large and miscellaneous engineering
business. After its dissolution, Mr. Smith
took a position as engineer for the Trenton
Locomotive Works, then the most prominent
iron bridge building company in the United
States. In the service of the company he went
to Cuba to superintend its undertakings in the
line of iron bridges and buildings. On his
return from his work in 1859 he took charge
of the construction of an iron bridge across
the Savannah river, on the line of the Char-
leston and Savannah railroad, and at once
commenced sinking the piles that were to con-
stitute the piers of the structure. The pneu-
matic process had then newly been introduced
into the country and was crude in its details,
slow in operation, and very expensive. Mr.
Smith introduced improvements and modifica-
tions by which the time required to sink a
cylinder a given distance was reduced from
fourteen days to six hours. With this class
of work he has been particularly engaged, and
has brought its processes to great perfection.
He applied the pneumatic process to the sink-
ing of caissons, and submitted to the govern-
ment of the United States a plan for the con-
struction of a- light house off Cape Hatteras,
which was to rest upon a circular caisson
fifty feet in diameter, and to be sunk to a
depth of a hundred feet below the water sur-
face. While engaged upon the Savannah
bridge, the guns trained upon Fort Sumpter
had been fired from Southern batteries, and
the engineer, deciding that the Flag of the
Union was entitled to his services as a soldier
in the dread arbitrament of war, made good
his escape through the well-guarded lines. He
at once tendered his services to the authorities
of his native state, and was commissioned
Colonel of the Thirteenth regiment of Ohio
Volunteer infantry. He commanded this regi-
ment in the West Virginia campaigns under
McClellan and Rosecrans, twice winning
meritorious mention for gallant conduct, and
then proceeded wifh it to Kentucky where
OHIO UNIVERSITY BULLETIN
103
he joined the forces organizing under General
Buell as the army of the Ohio. At the battle
of Shiloh he commanded a. brigade, captured
Staiidiford's Mississippi battery, and by his
gallantry won his promotion to the rank of
brigadier-general. After the battle of Stone
River, he was transferred to Grant's Army
in the rear of Vicksburg. He participated in
the movement against Jos. E. Johnston's army
at Jackson. He was made chief of cavalry of
the military division of the Mississippi, at-
tached to General Grant's staff, and was also
on staff duty with General Sherman in the
same capacity. His engineering qualities were
called into requisition. A correspondent
wrote from the front : "On the advance of
General Buell's column from Bowling Green,
the railroad destroyed by the retreating rebels
was re-built under the superintendence of Col.
\V. S. Smith. Three bridges were rebuilt :
two of ninety feet span each, and a mile of
track built in one day. General Buell was
so pleased with the energetic performance of
this work that he placed Col. Smith in charge
of all the roads leading into Nashville." That
he was highly appreciated by the officers as-
sociated with him is attested by their present-
ing him a magnificent gold-mounted sword,
jeweled with precious gems, upon which is
engraved the words : "Presented to Gen. Wm.
Sooy Smith by the officers of the 13 O. V. I.,"
and the memorial words "Shiloh" and "Carni-
fex".
In September, 1864, General Smith, having
been prostrated by a severe attack of inflam-
matory rheumatism and disabled from, active
service, deeming it inconsistent with duty to
his country to occupy a positii n of high im-
portance while unable to perform its duties,
thus keeping from active service others qual- .
ihed to render it, resigned his commission.
With returning health, General Smith re-
sumed professional life with headquarters in
the city of Chicago, though often called in
execution of important engineering works to
distant parts of the country. He has been
entrusted with gigantic engineering works,
both by the government and by corporations
and by private individuals, and brought to
their plans and execution boldness, a safe
and accurate judgment, great ingenuity of in-
vention, and careful scrutiny of details, so
that not a single failure is found among his
great undertakings. The class of work in
which lie lias had the greatest employment is
that of bridge piers and caissons of ponder-
ous structures, rendering necessary subaque-
ous and subterranean excavations. Mention
can here be made only in the briefest way of
some of the more important works which he
has planned and executed, the interesting de-
tails of which must he sought in engineering
works where they are more minutely de-
scribed.
His first engineering work after the war
was the protection built about the Waugo-
shance lighthouse, at the western entrance of
the Straits of Mackinac. This is in some re-
spects the most wonderful engineering work
in America. This caisson, designed in 1867,
was the first pneumatic caisson sunk in this
country, and it is thought to be the first sunk
in the world. Its design was entirely orig-
inal with General Smith, and for it he re-
ceived an award at the Centennial Exposi-
tion (one of the two awards given to Amer-
ican engineers), and conferred by a jury
composed of some of the foremost engineers
of the world. About the same time he was
engaged in opening the approach to the har-
bor of Green Bay by cutting a straight chan-
nel through a grassy island, instead of deep-
ening the old tortuous channel around it.
The construction of great railroad bridges
over the shifting current and treacherous
sands of the Missouri River has occupied
much of his time and ingenuity. The first of
these was the bridge at Omaha, then that at
Leavenworth, and later he built, or helped to
build, the bridges at Booneville, Glasgow,
Plattstuouth, Sibley and Kansas City. He
constructed the screw-pile piers for bridges
over the Mobile River, on the line of the
"Mobille and Montgomery Railroad, and two
of the same kind across Salt Creek, in Ne-
braska.
His great engineering work was the prep-
ay a i'ii of plans for a tunnel under the De
troit River. For boldness, originality and
thorough provision for every difficulty that
the work can present, these designs are ac-
knowledged to be unsurpassed ; they have
been approved by a board of engineers as-
sembled to consider them, and indorsed by
distinguished members of the profession in
this country and Europe. He also partly ex-
cavated a tunnel under the river at Port Hu-
ron, which was onlv discontinued when the
104
OHIO UXIVERSITY BULLET IX
OHIO UNIVERSITY BULLETIN
105
railroad company party to the contract
failed to comply with its agreements. He was
mainly instrumental in getting a board ap-
pointed by the government to make tests of
the properties of American iron and steel,
and was a member of this board during its
entire existence. His study and observation
convinced him of the very great advantages
possessed by steel over all other kinds of ma-
terial for bridge building. He designed and
constructed the great steel bridge at Glasgow,
for the Chicago and Alton Railroad Com-
pany, the first all-steel bridge ever built.
This magnificent structure commands the
admiration of all who see it, not only by its
symmetry and strength but also by the archi-
tectural beauty of its design.
General Smith has been designated by the
government to examine and report upon the
plans and construction of the Chicago Cus-
tom House which, by the way, were criti-
cised by him at the time of their adoption
when he prophesied, with curious precision,
that within twenty years the foundation
would subside so as to endanger the stability
of the structure. He was in like manner
designated to examine and report upon the
crib which protects the inlets of the tunnels
which supply the city of Chicago with water.
In the planning of the great buildings which
carry their many peopled floors for fifteen
to twenty stories into the air in Chicago, Gen.
-Smith has been consulted and has devised a
system of resting their foundations upon piers
and piling footed upon rocks- which will give
to them the permanence and stability of the
solid earth.
He has likewise devised a triple system of
thoroughfares through the already congested
streets of his city which, though at present
thought premature, will be in the future in-
dispensable if Chicago attains -the metropolitan
magnitude to which its fortunes seem to point.
In estimating the professional character of
Gen. Smith, an eminent engineering authority
bears this testimony: "He excels in uniting
boldness with prudence, and in selecting what
is valuable and rejecting the visionary and im-
practicable among the many new things which
arise connected with engineering science and
practice. And to these peculiarities and to his
untiring industry is due the large measure of
success that he has won as a civil engineer."
In his life as a citizen, the General is an
active participant in whatever is undertaken
for the public good and a liberal contributor
to benevolent institutions.
He is a ready and an eloquent public speaker
and has frequently been called upon to deliver
addresses at universities and before scientific
societies.
He is particularly interested in poor young
men struggling to get a start in life and is
always ready to aid them when opportunity
offers.
The excellent lady who became the wife
of Mr. Smiili in 1854 survived only six years,
leaving an only son, Charles Sooy Smith, an
eminent civil engineer and contractor, living
in the city of New York. Gen Smith married,
in 1862, Miss Anna Durham, daughter of Hon.
V. C. Durham, of Bowling Green, Kentucky,
who died in 1882 without issue.
In 1884, he married Miss Josephine Hart-
well, of St. Catherine's, Ontario. An only son
of this marriage is Gerald Campbell Sooy
Smith.
THE RHYMED COUPLET IN SHAKE-
SPEARE'S TRAGEDIES.
(By Prof. Hiram Roy Wilson, A. M., Litt. D.)
In Shakespeare's tragedies the rhymed
couplet is of frequent occurrence. As a con-
struction, its value will be appreciated not only
by the student, but also by the general reader.
Through its use the reader or listener is made
to feel before he really comprehends. It is
the purpose of this brief article to offer an
explanation of the use of the couplet, and to
ascertain, if possible,, its dramatic effect where
rhyme might be regarded as entirely inappro-
priate.
No attempt is made to discuss the general
use of rhyme, or its bearing upon the chron-
ology of the plays. The relation of rhyme to
the time of the composition of the plays does
not here concern us. That the rhymed couplet
may not be thought of as the mere exuber-
ance of the youthful spirits of the play-wright,
attention may be called to the fact that al-
though Julius Caesar was written about five
years prior to the composition of Macbeth, the
latter drama shows three times as many coup-
lets as the former; this even excludes the
rhymed speeches of the witches.
Space forbids the examination of all the
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tragedies of Shakespeare. Inasmuch as he
used rhyme freely in both early comedy and
tragedy, its force in these plays is far less
striking than in the work of his so-called
"third period," or tragic age — from 1601-2
to 1607-8. Only the plays, therefore, pro-
duced in this part of his literary career will
concern us. To make the inquiry tangible.
the couplets in Macbeth will be cited.
The term rhymed couplet possibly needs a
word of limitation. It is here applied to only
those rhyming couplets following, with more
or less flexibility, the iambic pentameter as a
standard ; and to those couplets having more
or less completion of thought. This definition
is. not extended to the "run-on" couplet. The
text quoted is that of the Furness Variorum
Shakespeare.
Macbeth
In the study of this drama, the rhyming
speeches of the witches need not be given as
their words fall into four measures of trochee.
The exception to this is the interpolated
Witch Scene, Act III., Scene V.
Act I.
Scene Hi.
Ross. I'll see it done.
Duncan. What he hath lost, noble Mac-
beth hath won.
This unique arrangement imparts the same
effect as the full couplet.
Scene Hi.
Macbeth. Come what come may,
Time and the hour runs through the
roughest day.
Here the first line completes metrically the
last line of a preceding speaker. The couplet
effect is at once felt.
Scene iv.
Duncan. Would thou hadst less deserved,
That the proportion both of thanks and
payment
Might have been mine ! only I have left
to say
More is thy due than more than all can
pay.
Scene iv.
Macbeth. The Prince of Cumberland!
that is a step,
On which I must fall clown, or else
o'erleap,
For in my way it lies. Stars, hide your
fires;
Let not light see my black and deep
desires :
The eye wink at the hand ; yet let that
be
Which the eye fears, when it is done, to
see.
Scene v.
Lady M . And you shall put
This night's great business into my dis-
patch ;
Which shall to all our nights and days
tn come
Give solely sovereign sway and master-
dom.
Scene v.
Lady M. Only look up clear;
To alter favour ever is to fear.
The first line of this couplet completes Mac-
belh's words.
I he act ends with this couplet usually as-
signed to 'Macbeth, but seemingly belonging to
Lady Macbeth:
Away, and mock the time with fairest
show :
False face must hide what the false heart
doth know.
Act II.
Scene i.
Macbeth. Whiles I threat, he lives
Words to the heat of deeds too cold
breath gives.
I go, and it is done: the bell invites me. —
Hear it not, Duncan, for it is a knell
That summons thee to heaven, or to hell!
Scene Hi.
Lenox. The night has been unruly:
where we lay,
Our chimneys were blown down, and, as
thej- say,
Lamentings heard i' the air. etc.
Lay and say seem to rhyme rather as a mat-
ter of coincidence than by any intentional
effect on the part of the dramatist. Since the
lines are not end-stopped, they do not ex-
emplify the typical couplet.
From this point forward the dramatist has
deemed the employment oi the couplet in-
expedient until Malcolm closes Scene iii. with
these words to Donalbain :
Therefore to horse:
And let us not be dainty of leave-taking,
But shift away: there's warrant in that
theft
Which steals itself when there's no mercy
left.
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109
Scene iv.
Macduff. Well, may you see things well
done there : adieu !
Lest our old robes sit easier than our
new !
Ross. Farewell, father.
Old Man. God's benison go with you,
and with those
That would make good of bad and friends
of foes !
Act III.
Scene i.
Macbeth. It is concluded : Banquo, thy
soul's flight,
If it find heaven, must find it out to-
night.
Scene ii.
Lady M. Nought's had, all's spent,
Where our desire is got without con-
tent:
'Tis safer to be that which we destroy
Than by destruction dwell in doubtful
joy.
Scene ii.
Macbeth. Good things of day begin to
droop and drowse,
While's night's black agents to their preys
do rouse.
Thou marvell'st at my words : but hold
thee still;
Things bad begun make strong them-
selves by ill.
Scene iv.
Macbeth. For .mine own good
All causes shall give way ; I am in blood
Stepp'd in so far that, should I wade no
more,
Returning were as tedious as go o'er :
Strange things I have in head that will
to hand,
Which must be acted ere they may be
scanned.
Scene iv.
Macbeth. Come, we'll to sleep. My
strange and self-abuse
Is the initiate fear that wants hard use:
We are but young in the deed.
Act IV.
In the first scene, the Apparitions address
Macbeth in lines following the couplet form.
First Ah par. Macbeth! Macbeth! Mac-
beth ! beware Macduff :
Beware the thane of Fife. Dismiss me:
enough.
Sec. Appar. Be bloody, bold, and reso-
lute ; laugh to scorn
The power of man, for none of woman
born
Shall harm Macbeth.
Third Appar. Be lion-mettled, proud,
and take no care
Who chafes, who frets, or where con-
spirers are :
Macbeth shall never vanquished be until
Great Birnam wood to high Dunsinane
hill
Shall come against him.
Scene i.
Macbeth. That will never be :
Who can impress the forest, bid the tree
Unfix his earth-bound roof? Sweet bode-
ments ! good !
Rebellion's head, rise never, till the wood
Of Birnam rise, and our high-placed
Macbeth
Shall live the lease of nature, pay his
breath
To time and mortal custom. Yet my
heart
Throbs to know one thing: tell me, — if
your art
Can tell so much, — shall Banquo's issue
ever
Reign in this kingdom?
Althought the couplets in the above are not
end-stopped, yet their- total effect is substantial-
ly the same as if they were so ended.
Scene i.
Macbeth. No boasting like a fool;
This deed I'll do before this purpose-
cool.
Scene Hi.
Malcolm. Receive what cheer vou may;.
The night is long that never "finds the
day.
Act V.
Scene i.
Doctor. And still keep eyes upon her.
So good night :
My mind she has mated and amazed my
sight :
I think, but do not speak:
Scene ii.
Lenox. Or so much as it needs
To dew the sovereign flower and drown-
the weeds.
Scene Hi.
Macbeth. The mind I sway by and the
heart I bear
Shall never sag with doubt nor shake
with fear.
Scene Hi.
Macbeth. I will not be afraid of death-
and bane
Till Birnam fnr.est come to Dunsinane:.
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111
Scene Hi.
Doctor. Were I from Dunsinane away
and clear
Profit again should hardly draw me here.
Scene iv.
Siward. The time approaches,
That will with due decision make us
know
What we shall say we have and what we
owe.
Thoughts speculative their unsure hopes
relate,
But certain issue strokes must arbitrate.
i
Scene v.
Macbeth. If this which he avouches does
appear,
There is nor flying hence nor tarrying
here.
I 'gin to be a-weary of the sun,
And wish the estate o' the 'world were
now undone. — ■
Ring the alarum-bell — Blow, wind ! come,
wrack !
At least we'll die with the harness on our
back.
.Scene vi.
Siward. Fare you well,
Do we but find the tyrant's power to-
night,
Let us be beaten, if we cannot fight.
Scene vi.
Macduff. Make all the trumpets speak;
give them all breath,
Those clamorous harbingers of blood and
death.
Scene vii.
Macbeth. What's he
That was not born of woman? Such a
one
Am 1 to fear, or none.
Scene vii.
Macbeth. But swords I smile at, weapons
laugh to scorn,
Brandish'd by man that's of a woman
born.
Scene viii.
Macbeth. Before my body
I throw my warlike shield : lay on, Mac-
duff;
And damn'd be him that first cries 'Hold,
enough !'
Scene viii.
Siward. He's worth no more :
They say he parted well and paid his
score.
Scene viii.
Macduff. 1 sec thee compass'd with thy
kingdom's pearl,
That speak my salutation in their minds ;
Whose voices I desire aloud with mine ;
Hail, King of Scotland !
Although minds and mine are not a felicit-
ous rhyme in modern poetry, yet Shakespeare
evidently thought them sufficiently similar to
place them together.
In King Lear there are thirty-four ex-
amples of the couplet ; iri Hamlet, twenty-
seven ; in Julius Caesar, nine. From careful
examination it seems that the generalizations
applying in any one of these four plays apply
with equal validity to any other. The scenes
of conflict, of doubt, of repose, of anticipa-
tion, in each of the above dramas avoid or
employ the couplet with striking similarity.
By man}- the couplet is taken as a device
to indicate the exit or the entrance of the
actors — a stage cue. Possibly there may be-
in this view a slight element of truth. Yet
the investigation need not be carried far until
it is patent that this opinion is insufficient as-
an explanation. At times the couplets are
used where no actor enters or retires. In
King Lear several such cases occur. In
Macbeth there are five instances of the coup-
let neither ending scenes nor marking the
advent or exit of any character. Often the-
couplets are used by the only character on>
the stage immediately before he effects his
exit. Surely he himself needs no cue, and
surely his successor to the foreground needs
nothing of the kind.
Some scenes end with couplets ; others do
not so end. Though the dividing of the
plays into scenes is almost entirely a matter
of editing, yet the term scene may be taken
to designate an organic break in the char-
acter situation or in the . plot. Some acts
end with couplets, whereas some do not. The
same may be said of the play as a whole:
One might ask, then, of what advantage is
the cue in some situations, whereas it is evi-
dently of none in others? Why is not a
blank verse cue just as easily noted as that
given in rhyme? The conclusion of the en-
tire play with a couplet would seem to refute
the cue theory.
Again, the couplet is not used for mere
decoration or for dramatic relief. It is
found in passages of the most tragic nature :
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113
for instance, in Julius Caesar, after Brutus
has fallen on his own sword, he concludes
his dying words thus :
"Caesar, now be still :
I kill'd not thee with half so good a will."
It would be absurd to assert that the effect
of rhyme is to brighten the tragic end of our
hero or to animate the situation. An ex-
ample from Macbeth may be added. Just
before Macbeth goes to the murder of Dun-
can, he gives utterance to his feelings incited
by the illusory dagger, and freely pours out
his heart in contemplation of the crime.
Upon hearing the bell sound, a pre-arranged
signal, he exclaims :
'"Hear it not, Duncan ; for it is a knell
That summons thee to heaven or to hell."
As another citation, the oft-quoted words
from Hamlet may be taken :
"The time is out of joint: O cursed spite,
That ever I was born to set it right."
Examples of a similar bearing might be mul-
tiplied, showing conclusively that the couplet
is not a mere artistic trick to relieve or to
brighten a situation by contrast.
The function of the couplet is organic : it
sustains an intimate relation to the thought
it presents. Rhyme is not herein used as a
device apart from the matter conveyed.
Wherever the couplet is used in the dramas
cited, it indicates in the character employing
it a certain frame of mind.
Xot only in the examples given, but also in
numerous others that might be presented,
Shakespeare employs the couplet to indicate
a sense of satisfaction or triumph, either
subjective or objective, or both; to indicate
that some kind of equilibrium has been at-
tained; to indicate some kind of abiding in-
telligence, some kind of solution found, some
kind of overcoming.
Often he has his characters employ a
rhymed couplet in closing a soliloquy or a
part of a dialogue when there may be phys-
ical defeat of an overwhelming type, yet
there is an intellectual satisfaction or dis-
cernment wherein the character triumphantly
comprehends the situation. For example, the
last words of Laertes indicate neither resolu-
tion nor physical victory, but they surely ex-
press a genuine heroism that redeems his
erratic life.
Xever does Shakespeare employ the coup-
let in sentiments of doubt, of suspense, nor
to indicate mental states that are wavering
or vacillating. In certain parts of Julius
Caesar, Shakespeare had no opportunity of
using this construction because of a lack of
dramatic equilibrium. No character seems to
comprehend the culmination of circumstances
under way. At certain places in this drama
one can scarcely fail to feel a sense of mis-
giving or an enveloping atmosphere of doubt.
Xo couplet concludes the one famous solil-
oquy of Hamlet, whereas practically all the
other soliloquies are so concluded. In the
great soliloquy Hamlet finds himself con-
sidering the dilemma of life or of death.
How utterly ruinous a couplet would have
been on this occasion ! He engages in a con-
versation before he gives us any ultimate
resolution to live or any other answer to the
question so pertinentlv propounded to him-
self.
King Lear offers an interesting study of
the couplet. Acts Three and Four are suffi-
cient for illustration. In the former the
three characters, each with his peculiar men-
tal perversion, meet: Lear, Edgar, and the
Fool. Nothing is more impressive, more
spectacular. The terrific thunder-storm con-
stitutes the background. The heart-rending
outbursts of Lear are accompanied by the
crashes of thunder; they are provoked sym-
pathetically by the feignings of Edgar; they
are offset by the foilings of the Fool. Not in
ah Shakespeare is there another such scene.
Effect follows effect, yet all is suspense: no
equilibrium is attained. The occurrence of
the couplet is minimized.
It may be said, then, that Shakespeare
either consciously or unconsciously imparts
an element of satisfaction to the "reader or
listener by the construction discussed. It is
never inopportune, never misused. It is like
many of the small things that have appealed
so forcibly to the student of the drama and
that have been so felicitously employed by
Shakespeare— those small things that make
their artistic contribution toward a potent
and final synthesis of the whole.
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115
GRADUATES IN KINDERGARTEN EDUCATION.
■#■-■
GRADUATES IN PUBLIC SCHOOL MUSIC.
116
OHIO UNIVERSITY BULLET IX
GRADUATES IN PUBLIC SCHOOL DRAWING.
A STATE SYSTEM OF SCHOOLS.
Definitions Formulated by President Ellis in
Reply to Request of the Education
Commission of Virginia.
Charlottesville, Va., Dec. 6, 1910.
Dr. Alston Ellis, President Ohio University.
Athens, Ohio:
My Dear Sir — The members of the Vir-
ginia Education Commission, especially Presi-
dent Alderman, would appreciate it very much
if you will take time enough to answer the
questions submitted in the attached letter.
They believe that a comparison of views as
to the definitions called for will be valuable,
and they hope to prepare a definition in the
light of the answers they receive which will
form a broad and clear working basis for all
efforts of co-ordination whether in Virginia or
in other states.
Thanking you in advance for the courtesy
of a reply, I am,
Very truly your?,
Chas. G. Maphis, Secretary.
The Questions.
Dear Sir — The educational system of Vir-
ginia consists of the public elementary schools.
public high schools, three normal schools for
white women, one normal school for negroes
i co-educational), the college of William and
Mary (a normal college for men), the technical
school — the Virginia Military Institute (large-
ly c. -chool of engineering), and Virginia Poly-
technic Institute (the State Agricultural and
Mechanical College) — and the University of
Virginia.
The Commission will recommend a mill-tax
for the support of the -whole system, and it
desires further to recommend a practical plan
for the co-ordination of the work of the var-
ious institutions constituting the system. In
order to do this intelligently it should first
define clearly and accurately the exact function
of each component part of the system.
With a view of assisting us in framing, if
possible, more clearly than has been done
before, a satisfactory- definition, will you not,
as briefly as you can, answer all or a part of
the following questions?
1. Define a public elementary school and
state its function.
"2. What is a public high school? What is
its function?
3. Define a normal school and state its
function.
OHIO UNIVERSITY BULLETIN
118
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Ethel Omega Radcliffe.
Leta Mae Nelson
Mabel Emma Stewart.
Carl Kenneth Ferrell.
Harriet Luella Kelley.
GRADUATING CLASS.
Ohio University College of Music.
OHIO UNIVERSITY BULLETIN
119-
4. What is the true function of a technical
school ?
5. What is the peculiar function of a Slate
Agricultural and Mechanical College?
0. What is the function of a State College
an i its relation to the University?
7. What is a State University and its
function?
I do not like to trespass so full}' on your
time, but it is the helief of our Commission,
and especially our Chairman, that a large ser-
vice can be rendered by answering clearly and
fully the above questions.
Hoping that you will be willing to share in
that service by giving the result of your
thought and experience in answering the
questions, I am,
Very truly yours,
Chas. G. Maphis, Secretary.
The Reply.
Office of the President,
Ohio University, Athens, Ohio.
December 13, 1910.
Hon. Charles G. Maphis, Secretary Educa-
tional Commission of Virginia, Char-
lottesville, Va.\
Dear Sir — Herewith are presented answers
to your questionaire of December 6th. The
answers are numbered in the order in which
the questions are propounded.
Very truly yours,
Alston Ellis,
President Ohio University.
1. A public elementary school is one having
a course of study extending over eight years
and open to pupils from 6 to 14 years of age.
The course of study of such schools is graded
to meet the ages of the pupils and to include
the recognized elementary branches of learn-
ing— reading, spelling, language lessons, writ-
ing, etc., — with attention given to health,
morals, and the groundwork of such branches
as music, drawing, manual training, elmentary
science, domestic science, accounting, and,
possibly, something of stenography and type-
writing.
Its function is partly set forth in the im-
perfect definition just given. Its main aim is
the education of all the children in branches
nf learning generally thought to be of high
utility and possessing something of cultural
value as well.
2. ./ public high school is a school for chil-
dren of advanced years and higher grade —
say for children from 14 to 18 years of age
who have worked their way through the
grades of the elementary school with credit-
able standing. A wise articulation of its work
with that of the elementary school is neces-
sary to the end that there be no unbridged gap.
between the two grades of schools. Its cur-
riculum should be made up of studies of
cultural and disciplinary value and include, in
addition thereto, subjects of instruction made
necessary by reason of local conditions.
Throughout, methods of teaching and prepara-
tion for lessons arc of as high value as content
of studies.
Its function is three-fold : 1. To give higher
education to elementary pupils who have in-
clination, time, and ability to gain more mental
and practical power than can be acquired in
the elementary school. 2. To give to the peo-
ple, where it is located, a citizenship especially
prepared for a life of usefulness in that par-
ticular environment and worthy of the kind
of government which protects it. A completed
course is needed here. 3. Preparation for col-
lege under the general idea governing the rela-
tion existing between the elementary school
and the high school. Where conditions per-
mit, the high school should offer well-thought-
out differentiated courses of study. All cannot
go through the same stereotyped course with
equal profit.
3. A normal school — like any other pro-
fessional school as that of law, or medicine,
etc., — is a school for the education and train-
ing of teachers. In the educational system, it
stands higher than a high school. In educa-
tional rank, it is co-ordinate with the college.
The Ohio law says the established normal
schools "shall be maintained in such a state of
efficiency as to provide theoretical and practical
training for all students desiring to prepare
themselves for the work of teaching." If one
learns to do by doing he learns to teach by
teaching; and a normal school without its well
organized training school is not functioned
aright.
4. The true function of a technical school
is both educational and professional, with em-
phasis placed upon the special kind oi work
for which a =tir(Tent is preptring. One welf-
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121
founded objection to some technical and pro-
fessional work is that it is too shallow — not
well-based upon that general culture that
should precede or at least accompany it. A
civil engineer needs more than technical
knowledge as does anyone in any vocation
upon which he enters. Technical training and
professional training may be regarded as
synonymous terms. The aims of the technical
and professional school are similar — only
looking forward to different vocational fields.
5. The agricultural and mechanical college
may be said to occupy a field of its own. The
two "Morrill Bills" very clearly put metes and
bounds to its work.
"The leading object shall be, without ex-
cluding other scientific and classical studies.
and including military tactics, to teach such
branches of learning as are related to agri-
culture and the mechanic arts, in such man-
ner as the legislatures of the states may re-
spectively prescribe, in order to promote the
liberal and practical education of the industrial
classes in the several pursuits and professions
of life."
It is not to compete with the college or
university, but to offer a field of work pretty
clearly differentiated from that of either. The
name is suggestive, carrying with it its own
definition.
Training in agriculture needs a farm just
as training in teaching needs a training school.
The experiment station comes in here. A
mechanical college needs provision for techni-
cal training in drawing, manual arts, wood-
working, forge and foundry work, etc., etc.
The limits to be placed upon this work are
those suggested by expediency as best ex-
pressed in appropriate state legislation. There
is danger of expense and unwise duplication
of work if the agricultural college and the
state university are maintained as independent
institutions, each controlled by a board of its
own.
6. A state college is usually one of a num-
ber of colleges or departments connected with
the state university. Where this union exists,
the question of relationship becomes unimpor-
tant. The college separate from and independ-
ent of the university suggests a condition of
possible unseemly contention and one of over-
lapping in educational work. Legislation must
step in here and command educational peace
and effort confined to well-defined limits. I he
college is merely an advanced high school with
functions not widely dissimilar. It offers dif-
ferentiated courses and a somewhat extended
field from which to take electives. It*- work,
both practical and cultural, does not enter
directly upon technical and professional fields,
but may properly prepare for both.
7. The university stands at the head of the
state's system of education. Its name suggest-
almost everything in the way of general, tech-
nical, and professional education; but there are
certain limits beyond which, and certain fiehh
into which, it should not be permitted to go.
It should not be permitted unnecessarily to
duplicate work for which adequate provision
has been made in other institutions of learn-
ing— -especially of such as are maintained at
public cost. As the college should not enter
the university field, so the university has no
just right, under cloak of its name, to dupli-
cate the work of the college unless the work-
ed the latter is not wide enough and strong
enough to meet the wants of the people seek-
ing educational advantages of college grade.
The university does no more wisely in dupli-
cating the work of the public normal school
than in undertaking the work of the public
college. If it must undertake the training of
teachers it should be by the agency of a
teachers' college or college of education of
such high grade as clearly to remove it from
the realm of competition with the normal
schools — which, under normal conditions, oc-
cupy a field peculiar to themselves and one
whose ownership by them should not be
wantonly disputed. The tax-paying burden
ought not to be made unnecessarily heavier
than it is.
The function of the university is to supple-
ment rather than to duplicate the work of the
college and the normal school. Emphasis
should be placed, by it, upon post-graduate,
technical, and professional work — fields upon
which the college and the normal school have
no call to enter.
Enlightened thought and past experience
ought to point out a safe and an adequate way
to arrange a state's system of education from
kindergarten to university, inclusive, so that
the educational interests of all the people will
be well conserved with no unnecessary tax-
burdens being placed upon their shoulders. —
From The Ohio Teacher. April. 1911.
THE OHIOAN EDITORIAL STAFF.
!
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OHIO UX ITERS! TV BULLET IX
SOME ASPECTS OF GOOD TEACHING.
By
Professor Frederick Treudley.
The secret of good teaching is to combine
happily the substance of the lesson and the
-spirit which interprets it. Whatever affects
-us has life, activity, is capable of self-mani-
festation, is energy. As heat and light issu-
ing from the sun and bathing the world in
■warmth call forth other energies which, tak-
ing on their own forms, make the earth beau-
tiful, so of education. "Every man's life is a
plan of God" is the title of one of Horace
Bushnell's greatest sermons. The business
of teaching is to call this plan into existence.
Light and warmth are essential to this per-
formance, the light of truth and the warmth
■of love.
Children are by nature good. Xo child is
"born into the world handicapped in himself.
Creative goodness absolves itself from wrong
against the innocent by this act of justice.
What handicaps the child is his environment.
Environment is the result of man's energies
operating under terms of a free will, acting
under limitations and liable to error. Xor is
there so great distinction amongst children
as is currently thought. Inferiority does not
attach to him of less intellectual keenness
any more than to him who moves in an ap-
parently less desirable social circle. Nothing
is more beautiful than the testimony of great
men and women to the worth of humble men
-and women, as e. g. Carlyle's to his falher,
McKinley's to his wife, Garfield's to his
mother, Stanley's to his foster-father,
Marcus Aurelius's to those who stood about
him in his youth. The son of a laborer upon
the estate of a Boston Adams may ever re-
main a laborer while the son of his employer
may ascend to the presidential chair. There
is a difference, but the terms superior or in-
ferior taken in their absolute signification do
not enter. The one might be a' ditch digger,
but it is the fineness of the work and not the
scale of character of it which determines
real worth.
Teaching is good and permanently effective
in proportion as it invests all exercises with
■significance. Play and work, pain and pleas-
ure, success and failure, praise and punish-
ment, conscious and unconscious activities.
quietness and movement, are all essential to
development.
The formal exercises of school may be
lifted out of mere drudgery, for a distinction
must be made between drudgery and mere
drudgery. The bane of life lies in the ad-
jective mere. Life's richest blessings lie in
the noun. Very full of meaning and of
beauty may be these very commonplace forms
of expression and life as enunciation of
words, pronunciation, spelling, penmanship,
the making of figures, punctuation, the voice,
the bearing of the body, the step, the meet-
ing of outstretched hands, appreciation of
conditions causing another's error, all of
them being conventional forms which make
human intercourse happy because they are
the resultants of age-long practice. There is
no possible estimation of the value to the
soul o£ its release from the tension caused
by consciousness of formal defects. The es-
sence of beaut}- is form, but perfect form
leads into the very presence of infinite worth
because it is of the very nature of perfect
worth to satisfy wholly and absolutely.
Hence Schelling said, "Philosophy conceives
God, art is God."
I desire now to turn to those great sources
of knowledge by which experience is rein-
forced, as literature, science, history, art, re-
ligion, and inquire how these are to be
viewed and treated.
All themes deal with aspects of life. Pure
literature is concerned to express ideals of
every sort in terms of language. Art deals
with the same in images. Science takes for
its domain that which has occurred from the
viewpoint not of what might be or ought to
be, but of what is- and seeks to arrive at law.
It is its business to find the truth of things.
It may aspire to view religion, art, or revela-
tion from the same standpoint as it views
nature. History seeks truth, as found in hu-
man life, in the unfolding of nature and of
institutions, while religion, rising above ter-
restrial affairs, seeks to ground the faith of
men and to strengthen their hopes, by striv-
ing to find out the nature of God and man's
relationship to Him. From the nature, dig-
nity, and importance of these great fields of
thought and life some conclusions may be
drawn as to how they should be treated a9
fields for man's development.
Books as expression of these various lines
OHIO UNIVERSITY BULLETIN
125
126
OHIO UXIl'ERSITY BULLET IX
OHIO UNIVERSITY BULLET IX
127
A
128
OHIO UNIVERSITY BULLETIN
of human inquiry, and chosen for reading
and study, should be of the highest merit
both as to content and form. Education can
only be acquired by bringing the being to be
educated into the presence of the essentially
perfect. Education can not be forced. The
mind can be led only. Only when one sees
his duty is he in condition to perform it. In-
timacy is essential to understanding. One
must come to things, to problems, to truth,
over and over again until he is sensitized to
them, saturated, filled with their spirit. It is
not how much one reads but what, and with
what devotion. One of the most remarkable
educators of this country spent years on
Plato and Aristotle, Kant and Hegel. To
know the teachings of these four men alone
is to command the field of philosophic
thought.
The same principle applies to art. It par-
ticularly applies to music. It is so easy for
the spirit of man to lag, to droop, to become
vitiated in taste. Quality and not quantity
is the test here. It is the reading of the
English Bible that has largely made the Eng-
lish-speaking people what they are. A great
piece of music, a fine essay, a noble construc-
tion in architecture or painting, is a measurer
of worth and a repudiator of inferior offer-
ings. If the "good is enemy to the best,"
the best is enemy to the good.
Science and history deal with the facts of
life, but out of the study of history may be
derived a fine sense of ethical values.
Science and history both bid one control his
feelings and "look and tell." Of course they
do more. They bid the student weigh and
measure and estimate. They compel exactness.
Nothing less than the truth will they accept.
But facts are nothing unrelated. It is the
relationship that makes the fact. "Thinking
is thinging." If the results of the teaching
of science or history are simply schemes of
classification, without insight into force, law,
order, as results of energy operating to ex-
press the truth of ideals, then these studies
are of no real value.
Men are men whether great or as we term
tli em small, by force of their ideas of value.
The teaching of history is the teaching of
men active under strain and stress. This
world is one vast machine whose motor
power is the desire of men, and its design is
to work man over and over into a finished
product, whose characteristics are mortal in
their tendencies. The fruitful study of any
human life is a study of the problems, hopes,
and aspirations of that life and the means
it takes to their realization. History is per-
sonal. It throbs with feeling. It is involved
in tragedy.
In the world of nature all is widely differ-
ent. Nature is imperious. She does not pity.
In her operations she makes no distinctions
between man and man. Death and sickness
make no compromise with kings. No bland-
ishments avail in this order. Nature is abso-
lute order. Nothing is really imperfect. Im-
perfection exists only by comparison with
some standard set up by the mind. None of
nature's acts have any moral significance.
Flood, flame, and famine are alike the same
in essence, being mere facts of the natural
order.
Children should be taught to see in nature
the expression of vast energy working under
law and in absolute obedience to it. Robins
never fail to reappear at about the same
dates, water to flow, fire to burn, the sown
seed to yield return. Nature never trifles
and never discriminates. Rain falls on the
evil and on the good.
Children should be faithfully taught to be-
lieve that above all things and in all things
is God and that true happiness is unattain-
able save by being in harmony with Him.
But he is to be taught that the world is God's
thought and the expression of His will and
that He is ever at work executing His plans
and purposes. The .child should be taught
that in truth, God can be and is better known
than one's fellow-men. Children should be
trained to be reverent in the presence of na-
ture, to be taught to feel that a beautiful
flower, a bird, a song, are expressions of the
thoughts of the Divine. They should be
taught also that in the freedom of the will
lies the real meaning of life, for it means the
possibility of true manhood and womanhood.
True instruction results in disclosing law,
order, harmony, progress, completion. It
recognizes that the form is but the setting of
the content, to be controlled again in turn.
The banqueting service of kings is gold, their
robes of state are silken, their manners gra-
cious. True teaching deals always with liv-
ing things. In numbers the child must rec-
ognize energy as measured or it sees really
OHIO UNIVERSITY BULLETIN
129
GIRLS' BASKET BALL.
130
OHIO UNIVERSITY BULLETIN
1. Zion Baptist Church,
Rev. B. A. Mitchell.
2. The Christian Churcn,
Rev. H. M. Hall.
SOME CHURCHES OF ATHENS.
3. Presbyterian Church,
Rev. H. Marshall Thurlow, D. D.
4. St. Paul's Church,
Rev. Father James A. Banahan.
5. M. E. Church,
Rev. F. M. Swinehart.
nothing. In grammatical forms and in hu-
man usages and customs it must see that con-
ventional forms have been adopted univer-
sally because these forms have been found
most satisfactory in facilitating human inter-
course. True teaching must recognize that
institutions are simply organized ways of
thinking and reacting upon surroundings. It
must show that struggle is essential to pro-
gress and that imperfection is a challenge to
effort to overcome it. Finally, it must teach
that this is a good world, but that it is each
man's supreme business to try to find out
what is better than what exists and, when
found out, to try to get his ideas realized in
practice. — O. U. Side Lights, May, 1911.
CAN A COLLEGE BE A COLLEGE WITH
A PREPARATORY SCHOOL
ATTACHED?
President Alston Ellis.
Twenty institutions of learning in Ohio, of
recognized collegiate rank, belong to the
Ohio College Association. Sixteen of these
have scheduled secondary work in prepara-
tory schools or academies. Entrance to the
OHIO UNIVERSITY BULLETIN
131
Freshman Class of the College of Liberal
Arts, in all institutions having membership
in the Association, requires, of the prospec-
tive student the completion of at least fifteen
units of secondary work. However, these
fifteen units of credit are not uniform, but
van' in particulars not very important. The
variation is simply a question of educational
values. As the high-school courses of study
are changed to meet new conditions and re-
quirements, there will of necessity be some
ATHENS COUNTY COURT HOUSE.
shifting, perhaps elimination, of certain
branches now named as required secondary
work. The content of the courses of study
for the public high schools of Ohio, with
their enrollment of 80,000 pupils, will have
decided influence in fixing the standard of
admission to the colleges of the State
whether they be secular or sectarian. Stu-
dents below Freshman rank, in Ohio col-
leges, are but a small percentage of the total
number of Ohio youth now having instruc-
tion in secondary or high-school branches of
study.
High schools supported at public charge,
are common all over Ohio. Their doors are
open to all who have right and inclination to
enter them. It would seem that in their sup-
port the opportunity for instruction beyond
the rudiments was brought near to every
one's door. In the early days of Ohio's his-
tory, when high schools were few and poorly
equipped, the need of academies or prepara-
tory schools in connection with the higher
institutions of learning was readily admitted ;
but now, with nearly one thousand public
high schools in existence, the presence of the
college preparatory school needs explanation.
Private colleges may maintain academic de-
partments as feeders for the regular college
classes, to swell the student enrollment, or to
add to the tuition fund — for one of these
reasons or all of them combined — but State
higher institutions of learning have no rea-
son to order their courses of instruction from
any such motives.
The public college or university is a part
of the general educational system of the
state, and there should be a close articula-
tion., of __.its work with that of the public
schools. Where high-school advantages are
ample and of a grade to meet college en-
trance requirements there is no excuse for
the presence of preparatory classes in a
higher institution of learning supported by
the public. Its existence, under normal con-
ditions, is not only unnecessary, but also a
source of double expense to the taxpayers.
If a young person can secure adequate high-
school training at home, if the people where
he lives are willing and able to pay that he
may get it, it seems unjust to tax the people
of other communities to secure this training
for him elsewhere.
While it is true that there are nearly a
thousand high schools in Ohio, it must not
be forgotten that these are of different grades.
No reputable college in Ohio will admit to its
Freshman Class, without conditions, a grad-
uate from a second-grade high school. Actual
test shows that many graduates from high
schools of the highest grade are poorly pre-
pared for work of college grade. Many such
enter college conditionally, and are required
to make good before being classified as stu-
dents with real collegiate standing. In some
HOME OF PRESIDENT ALSTON ELLIS, 23 SOUTH CONGRESS STREET.
RESIDENCE OF DEAN HENRY G. WILLIAMS. 39 NORTH COLLEGE STREET.
OHIO UNIVERSITY BULLETIN
133
RESIDENCE OF DEAN EDWIN W. CHUBB, 115 SOUTH COURT STREET.
institutions that have no scheduled prepara-
tory work there is yet a body of students,
small or large, as the case may be, of sub-
freshman rank.
In many counties of Ohio there are few
high schools of first grade. There are but 324
such high schools in the State, and these are
very inadequately distributed. It happens that
Ohio University has its location in a part of
Ohio where first-grade high-school advantages
are within reach, not of the many, but the
few. How many of the 324 first-grade high
schools of Ohio are to be found in the dozen
counties nearest to the Ohio University at
Athens? The record shows that these coun-
ties have an uphill work in providing the
rudiments of a common-school education for
the children.
It may be said that young people unable
to secure high-school advantages at home
should seek them in the nearest high school,
and not ask the State to meet their wants by
establishing a school for them in its higher
institutions of learning. If this suggestion
were sound in theory it would yet fail utterly
in practice. Most young people in school dis-
tricts without high-school advantages usually
grow into manhood and womanhood before
they realize what of educational misfortune
their local environment has brought them.
With an awakened thirst for knowledge they
find themselves of an age where with reluc-
tance they would take place with the pupils of
the average high school. It is within bounds
to say that were the Preparatory School of
Ohio University abolished, not one in three
of its students would seek educational advan-
tages elsewhere — surely not in any city high
school. These young people, as a rule, are
of bodily vigor, of advanced age, and of gen-
eral power and inclination to do much more
and better work than the average boy or girl
admitted to the high school under the system
of school classification that obtains in cities.
That is why they can complete the equivalent
of a four-year high-school course in three
years — the summer term offering them op-
portunity for six additional weeks for study
each year.
Most of our preparatory students are per-
134
OHIO UNIVERSITY BULLETIN
A VIEW OF THE CAMPUS.
sons whose local school advantages have not
extended beyond what they could secure in a
third-grade or second-grade high school. Many
of them hold a teacher's certificate and have
taught in the district schools two or three
years. Ohio colleges are making no mistake
in throwing open their doors to these people
and giving them opportunity for higher things
in the realm of education. There must be
some place in our educational system where
such people can fit in. They will not attend
the high schools save in exceptional instances.
To say that an educational organization that
will respond to the needs of these people will,
in any wise, injure our high schools is to show
ignorance of existing conditions. Preparatory
work is preparatory work, name it as you will.
It may be done in a high school, an academy,
a sub-freshman department, or in any school
to which scholastic ingenuity may fasten a mis-
leading: name.
Recently I asked the registrar of Ohio Uni-
versity to report the names, addresses, and
ages of the members of the first-year class of
the State Preparatory School. The names of
fourteen males and eight females were re-
ported. All but two — one from Singapore
and one from West Virginia — are residents of
Ohio, representing counties, as follows :
Athens, seven ; Ottawa, two ; and Ashland,
Carroll, Fairfield, Hocking, Madison, Meigs,
Morgan, Noble; Pike, Ross and Washington,
one each. No one of the seven reported from
Athens County resides in the town of Athens.
The average age of the class was found to
be 19.96 years. The youngest member of the
class is the student from Singapore, his age
being 17.2 years. The oldest member of the
class has reached the age of 27.7 years. Eleven
members of the class, just one-half, are more
than 20 years old. The average age of the
Freshman Class of the Universitv is 19.89
OHIO UNIVERSITY BULLETIN
135
THE HOCKING RIVER.
THE OLD SWIMMING HOLE.
I
136
OHIO UNIVERSITY BULLETIN
UNIVERSITY TERRACE, ATHENS, OHIO.
years. There are just four years of school and
college life between these two classes, yet the
lower class has the higher average age.
The record here given can be repeated, in
general form, in all the Ohio institutions hav-
ing preparatory departments. The regular col-
lege classes will contain older students also.
Carrying the investigation, at my own institu-
tion, into the higher classes the statement just
made is shown to represent actual conditions.
Preparatory Work
Class.
at Ohio U.
Average i
Freshman . . .
30.3%
19.89
Sophomore . .
38.1%
21.67
52.9%
25.15
Senior
63.6%
24.60
The figures represent, with close approxi-
mation, the general makeup of the four regular
classes of Ohio University, numbering, in 1910,
471 members.
The record of the Senior Class is the one,
usually, to which the most importance is at-
tached. The enrollment of the Senior Class
of Ohio University — class of 1911 — is 53,
The oldest member is aged 40 years, the
youngest, 19 years and 8 months. As above
stated, nearly two-thirds of the whole number
took all, or some part of, required preparatory
work at Ohio University. Also, two-thirds of
the class membership is over 23 years of age.'
Can we imagine a body of men and women of
mature years taking out their preparatory
work under conditions existing in some local
high school?
Four members of the Ohio College Associa-
tion— the University of Cincinnati, Kenyon
College, the Ohio State University, and the
Western Reserve University — make no pro-
vision for preparatory work. The University
of Cincinnati requires candidates for admis-
sion as under-graduates to "give evidence of
having completed satisfactorily an amount of
preparatory study represented by sixteen
units." "Students who are deficient in not
more than two units of the sixteen required
for admission may be admitted conditionally
to the College of Liberal Arts." In addition,
the candidate has some option in the matter
of the studies that go to make up the sixteen
units.
Kenyon College holds to a consistent and
uniform requirement of fifteen units of com-
pleted preparatory work for admission to any
one of its three four-year courses.
OHIO UNIVERSITY BULLETIN
137
SOUTH COLLEGE STREET, ATHENS, OHIO.
-***
■r -Tl
PARK PLACE, ATHENS, OHIO.
138
OHIO UNIVERSITY BULLETIN
THE HOCK-HOCKING RIVER AS SEEN FROM THE SOUTH BRIDGE.
A RIVER SCENE.
OHIO UNIVERSITY BULLETIN
139
THE HOCK-HOCKING RIVER NEAR ATHENS.
Admission to the College of Liberal Arts of
the Ohio State University is based upon the
generally accepted requirement of the com-
pletion of fifteen units of secondary work.
Admission to the courses offered in the Col-
lege of Pharmacy and the College of Agricul-
ture and Domestic Science requires of the
candidate not more than the completion of
three years, of twelve units, of secondary
work.
Fifteen units, ten definitely named and five
elective, are required for admission to the
Freshman Class of Adelbert College of the
Western Reserve University. The same stan-
dard of fifteen units is fixed for admission to
all the colleges, schools, or departments of
the University. Some concessions, not im-
portant, are made to students desiring to take
up special work with no view to graduation.
It may be said that all the baccalaureate
courses offered in the twenty institutions
forming the Ohio College Association are
based upon preparatory work footing up fif-
teen units or credits — these varying so slight-
ly as to make no appreciable gap between the
work of one institution and that of any other
so connected. A student in good standing in
a collegiate class of any one of these twenty
institutions could, doubtless, enter the same
class in any sister institution, and that, too,
without being subject to the imposition of any
important condition.
Conditions, then, give affirmative reply to
the question, "Can a college be a college with
a preparatory school attached?" The affirma-
tive would surely be strongly put by the au-
thorities of the sixteen institutions now main-
taining preparatory schools or academies. The
value of college work is to be measured by
its nature and scope, not by adventitious con-
ditions.
Whether the connection of a preparatory
school or academy with a college of liberal
arts works to the detriment of either or both,
is a debatable question. College men generally
unite in opinion that the preparatory school
is of no special help to the college. Its pres-
ence, so connected, is to be defended by rea-
son of peculiar local conditions existing, or by
the purpose of those concerned, to foster some
form of education for which adequate pro-
vision is not made in the public high school.
State-supported higher institutions of learn-
ing should not have preparatory departments
A VIEW IN THE STATE HOSPITAL PARK.
LAKE SCENE ON THE STATE HOSPITAL GROUNDS, ATHENS, OHIO.
OHIO UNIVERSITY BULLETIN
141
VIEW FROM THE COMMERCIAL COLLEGE ROOMS.
unless environment gives unanswerable rea-
sons for their existence. If, as they claim,
they are a part of a general system of tax-
supported education, it is not wise nor just
for them to duplicate work which the public
high schools are doing. Private foundations
of like nature, however, are under no such
obligation to the State. These may make pro-
vision for secondary work to promote institu-
tional growth in numbers and revenue, or
to give opportunity for special instruction
which, admittedly, it is no part of a tax-sup-
ported institution to give. If colleges are
needed to further the advance of some form
of religious belief and practice, it is not
illogical to affirm that private common schools
and high schools might be utilized for the
same purpose.
About a month ago I went into the ques-
tionary business to secure some information
from the members of our four Liberal Arts
classes. Three of the questions were as
follows :
1. Of what advantage is it to prospective
students that a preparatory school is con-
nected with the Ohio University?
2. Does its existence in any way retard or
interfere with the progress of students en-
rolled in classes of full collegiate rank?
3. How does the presence of the Normal
College affect the work of the College of
Liberal Arts?
Let it be noted that the questions went to
students in full standing in the College of
Liberal Arts. All united in saying that the
preparatory school was of high advantage to
prospective students who, for one reason or
another, could not secure adequate high-school
advantages at home. Answers to the second
and third questions disclosed a wide differ-
ence of opinion illustrating the old copy line —
"many men of many minds." The larger
number could not see that their work was fn
any way retarded or interfered with by the
presence of either preparatory or normal col-
lege students. Some felt that the question was
one, as Sir Roger de Coverley would say.
about which much might be said on both
sides. Some, who answered with a qualified^
"Yes," thought that the presence of these'
schools kept away advanced students, at-
tracted short-time students, lowered collegiate
142
OHIO UNIVERSITY BULLETIN
FOUNTAIN IN FRONT OF STATE HOSPITAL.
SPRING IN STATE HOSPITAL PARK.
OHIO UNIVERSITY BULLETIN
143
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A SCENE IN THE STATE HOSPITAL PARK.
dignity, repressed desirable college and class
spirit, lessened interest in athletics, took in-
structors' time and effort from classes where
they were more needed and where they would
accomplish better results, etc. It would be of
interest to have a graphic description of the
kind of "college spirit" or "class spirit" that
is held in leash, as it were, by the presence of
preparatory or normal-school students in col-
lege halls. The opposition to these two arms
of educational service, as voiced by the stu-
dents answering the questions given, is the
outgrowth of a stilted and false idea of the
importance of one form of educational activity
over another. A false educational pride is
just as meretricious in educational as in social
life. The class spirit that swells a student up
with an exaggerated idea of the "ego" is un-
democratic and sadly out of place in a public
institution of learning.
Here are some opinions taken at random
from those expressed by members of the
present Senior Class :
One says :
"The teachers of collegiate subjects are, as
a rule, too narrowly specialistic in their
views to be able to adjust themselves to the
plane of the preparatory student. The stu-
dent of mediocre or low ability will get on,
if he gets on at all, through the help of his
classmates rather than the professor. The
normal-college specialist is better for pre-
paratory work only in so far as he may be
a more scientifically trained teacher."
Another says :
"I deplore any condition that depreciates the
value of the regular college courses. Unless
some forces, unseen by the writer, are active
the dear old classical course in this time-
honored institution will soon be a thing of
by-gone days. Do not understand me to
minimize the value of the normal-college
training, but I do think the collegiate depart-
ments are retarded and interfered with. Pray
save the regular college courses."
Again :
"No, I think not, considering the friendly
feeling existing between the students in the
normal college and the Liberal Arts students.
Furthermore, I think the normal-college
courses offer excellent opportunity to
strengthen the other courses, for those who
expect to teach, by furnishing special train-
ing along that line."
144
OHIO UNIVERSITY BULLETIN
A VIEW IN THE STATE HOSPITAL PARK.
LOVERS' LANE, STATE HOSPITAL PARK.
OHIO UNIVERSITY BULLETIN
145
A VIEW IN THE STATE HOSPITAL PARK.
Finally :
"The normal college affords opportunity to
take special elective work looking to prepa-
ration for teaching, yet there is a tendency to
give the normal college more consideration
than the College of Liberal Arts. More ac-
tivity is apparent, and more influence at
work, in the upbuilding of the normal college
than the university (College of Liberal Arts)
proper. This, I think, will cause the univer-
sity sooner or later to be completely over-
shadowed unless some forces now unseen re-
act in favor of the College of Liberal Arts,
which, to my mind, should be predominant
in any well-established university."
My own opinion is not worth much, pos-
sibly, when set over against that of some of
those who so kindly favored me with the re-
plies quoted. It is not every institution that
bears the name University that is one in fact.
Ohio University is nothing but a good,
strong, well-organized college with the State
Normal College, the State Preparatory
School, and certain special departments of
educational work in close, but not interfer-
ing, affiliation. I doubt whether the work of
our College of Liberal Arts would be much
improved if it were carried on in a single
building separated by a dead line from every
other university building and its different
classes taught by professors selected exclu-
sively for that grade of teaching service. I
rather like the democratic spirit which
brings all classes of our students upon the
campus and into scholastic halls on terms of
fraternity and equality. Such a condition
wars against exclusiveness, snobbery, and
priggishness.
In the case of some institutions of learn-
ing, there may be no necessity for the pres-
ence of a preparatory school ; but if such
school is deemed a desirable feature of insti-
tutional organization, there is no good reason
why it should not occupy any of the college
buildings and have its classes taught by mem-
bers of the regular college faculty. At Ohio
University, under existing conditions, which
we have no purpose to change, it is possible
for a person to enter the Kindergarten
School go thence to and through the eight
grades of the Training School, pass on to
and through the four classes of the State
Preparatory School, go on to the completion
of a baccalaureate course in the College of
146
OHIO UXIVERSITY BULLETIN
VIEW IN STATE HOSPITAL PARK.
Liberal Arts or the State Normal College,
remain for the completion of a post-graduate
course leading to the Master's Degree — all
representing nineteen years of school and
college work — and throughout receive all his
instruction in buildings situated on half of a
ten-acre campus, and from instructors with
no dead line of professional snobbery drawn
between them. Any teacher having ability to
teach this person, at any stage of his school
or college progress, should feel honored in
being called to such service. Given any pro-
fessor time and ability to teach any class in
the institution with which he is connected,
and his refusal to do so is one evidence, in
my estimation, that he has mistaken his call-
ing. Professional pride may mount so high
as to overleap itself. It surely does so when
any one entering upon the teaching profes-
sion feels himself humiliated when called
upon to teach any one who wants to learn.
In any real university there are a number
of co-ordinate schools or colleges. Students
in any one can not by any proper system of
classification or instruction retard the pro-
gress of those in any other. Professors in
such an institution may not be qualified to
give instruction in any considerable number
of branches named in the differentiated
courses of study, but it is educational prig-
gishness which says that they would lower
any sensible professional dignity by so doing.
The writer has taught pupils and students,
from kindergarten to advanced college
classes, and at no stage of the work did he
feel that by so doing he was in some inde-
scribable way losing professional caste.
To sum up the views I hold, it may be
said:
1. Where high schools are numerous
enough and strong enough to meet college
entrance requirements, the need of a pre-
paratory school in connection with the col-
lege is not apparent.
2. State-supported institutions of learn-
ing, being parts of an organized system of
public education, should not antagonize, or
come into competition with the public high
schools. If they apparently do so, they
should be required to make clear statement
of their reasons for the course pursued.
3. Private foundations, whether secular or
sectarian, are under no special obligation,
bcvond that of self-interest and care for the
OHIO UNIVERSITY BULLETIN
147
SCENIC VIEW NEAR ATHENS.
general weal, to order their education policy
so as to harmonize "it with that governing the
maintenance of education at public charge.
With them the matter of uniting the pre-
paratory school and college is one of expe-
diency and one, it may be, connected with a
special purpose held in mind by their
founders.
4. Where the union referred to is permit-
ted, or thought desirable for any cause, there
is no reason why it should not be one in
fact as well as in name. Classes of these
two arms of institutional service can be
taught in the same building and, in most
cases, by the same teachers with desirable
outcome. The preparatory student will bring
no baneful influence into the life of his col-
legiate brother by daily intercourse with him.
The faculty member who instructs him and
his classmates may get a broader and more
liberal professional vision by so doing. —
Transactions of the Ohio College Associa-
tion, December, 1910.
IS THE PRESENT ATTITUDE OF THE
PROFESSIONAL AND TECHNICAL
SCHOOLS TO THE LITERARY
COLLEGES SATISFACTORY?
President Alston Ellis.
Fourteen replies from executives connected
with institutions belonging to the Ohio Col-
lege Association were received. All these
are of point and interest, but six quotations
therefrom will well present what may be
termed the general opinion :
I do not consider the attitude of the pro-
fessional and technical schools satisfactory.
148
OHIO UNIVERSITY BULLETIN
CHINESE CLUB OF OHIO UNIVERSITY.
If our seniors do not remain and complete
our course, but insist on going to a profes-
sional school, it will practically banish the
senior class from the campus of the College
of Liberal Arts, which is not attempting pro-
fessional work.
Mount Union College.
The attitude does not seem to me to be
wholly satisfactory, especially in the adjust-
ment to medical schools. It would seem as
if the colleges ought to be allowed the priv-
ilege of asking an examination of their own
equipment and faculty as to their competence
to do the work of at least one year of
medical school, and then the right of examina-
tion by the student at the medical school of
the work covered in college.
Oberlin College.
Decidedly not. The work of the general lit-
erary college is regarded lightly and constant
effort is made to evade its demands and
narrow its sphere by providing short courses
leading directly to professional work. Of
this tendency the so-called "combination
courses" at a number of leading colleges and
universities are conspicuous examples. The
value for educational discipline of the gen-
eral literary course should be recognized and
respected to a much greater degree than at
present obtains.
Kenyon College.
All these schools are ready to accept, at a
reasonable valuation, work done in the col-
leges, except the medical schools. That mat-
ter is practically determined by State law. I
do not feel that the practice which is coming
more and more to prevail of demanding four
years of resident work in the medical school
and refusing to credit on the medical course
any college work, is reasonable.
Ohio "Wesleyan University.
The present attitude of the professional and
technical schools toward the literary colleges
is not satis factory. The medical colleges in
particular refuse to give credit for any pre-
medical work, no matter how good it may be.
if it is done in connection with any college
that has not a department distinctly chartered
as a medical college.
Miami University.
In the main, I should say it is not satisfac-
tory to the literary colleges. ~Wi.y own judg-
ment is that the professional schools especially
CI refer to law and medicine) have tended
to lengthen their courses of study, and at the
same time are now insisting in the arrange-
ment between the two kinds of institutions
that they shall preserve their four or three
years of study intact. The medical associa-
tions in particular have insisted that they =hal!
have four years of training for medicine.
My own personal belief has always been that
a man with an A. B. degree representing a
good round of college instruction would do
more in medicine in three years than the
high-school graduate now does who enters
OHIO UNIVERSITY BULLETIN
14»
ELI DUNKLE, A. M.,
Registrar of the University, and Professor of
Greek.
ALBERT A. ATKINSON, M. S.,
Professor of Physics and Electrical
Engineering.
WILLIAM HOOVER, Ph. D., LL. D.,
Professor of Mathematics and Astronomy.
JAMES PRYOR M'VEY, Ph. B.,
Director of the College of Music.
150
OHIO UNIVERSITY BULLETIN
the medical college and remains there for
four years. It has seemed to me that the
professional schools have started at the wrong
end to develop education. They have begun
The attitude of the technical schools to the
literary colleges is not regarded as unfriendly
by the representatives of the latter.
In this connection I give a somewhat ex-
tended quotation from a letter received by
me from Hon. E. O. Randall, reporter of the
Supreme Court of Ohio. It refers to but
one phase of the general question, namely,
the relation of the law schools to the arts
colleges :
The increasing requirements in the profes-
sional schools, as well as in the literary col-
leges, make the problem of the professional
education for a young man more and more
complex. It is recognized, I think, that a
young man especially fitting himself for a
profession cannot be too well prepared, and,
everything else being equal, should have a
full college course in the literary or arts de-
partment. That requires with most colleges
a four years' course,, after which the law
school course requires three additional, mak-
ing seven years before the young man may
enter upon his life work. This, most edu-
cators claim, employs too much time, and
that objection is being met at Ohio State
University, not by any concession in the law
school, but by concession in the college,
namely, that the last year of the college cur-
WM. FAIRFIELD MERCER, Ph. D.,
Professor of Biology and Geology.
with the professional idea instead of a broad
general educational foundation. The tech-
nical schools have not been quite so closely
related to the literary schools. The truth
is, that the technical education is a dif-
ferent type of education from the ordinary
liberal arts education or professional educa-
tion. I can see reasons, therefore, why a tech-
nical school ought to be a separate and dis-
tinct school. 1 can also see reasons why
certain men who should take a liberal edu-
cation first and supplement it with technical
education would make the highest type of
technically educated men. The truth re-
mains, however, that these will always be
in the minority, since the great majority
of men, who have made very good engineers,
are men who could not afford so long a per-
iod of study in school in order to equip
themselves for their professional life.
Ohio State University.
It will be noted in the quotations made that
about all criticism offered in connection with
the professional schools is centered upon the
schools of medicine. Schools of pharmacy and
dentistry are nowhere definitely referred to.
HENRY W. ELSON, Ph. D., Litt. D.,
Professor of History and Political Economy.
riculum may be taken as the first year in the
law course ; thus giving the young man his
college degree and his law degree in six
years. It was some time before the college
OHIO UNIVERSITY BULLETIN
151
department of Ohio State would make that
concession, but it has finally been done, and
this arrangement seems to work very satis-
factorily to both parties concerned. Thus the
problem under existing circumstances is
FLETCHERS. COULTRAP, A. M.,
Principal of the State Preparatory School.
solved at Ohio State and other State insti-
tutions where the law and literary departments
are in conjunction and can work accordingly.
What effect this scheme has upon the
literary colleges (in Ohio), which have no
legal department, is perhaps a question. If
it is claimed that the arrangement above
described discriminates against the literary
colleges, what objection can be made to their
making the same concession, namely, allowing
their students to take the fourth year in the
law department elsewhere and then graduate
them in their respective colleges? That cer-
tainly equalizes any disadvantage the literary
colleges are under, and would also give the
student his choice of college, provided, of
course, it was of the accepted grade.
I take it for granted that the members of
the Ohio College Association are familiar with
the legal requirements governing the profes-
sional schools of the State, yet it. will harmon-
ize with the general purpose of this report to
refer to them briefly.
The educational attainments required of ap-
plicants for admission to the bar examination
are set forth as follows : Graduation from a
recognized college or university ; graduation
from a four-year high school of the first
grade ; a high-school certificate from the
State Board of School Examiners.
The minimum educational requirements for
matriculation in the medical colleges of Ohio
are as follows : Possession of a diploma from
an approved college granting the degree of
A. B., B. S., or an equivalent; a certificate
from a high school or normal school having
a full four-year course covering secondary
subjects; a teacher's permanent high-school
certificate ; evidence of admission to the Fresh-
man Class of an approved literary or scientific
college.
Says Secretary Frank H. Frost, of the State
Board of Pharmacy, "As our requirement for
admission to a college of pharmacy is that
the applicant shall have had one year in a
high school of the first grade, we necessarily
S
1 . V<<l
WILLIAM B. BENTLEY. Ph. D.,
Professor of Chemistry.
do not come in touch with the literary col-
leges."
The requirements for admission to a depart-
ment or college of dentistrv are thus set forth
.
152
OHIO UNIVERSITY BULLETIN
WILLIS L. GARD, A. B., Ph. D.,
Professor of the History and Principles of
Education.
OSCAR CHR1SMAN, A. M., Ph. D.,
Professor of Paidology and Psychology.
LEWIS J. ADDICOTT, B. S., C. E.,
Professor of Civil Engineering.
P. A. CLAASSEN, A. B., Ph. D.
Professor of Modern Languages.
OHIO UNIVERSITY BULLETIN
153
HARRY RAYMOND PIERCE,
Professor of Public Speaking.
by the National Association of Dental Ex-
aminers :
"The minimum preliminary educational re-
quirements of colleges of this Association
shall be a certificate of entrance into the
fourth year of a high school or its equiva-
lent."
The term "professional," as used in the
question under consideration, is not under-
stood to apply to college departments or
schools designed to afford instruction in theo-
logy or to prepare students to enter the
Christian ministry, as the words are generally
defined and applied.
The entrance requirements for admission
to the schools of pharmacy and dentistry are
so low in Ohio, as to make reference to them
CHARLES M. COPELAND, B. Ped..
Principal of the School of Commerce.
THOMAS N. HOOVER, M. Ped., A. M.,
Professor of History.
of but little importance in this discussion.
The Ohio State University and the Western
Reserve University are the only institutions
connected with the Association maintaining
departments of pharmacy. Last year's en-
rollment in both departments totaled 146. A
dental school connected with the Western
Reserve University reports a student enroll-
ment of 84.
These statements disclose the sum total of
all instruction in pharmacy and dentistry for
which any kind of provision is made by the
154
OHIO UNIVERSITY BULLETIN
members of our Association. The admission
standards meet the legal requirements, and in
so doing seem to have reached a fixed point.
The dental school of the Western Reserve
EDSON M. MILLS, A. M., Ph. M.,
Professor of Mathematics.
University requires the applicant for admis-
sion to have the advanced grade of high-
school preparation or its equivalent. Catalogue
statements show this school to stand highest
among schools of its kind in Ohio.
"Law schools" are connected with the Ohio
State University, the University of Cincinnati,
and the Western Reserve University. The
three schools enroll a total of 330 students,
divided as follows: O. S. U, 181; U. of C,
84 ; and W. R. U, 65. Admission standards
vary but little. Thirteen units of secondary
school credit, two of which may be conditional,
will admit to the College of Law of the
Ohio State University. Graduation, with a
degrees, is based upon the completion of the
special course in connection with an academic
course "equivalent to the first two years of the
course leading to a degree in the College of
Arts, Philosophy, and Science of the Univer-
sity." An "Arts-Law Course" is so planned
that students can work out the degrees of A.
B. and LL. B. in six years.
Medical schools are connected with the
Western Reserve University, the University of
Cincinnati, and the Ohio Wesleyan Univer-
sity.* Student enrollment is as follows: U.
of C, 199; W. R. U., 93; O. W. U, 93; total,
385. Accessible printed matter shows the en-
trance requirements at W. R. U. to rank
highest. Here a college degree is required for
unconditional entrance. Those having com-
pleted three years of work in a reputable col-
lege, and thereby attaining to Senior rank, are
eligible for admission. At the U. of C, state-
ment is made that "the only credit accepted
is a medical student's entrance certificate is-
sued by the Examiner for the Ohio State
Board," that is, a student's certificate of ad-
mission to the Freshman Class of a reputable
literary or scientific college.** The require-
ments for entrance to the College of Medicine
JOHN J. RICHESON, B. Ped.,
Professor of Physiography and Supervisor of
Rural Training Schools.
* The medical department of this institution
has recently been merged with that of the
Western Reserve University, at Cleveland.
** A very recent statement is as follows :
The candidates for admission, besides ob-
taining the medical student's certificate from
the examiner for the Ohio State Board, "must
OHIO UNIVERSITY BULLETIN
155
WILLIAM F. COPELAND, Ph. M., Ph. D.
Professor of Agriculture.
of the O. W. U. are those adopted by the
Board of Medical Registration and Examina-
tion in Ohio — high-school graduation bringing
therewith entrance to the Freshman Class in
an Ohio College Association institution.
In what immediately precedes, attempt has
been made to present fairly and in concise
present satisfactory evidence of having com-
pleted, in addition to the regular high-school
work, a course of one year in chemistry,
physics, and biology, and one year's work in a
language (Latin, Greek, or modern language),
or he will be required to take an examination
in each of these subjects."
form catalogue statements describing the work
of the professional schools operated as a part
of the educational service rendered by cer-
tain of our sister institutions of learning. No
effort has been made to look into and analyze
the work of the technical schools connected
with the few of our institutions having such.
Space limit suggests deferring such effort, if
considered of importance to the time of pre-
senting a future report.
Having outlined the work of the profes-
sional schools of some of our home institu-
tions, it is proper that this report should put
156
OHIO UNIVERSITY BULLETIN
LILLIAN GONZALEZ ROBINSON, A, M.
ES LETTRES,
Professor of French and Spanish.
DR.
CHARLES I. FREEMAN,
Director of Athletics.
it in contrast with that of a few reputable
schools of the. same class elsewhere. Only
schools of law and schools of medicine will
be considered.
Admission to the College of Law of the
University of Wisconsin is based upon high-
school graduation and a full two-year course
in the College of Letters and Science. Grad-
uates from the College of Letters and Sci-
ence are admitted to second-year standing in
the College of Law provided the course com-
pleted in the former included certain law-
study electives. At Cornell University the
applicant for admission to the College of
Law must have a credit of fifteen secondarv
CLEMENIT L. MARTZOLFF, M. Ped.,
Alumni Secretary and Field Agent.
FREDERICK TREUDLEY, A. M.,
Professor of Philosophy and Sociology.
OHIO UNIVERSITY BULLETIN
157
HIRAM ROY WILSON, A. M., Litt. D.,
Professor of English.
WILLIAM A. MATHENY, A. M., Ph. D.
Professor of Elementary Science.
EMMA S. WAITE,
Principal of the Training School.
ANNA H. SCHURTZ,
Principal of the School of Domestic Science.
158
OHIO UXIVERSITY BULLET IX
CONSTANCE TRUEMAN McLEOD, A. B.,
Principal of the Kindergarten School.
MARY J. BRISON. B, S..
Instructor in Drawing and Hand-Work,
units. Provision is made whereby students courses leading to the degrees of A. B. and
entering the College of Arts can complete *-**- "• in S1X years.
The School of Law of Columbia Univer-
sity offers a three-year course to which
graduates of colleges and scientific schools
are admitted unconditionally. In lieu of
MARIE LOUISE STAHL,
Instructor in Drawing and Painting.
CHARLES G. MATTHEWS. Ph. M.,
Librarian.
OHIO UNIVERSITY BULLETIN
159
EMIL DORNENBURG, Ph. B., A. M.,
Instructor in German.
MABEL B. SWEET,
Instructor in Public-School Music.
MARIE A. MONFORT, M. O.,
Instructor in Oratory.
GEORGE C. PARKS, Ph. B.,
Instructor in Penmanship and Bookkeeping.
160
OHIO UNIVERSITY BULLETIN
GEORGE E. M'LAUGHLIN.
Instructor in Electricity and Shop Work.
FREDERICK C, LANDS1TTEL. B, Ped.,
Instructor in the History and Principles of
Education.
this the applicant must present satisfac-
tory evildence of a preliminary training
equivalent to that of a full college course.
There is an option whereby studies of the
first year of the School of Law may be sub-
stituted for the last year of a college course
leading to the degree of A. B. or B. S.
Entrance to the Law School of the Uni-
versity of Chicago is founded upon the sat-
isfactory completion of three years of col-
JOSHUA R. MORTON, B. S.,
Instructor in Chemistry.
MARY ELLEN MOORE, A. M.
Assistant Professor of Latin.
OHIO UNIVERSITY BULLETIN
L6J
CHARLES O. WILLIAMSON, B. S.,
Instructor in Manual Training.
EVAN JOHNSON JONES, Ph. B.
Instructor in History.
MARY ENGLE KALER, Ph. B., B. Ped.
Instructor in English.
EDNA H. CRUMP,
Instructor in Domestic Science.
162
OHIO UNIVERSITY BULLETIN
lege work. One year of law is accepted as
the fourth year of college work, and thereby
the student is enabled to obtain both an aca-
demic and a professional degree in six years.
HOMER G. BISHOP, B. S.,
Instructor in Paidology and Psychology.
Some exceptions, not of special importance,
are noted.
The Law School of Harvard University,
the oldest of its kind in the United States,
offers a three-year course for graduates of
approved colleges, or those qualified to enter
the Senior Class of Harvard College Xo
union of an academic and a professional
course is noted.
It takes only a cursory examination to
show the one making it that the medical
schools of the country have the highest and
strongest educational entrance requirements
of all the professional schools herein re-
ferred to — and this is as it should be. The
physician comes into close home relations
with those whom he serves professionally.
The home precincts are sacred — too much so
to be entered by the quack and the morally
delinquent. An ignoramus, though having
knowledge of certain technicalities pertain-
ing to the medical profession, is out of place
almost anywhere, certainly so in the homes
of refined and educated people.
With all the advance in scholastic require-
ments, so evidently made in recent years, in
connection with the medical schools, it is
worthy of note that report has it that but
three of these schools, in all this broad land
of ours, require of applicants for admission
to their halls a degree in Arts or Science
from an accepted college.
Possibly at the head of these stands the
Medical Department of Johns Hopkins Uni-
versity. The college course accepted must
give evidence that good training has been
given in physics, chemistry, and biology, and
include Latin, French and German as studies
given due prominence.
The College of Medicine of the University
of Wisconsin announces the following stand-
ard for admission : Completion of an ac-
cepted high-school course followed by the
full equivalent of two years of college work,
including collegiate laboratory courses in
physics, chemistry, and biology. Here is also
a six-year combined course leading to the
degrees of B. S. and M. D.
At Cornell University the statement is
made that candidates for admission to the
HOWARD A. PIDGECN, B. S,
Instructor in Physics.
Medical College "should possess the liberal
culture and general education implied by a
college degree in Arts and Science." Also,
students of Senior rank in approved colleges
OHIO UNIVERSITY BULLETIN
163
or scientific schools may be admitted to the
Medical College free of conditions, if the in-
stitutions from which they come will accept
the first vear's work in the college as a sub-
WALKER E. McCORKLE, Ph. B.
Assistant in Biology.
stitute for the fourth year of academic work
leading to the baccalaureate degree.
The College of Physicians and Surgeons
of Columbia University offers a four-year
course with entrance requirements as fol-
lows : "Two full years of study in an ap-
proved college or scientific school, which
course must have included instruction in the
elements of physics, inorganic chemistry, and
biology-." This significant statement is
added : "The attention of students is partic-
ularly called to the regulations of Columbia
College, which permit a student to obtain a
thorough preliminary training and at the
same time to complete the requirements for
the degree of A. B. or B. S. and the degree
}f M. D. in six years."
The requirements for entrance to the
School of Law of Columbia University are
ilmost identical with those operative at the
Jniversity of Chicago. At the latter, it is
tossible for a student, by making careful se-
ection of his work, under advisement, to
, ecure an academic degree and the profes-
sional degree of M. 1). in from six to six
and one-half years.
Admission to the .Medical School of Har-
vard University is conditioned upon the ap-
plicant's completion of a college course cov-
ering three years and including special in-
struction in certain sciences and a modern
language. There is no mention of a union
course, the completion of which suggests
time saving and brings to the student both an
academic and a professional degree.
A point in this report has been reached
where, in view of the statements and quota-
tions already made, something of more spe-
cial interest to us, in the way of comment
and suggestion, may be presented. By ref-
erence to the brief statements of some of
our own representatives, before reproduced,
it is evident that they do not consider that
"a square deal" is given the college graduate
who enters the medical school. The de-
JAY A.
Instructor
MYERS,
in Biology.
tached medical college places this college
graduate on the some footing, as to class
standing, as the under-graduate of whatever
rank, or even the high-school graduate is
164
OHIO UNIVERSITY BULLETIN
given. The one who completes a collegiate
couse before entering upon that of the med-
ical school is thus forced to look forward to
four full years of professional training be-
WILLIAM R. CABLE,
Assistant in Registrar's Office.
fore he can enter upon his chosen life work.
Two of our own institutions — Denison Uni-
versity and Ohio University— offer a "pre-
medical course," the design of which is to
give students in the College of Liberal Arts,
looking forward to a medical course, a wider
field from which to select electives. Few
medical schools refuse to give scholastic
credit for studies thus taken. Time credit,
however, is not given for this collegiate
work. The one who has done it acceptably
and thereafter enters the medical school is
permitted to "mark time," so to speak, while
his classmates of under-graduate or high-
school rank are gaining strength and speed
enough to keep up with him. A score of
years ago some medical faculties established
entrance requirements easily met by one who
had done acceptably two years of high-school
work. Xo medical school had entrance
standards that required higher academic
training than that given in a four-year high
school. At the time named medical faculties
recognized that the college graduate came to
them with "more adequate mental training
and greater power of accomplishment" than
did the high-school graduate. So believing
and recognizing that college courses natu-
rally included some of the subjects scheduled
in the medical course, and further conceding
that college instruction at its worst was on
a parity with the best done in some medical
schools, the medical faculties, until recently,
gave college graduates opportunity to com-
plete a three-year medical course in two
years and a four-year course in three.
Boards of medical examiners now place all
applicants who are long in attainments on a
short bed and by a procrustean process fit
them to it. This ruling of the examining
boards is justly characterized by Dean Dod-
son, of the Medical School of the University
of Chicago, as "illogical, unjust and unwise."
"Illogical, because credit is thus denied for
work far superior to that done in the ma-
jority of medical schools recognized by these
boards; unjust, because the colleges had pre-
MABEL K. BROWN, Ph. B.
Instructor in Stenography.
pared themselves to teach these subjects in
large part at the urgent solicitation of the
better medical schools, only to find the prom-
ised credit in the medical schools withdrawn
OHIO UXIJ'HRSITV BULLETI.Y
\r,r,
just as their students were prepared to ask
it ; unwise, because it abolished an arrange-
ment which had been one of the most effec-
tive agencies in inducing young men to se-
MINNIE FOSTER DEAN,
Instructor in Typewriting.
cure college training before taking up med-
ical study."
According to President Pritchett, of the
Carnegie Foundation, there are about one
hundred and fifty medical schools in the
United States and Canada — "more schools,"
he says, "for the training of physicians and
surgeons in the United States than are to be
found on the whole continent of Europe."
Of the one hundred and fifty schools re-
ported, eighty-two are connected with actual
colleges or universities. These schools, it is
said, give us a great over-production of phy-
sicians. The same remark would have equal
force were it made to apply to our law
schools. As yet there is not an overplus of
practical talent coming from the technical
schools of the country.
It is the belief of President Pritchett that
the number of medical schools could be re-
duced one-half with desirable outcome. The
worth of two blades of grass, or two ears of
corn, growing where but one grew before,
surely does not apply to the multiplying of
medical schools. With all the advance of
standards, admittedly made, there are yet
many low-grade, poorly-equipped, and im-
poverished make-shifts of medical schools in-
viting students within their portals. With
the opinion that our medical schools will
thrive best, and render the most substantial
service to the people, when connected with
an institution that is a university in fact as
well as in name, I am in full accord. The
literary college with its detached medical
school is, in one part of its work at least,
occupying doubtful territory. The private
foundation with ramshackle buildings, mea-
ger equipment of an out-of-date character,
and a pick-up faculty should come under the
('irection of some power strong enough to
wipe it out of existence. The same thought
is applicable to other professional schools of
like character.
KEY ELIZABETH WENRICK,
Instructor in Public-School Drawing.
I have belief that some members of this
Association who look with critical eyes upon
the standards and practices of the profes-
sional schools — notablv those of law and
166
OHIO UXIJ'ERSITY BULLET IX
medicine— are concerned most about the
union courses offered in some of the institu-
tions of learning here represented. The in-
stitutions having an arts college and a school
KATE DOVER.
Instructor in Kindergarten.
or schools of professional grade can so form
combination courses as to place the colleges,
properly so called, at a great disadvantage
when entering the outside field as compet-
itors for student patronage and popular fa-
vor. This may be termed, by those reaping
advantage from the combination courses re-
ferred to, an illiberal and unprofessional at-
titude to assume, but it is one in full accord
with human nature the world over.
Colleges without any professional school
attachment naturally feel that the combina-
tion courses offered in other institutions
reaching into the same territory for student
patronage offer inducements to their stu-
dents to give up their college course at the
end of the sophomore year to enter upon a
course that will bring them two desired de-
grees with a saving of two years in time.
There is valid objection, also, to a plan that
has been proposed whereby students may
leave their home institution at the close of
the Junior year, taking elsewhere, as a sub-
stitute for their Senior baccalaureate course,
the first year in some school of law or med-
icine. Mr. Randall, in his letter from which
quotation has already been made, asks what
objection can be made by the literary colleges
to the plan which allows their students to
take the fourth year in the law department
elsewhere, and then to return to graduate
with their classes in their respective colleges?
A single sentence may be made to suggest
one objection at least. The first year's work
of one of our professional schools is no just
equivalent for the fourth year's work of any
reputable literary college. The baccalaureate
degree is cheapened in any of the combina-
tion courses now in operation. Consider the
academic qualifications required for admis-
sion to the professional school of the univer-
sity, leaving out of question any school of
lower grade, and you, as college men, can see
the demoralization of your baccalaureate
courses by placing the academic value of the
last fourth of them on a parity with the first
CARRIE A. MATTHEWS. A.
Assistant Librarian.
year's work of the professional school to
which high-school graduates, and those
scarcely more advanced in scholarship, are
admitted unconditionally. A completed pro-
OHIO UNIVERSITY BULLETIN
167
fessional course might be accepted by the lit-
erary colleges as an equivalent for the work
of their Senior year — surely nothing less, if
desirable academic standards are to be main-
EUGENE F. THOMPSON,
Secretary, President's Office.
tained. Even then the academic student pur-
chases his two degrees and time saving at
high price. Class association, class unity,
means something in college life ; yes, and in
after life also. The student who leaves the
literary college at the end of his Junior year
to enter upon a professional course elsewhere,
if given the Senior year credit just referred
to, will return to receive his baccalaureate de-
gree with students who know him not, and
who regard his presence among them as an
unwelcome and unwarranted intrusion. Of
course, faculty action could, in effect, reverse
nature by turning back the wheels of time,
as far as college records are concerned, and
arbitrarily fix the date of graduation and
diploma at the close of any given college
year.
President Pritchett makes emphatic the
statement that less than fifty decently-equipped
medical schools would more than supply all
the needs of the country for a century to come.
If this assertion is true, Ohio has more than
its just quota of schools of medicine. Of
equal force would be a like statement in refer-
ence to the law schools of the State. The
technical schools have not, as yet, fallen under
adverse criticism either as to their number
or the field of effort they occupy. The schools
of pharmacy and dentistry, whether connected
with collegiate institutions or existing as sep-
arate entities, are of so low grade, in the
matter of academic scholarship, as to fall with-
out the scope of this discussion. Their con-
sideration may be passed over with record of
belief that college men particularly and edu-
cated persons generally should unite in de-
manding that academic qualifications for ad-
mission to these schools be advanced — possi-
bly enough so to pervent anyone from receiv-
ing his professional diploma and degree who
MR. J. D. BROWN,
Of Athens, Ohio, who makes an annual gift of
$100 for Prizes in Oratory.
has not had all of a first-grade high-school
course plus at least two years of college train-
ing.
If there are too many professional schools
168
OHIO UXIFERSITY BULLET IX
in Ohio, where is the bare bodkin that shall
give the unnecessary ones their quietus? Who
is to determine as to the survival of the fittest?
All professional schools, including those under
RALPH C. KENNEY.
Curator of the Gymnasium.
special consideration, will thrive best in con-
nection with well-endowed and desirably-lo-
cated universities. This is said with full
recognition of the fact that many private
foundations having no such connection are in
a thriving condition and giving satisfactory
service.
Three medical schools and three law schools,
in Ohio, are enough. For reasons that are
almost self-evident, these would be eligibly lo-
cated in Cincinnati, Columbus, and Cleveland;
the more so as being thus centered they could
be brought within a wholsesome university
atmosphere. Should the University of Cin-
cinnati, the Ohio State University, and the
Western Reserve University monopolize this
work ro cause of just complaint would be
given the other members of this Association,
for, confessedly or not, such members are in
no proper condition to undertake it. All cause
for discontent, as far as the members of this
bodv are concerned, would be removed were
each of these professional schools to make col-
lege graduation a requisite for admission to it.
Friction, more or less evident, would exi-:.
however, should these schools make operative
the combination courses now looked upon with
suspicion, possibly with envy, by representa-
tives of institutions wherein educational
is limited to purely academic subjects.
Institutional harmony and academic and
professional well-being would be brought about
were the universities before directly named to
give over their academic courses in arts and
science and place stronger and more effective
emphasis upon post-graduate work, profes-
sional work, and other forms of university
work not already adequately- provided for in
the numerous colleges of recognized hi?h
standing in Ohio. Then, no doubt, friendly
and adequate arrangements could be made
whereby the literary colleges, not offering pro-
fessional courses, would accept graduation
MARGARET EDITH J0\E3. W.us. B..
Instructor on the Piano and in Voice Cu'ture
and Harmony.
from the professional schools of the three uni
versities as a satisfactory equivalent for th€
year's collegiate work preceding graduation
dav.
OHIO UNIVERSITY BULLETIN
169
This suggestion, if it have merit — which
it may not have — will be made effective, if
ever, in some educational Utopia. It is alto-
gether unlikely that anv existing university
JOHN N. HIZEY,
Instructor on the Violin.
will recognize its work in harmony therewith.
All state-supported universities in the United
States have connected with them a college of
liberal arts. Outside oi this limited education-
al realm, there are not more than seven or
eight universities in the whole country that
have not strong academic departments or col-
leges. The last mentioned are universities
only in name, since their work is wholly pro-
fessional, giving preparation for law. medicine,
dentistry, and pharmacy.*
* The National University, Washington, D.
C, has only the law school : the University
of Indianapolis. Indiana, has only law and
dental departments ; the University of Buffalo,
New York, has only law, medicine, dentistry,
and pharmacy ; the University, of West Ten-
nessee, Memphis, has only a medical depart-
ment for colored students ; the University of
Memphis, Tennessee, has only medicine and
pharmacy; Baltimore University, Maryland,
has only the school of law; and the University
of Maryland, Baltimore, has law, medicine,
dentistry, and pharmacy.
St. John's College. Annapolis, Maryland,
«s by contract of affiliation styled and recog-
nisedas' the Deriartment of Arts and Sciences"
of the Univpr^ity of Maryland.
U. S. Commissioner of Education".
Even Clark University, Worcester, Mass., is
no exception to the general rule; for while it
was established as a graduate institution, and
now maintains itself as such, there is some
bond of union between it and Clark College
near at hand. The two institutions have the
same board of trustees, and the instructors ami
students in the college have the use of some
of the equipment of the university.
Commissioner Elmer E. Brown, of the
United States Bureau of Education, says that
it is a difficult matter to make definite answers
as to what is a real university. However, it is
a fact," he says, "that in this country practi-
cally all the fully-developed universities have
colleges of liberal arts connected writh them."
Under existing conditions, the colleges of
Ohio are justified in advisiir.> their graduates
having a professional life in view to go to
those professional schools where the standard
of admission is college graduation or a stand-
ard most nearly approximating thereto.
ANN ELLEN HUGHES, Mus. B..
Instructor in Voice Culture.
Some may look askance at me and evidence
a doubtful mind when I say that it would be
a source of pleasure to me to see the Ohio
State University made a real university with
170
OHIO UXIVERSITY BULLETIN
splendid equipment, a faculty of renowned
specialists, a student body numbered by
thousands instead of hundreds, and a financial
support most liberal and in harmony with what
PAULINE A. STEWART,
Instructor in Voice Culture.
has been suggested; but 1 am unwilling, even
to bring about this most desirable condition
of things, to be an active or a sympathetic
supporter of measures which, if made opera-
tive, will prove the undoing of the more than
century-old institution of learning with which
I am now connected. Many worthy colleges
existed in Ohio before the Agricultural and
Mechanical College of Ohio came into exist-
ence. The change of name to the Ohio State
University carried with it no privilege to ig-
nore governmental obligations and chartered
rights. There is no strong reason why the
State of Ohio should support three colleges of
arts, philisophy, and scence. There is strong
reason, however, why it should not by adverse
legislation violate its pledged faith to the gen-
eral government and ignore chartered priv-
ileges voluntarily granted, in its relationships
to the Ohio and the Miami Universities.
College work in Ohio is improving in effi-
ciency. A strong community of interests now
binds college men more closely together than
-ever before. There are really but few things
of moment, either in opinion or action, to
divide them. Some matters that promise fric-
tion and suggest likelihood of distrust and ill
feeling have been mentioned incidentally. We
must learn, if now we do not, to look upon
with friendly eyes, and meet with words of
heartfelt approval, worthy college and profes-
sional work whether done within our own
zone of effort or elsewhere. We owe it to
ourselves and those whom we serve to rise
superior to personal interest and to stand
shoulder to shoulder in effort to give Ohio
one of the strongest, best, and most logical
systems of education, from kindergarten up
and through the post-graduate, technical, and
NELLIE H. VAN VORHES,
Instructor on the Piano and in Virgil Clavier.
professional courses of the university met with
in the most advanced conditions of modern
civilization. — Transactions of the Ohio College
Association, December, 1910.
OHIO UNIVERSITY BULLETIN
171
THE PURPOSE OF TEACHING AGRICUL-
TURE IN SECONDARY SCHOOLS.
W.
By
F. Copeland, Ph. D.
<An Address Before the Schoolmasters' Con-
ference, July 22, 1911.)
To answer well the question suggested by
the topic will erase many of the difficulties
BESSE IRENE DRIGGS.
Instructor on the Piano and Organ.
in this new situation which is confronting
most of our teachers for the coming year.
They find themselves obliged to teach agri-
culture and yet are deeply conscious of their
lack of preparation. The simplest plan for this
discussion is to attempt to say what is the
purpose and what is not the purpose, or why
it is considered advisable that Agriculture be
taught in our public schools. The present dis-
cussion is not to decide this question or to
argue that this is the only plan, but rather to
insist that every teacher of agriculture, at the
outset, have a fixed purpose for the year's
work.
I wish to suggest that the purpose of teach-
ing agriculture in secondary schools is to give
boys and girls that sort of knowledge con-
cerning country life, and its conditions, as will
enable them to give agriculture its proper rat-
ing with other vocations. Also that it is not
the purpose: to make farmers; to keep boys
on the farm ; or to coax men and women to
leave the city.
Men and women everywhere lament to see
their children leave their country homes. The
cry is general that too many of our boys and
girls are leaving the farms. It seems that
most of our people are expecting the teaching
of agriculture to correct this condition. It is
unfortunate that this idea is so well estab-
lished in the minds of most persons. It might
do for a purpose, but I hold that the idea is
fundamentally wrong.
During childhood and youth, we find chil-
dren interested and happy with one toy to-day
MARGARET L. TILLEY.
Critic Teacher, Seventh-Year and Eighth-Year
Grades.
and another to-morrow. The task of to-day is
performed with an exuberance of youthful
enthusiasm, but to-morrow finds the same
child restless for a new field for work or play.
172
OHIO UNIVERSITY BULLET IX
Let us remember then as spurts of childlike
enthusiasm, rather than cues by which teach-
ers and parents are to advise upon a life's
work.
MARGARET A. CAVI3.
Critic Teacher, Fifth-Year Grade.
Every boy remembers his envy for the
blacksmith, the carpenter, the shoemaker, the
merchant, and the grocer. And everyone of us
has manifested his interest in the man at the
candy stand. Every vocation excited resolu-
tions to the effect that he too would some day
be so engaged. Did you ever go on errands
to the blacksmith or to the shoemaker and re-
turn with visions of the wealth of the smith
with his hammer, anvil, and irons? Or did
the pegs; needles, hammers, and strings, of the
cobbler ever appeal to you? If you have not
had such dreams, you have had others that
will suit my purpose, and let me ask some
questions. Had the smith or the cobbler been
your teacher and noted your interest, what ad-
vice would these have given for your life's
work? The answer is evident, but almost sure
to be wrong.
If youthful enthusiasm, then, is to give us
the cue. we can find abundant reasons almost
every day for advising a child as to the proper
vocation for his life's work. A successful
teacher can prepare different lessons for every
day of the year, and every day see the child
respond with outbursts of joy and delight.
Which one of these expressions of delight
and aptitude is to tell the teacher the right one
to select for an occupation for some boy or
girl ?
Then what is the business of the public
schools in the problem of agricultural educa-
tion? The work and purpose is the same
for agriculture as it is for all other arts and
sciences. A boy has a just right to see and
learn about a number of honorable vocations,
with special reference to the possibilities and
opportunities they offer. What possibilities do
men and women have in agriculture, in chem-
istry, as merchants, lawyers, or physicians?
A boy desires and needs to know of the work
and life of a blacksmith, and what sort of a
life a farmer lives, and the chances for pleas-
ure and profit. A high purpose will suggest
WINIFRED L. WILLIAMS,
Critic Teacher, Fourth-Year Grade.
plain, simple, honest answers to these and
similar questions as well as careful compar-
isons of farm-life and city-life.
So soon then as the teacher has made clear
OHIO UNIVERSITY BULLJi'J IX
173
to those in her charge what are the leading vo-
cations, also the opportunities every one af-
fords, her duty is done. She is not to select
the work any certain child is to have for
ELSIE S. GREATHEAD,
Critic Teacher, Third-Year Grade.
his vocation. Allow every boy to step up and
make that selection, that important step, for
himself. Never, never, never say : "My boy,
the thing for you to do is to be a farmer," or
perhaps a merchant, or a lawyer ; but only that
you must be one of these and you must select
which one. I repe-at that it is the teacher's
business to be able to tell him about work in
chemistry, or perhaps, farm work. The choos-
ing is the special privilege and special duty of
the boy or girl in question.
And now what has this to do with teaching
agriculture? and I answer that the case is
much the same. We do not hope to keep all
the boys and girls on the farm. No doubt
many of them are better fitted for other lines
of work and in that case it is fundamentally
wrong for us to advise or even wish that such
pupils remain on the farms. In case teachers
are willing to give different vocations equal
consideration, these same pupils will have an
opportunity to find themselves. On the other
hand, if only agriculture is taught there i-, no
chance for them to make a choice, with the
result that one more "quack" farmer is added
to the list. This is no new vocational philoso-
phy, for it is a common saying that every in-
dividual is fitted for some line of work. I
hope that only honorable vocations are meant.
In that case every tramp or idler is a monu-
ment unnecessary had every line of human ef-
fort been taught.
Not to make farmers? Yes, not to make
farmers ! And, the first reason is that we
do not need more farmers so much as we need
better or more efficient ones. It is likely true
that the right kind of teaching of agriculture
will result in keeping more boys and girls on
the farm, but it will also show the city pupil
the opportunities in country-life. But this re-
sult is surely not the purpose of the teachers in
secondary schools, or the business of teachers
in secondary agriculture. This question is a
common one : "What am I to do when I find
AMY M. WEIHR, Ph. M., B. Ped..
Critic teacher, Second-year grade.
a boy especially fitted to be a farmer and yet
planning to go to the city?" Or again: "This
boy wants to farm and yet he can never make
a go of it?" I make the same reply to all
i
174
OHIO UXIVERSITY BULLET IX
such questions. In secondary schools give
agriculture its proper amount of time and give
other vocations theirs. This is no injustice to
the will-be farmer, for he needs this general
CORA E. BAILEY, B. Ped.,
Critic Teacher, Sixth-Year Grade.
agricultural training and it may result in get-
ting the misfits away from the farm.
Suppose now, that agriculture has been se-
lected. The next problem is equally trying
unless guided by a purpose. The same ques-
tion appears somewhat disguised: "What kind
of farming do you advise?" or. "What is the
best line of agricultural work?" With all such
questions be extremely cautious, and try
to make it clear that all depends upon one's
likes and dislikes, and also that he must de-
cide that for himself. It ought to be possible
to convince a boy that he does not need to
select his specialty at the start but that he first
study general agriculture. In the meantime
tell him stories of fine orchards and mag-
nificent grain fields. Let him learn of the
opportunities in forestry. Call his attention
to the problems confronting the man interested
in diversified farming and the special fields in
farm work. Discuss the need of more ef-
ficient teachers in agriculture and the demand
for experts in every department of the science.
We need farm chemists, farm machinists, and
farm engineers, and men and women to solve
the mysteries at present so expensive in ani-
mal and plant diseases.
Some such purpose as that just mentioned
appeals to me as being more educational and
less mechanical than many others. The pupil
at every turn is obliged to make a turn for
himself. He must take the initiative ; while if
he depends upon his teacher for guidance,
every step is mechanical. Xot only is a pur-
pose necessary for the pupil but the teacher
needs it for guidance and suggestion, other-
wise the year's work will be too much busy
work and nothing definite. The child needs to
study his environment and to know whether
it appeals to him. He has a right to know the
facts about agriculture so as to be able to tell
whether it appeals to him. There may be mis-
takes when boys and girls make their own se-
ELI2ABETH MUSGRAVE,
Critic Teacher. First-Year Grade,
lection but not so many as when others select.
No one is likely to succeed in work foreign
to his choice ; but likely to do well in a voca-
tion that appeals to him.
OHIO UNIVERSITY BULLETIN
175
MOTOR ACTIVITIES THE BASIS OF
REAL EFFICIENCY.
By
Henry G. Williams., Ped. D., Dean State
Normal College.
Our systems of public education should
prepare our prospective citizenship for the
HAIDEE C. GROSS,
Teacher, Rural Training School.
broadest and fullest possibilities of life. The
courses of study should be based on principles
so fundamental that the aim of education
would be apparent at every step, and the
means and methods employed should be so
directive as always to point in the direction
of the ultimate goal. Too many courses of
study present such a crazy-quilt design, that
one can not find any unity in the curriculum
or apply any specific plan in its administration.
There are even city courses of study that are
absolutely valueless from every pedagogical
standpoint. They are valueless because they
are only mosaics or scrap-books of various
unrelated statements concerning the course of
study. They are valueless because the super-
intendents who "compiled" them knew but
little about the great fundamental principles
underlying the course of study, principles
based upon the nature of the child to be edu-
cated and trained and upon the immediate and
the ultimate aims of education.
Recently a large class of advanced students
in education in one of our large institutions
for the training of teachers was set to work
upon the problems of the course of study.
They were lirst required to examine the pub-
lished courses of study from 150 cities of the
United States. One would naturally assume
that there would be a noticeable uniformity in
fundamentals, but, instead there was a notice-
able disagreement on things that seem most
elemental ar.d basal. A large majority of these
courses had to be discarded by the class as
worthless in a study of principles in practice.
They could not be made to substantiate any
claim to pedagogical unity, or even to prove
that the environment of the school, or the in-
dividuality of the superintendent or the teach-
er, had anything to do with the production of
such a variety of courses or the differentiation
of their aims. They were simply wild guesses
in most cases.
EDITH A. BUCHANAN,
Teacher, Rural Training School.
The problem of the course of study is to-day
one of the largest and one of the most im-
portant problems in education. This problem
is being worked upon seriously by a compar-
atively small number of educators. It would
seem by this time that the elementarj princi-
176.
OHIO UNIVERSITY BULLETIN
pies of the curriculum for the elementary
school should be fixed, with a possible local
coloring due to environment and local needs.
It would seem that a child in the elementary
WILLANNA M. RIGGS,
Dean of Boyd Hall.
school should be given about the same general
training regardless of his longitude and lati-
tude. Everywhere in this country, whether in
Maine, California, Florida, or Ohio, it would
seem that the basal principles of knowledge
necessary to social efficiency would be well-
nigh universal. When one reads the latest
discussions of the course of study as prepared
by those who have given the problem the most
serious attention, he is convinced of the
fact that the subject-matter now presented in
the public schools is a great mass of unorgan-
ized knowledge. The methods of teaching
seem also almost as chaotic. There is a
marked feeling of unrest in many localities
as to the efficiency of the school to turn out
young men and young women who are really
prepared to do something.
There is also a feeling that the aim of the
school must not be merely the acquisition of
knowledge. Neither can it be the simple, un-
qualified production of character in the ab-
stract. Xot only must our young people be
trained to be good citizens, good neighbors,
and good men and women, but they must be
trained to do something with their goodness,
that is, to live a positive efficiency. It is not
enough that a man may be good — he must be
good for something. A passive, inactive right-
eousness is not sufficient. Evidently the ulti-
mate aim of life in this world is the efficient
doing of something that the world needs to
have done. There was a time when the com-
mandments were chiefly negative in character.
The "Thou shalt not" indicated the direction
in which the individual's activity should be
exercised. But as the race grew in knowledge
and its civilization became more complex, the
"Thou shalt not'' became "Thou shalt." The
world now needs men and women who are
neither negative nor neutral in efficiency and
in action.
It is evidently becoming the duty of the
public schools to teach boys and girls not
BERTHA T. DOWD,
Dean of Women's Hall.
only how to work in order that they may
earn a living, but to teach them the real dig-
nity of all forms of labor that are actually
needed to develop the race and provide it with
i
178
OHIO UXIl'ERSITY BULLETIN
the comforts and deepest joys of life — in
other words, how to make a life.
Such results can not be secured without a
systematic training of the motor activities.
We must learn the psychological fact that we
possess two distinct and correlated natures —
the sensory and the motor. The tendency of
present systems of education is too much
toward the exclusive development of the sens-
ory activities. The development of the motor
activities is equally important although, per-
haps, such development requires a less propor-
tion of the child's school time than that re-
quired for the purely intellectual training.
Our systems of education have been too ex-
clusively intellectual. We have been sending
the child to school to have his mind furnished
and trained. We must realize that his physi-
cal being also needs education. Nature partly
takes care of the child's wants along motor
lines and he runs and jumps and climbs and
tumbles and swims and does a great variety
of other things without direction. In doing
so he is only responding to innate desires.
True, a child's play must not be made mechan-
ical, but in the kindergarten and primary
schools, the results of his plays may be much
more educative if they are supervised. In ad-
dition to plays, the child needs a physical de-
velopment that will train his muscles, so that
he may become skillful and efficient in doing
many of the things necessary in a useful life.
For this reason manual training ought to be
as essential in the course of study as the solu-
tion of problems or the diagramming of sen-
tences. It is not a question whether the child
as a man will ever need to earn his living by
means of the work of his hands. The manual
training here advocated is purely fundamental
and educative. For the sake of himself and
for the sake of the society of which he will
become a part, the rich man's son needs a
training in manual activities as much as does
the poor man's son. It is one of the most
potent means in the development of character.
Not only is the idle brain the devil's workshop,
but the idle hand is the criminal's tool.
Another reason for motor training in all
courses in the public schools is the bearing it
has upon individual and national health. In
order that the body may be healthy and strong
and store up in youth the vitality necessary to
be drawn upon as a storage battery during the
active and efficient period of life, health must
be looked upon as even more necessary than
education. An arm load of diplomas will not
be of much service to a broken-down constitu-
tion. It is a well known physiological fact
that physical strength depends upon the de-
velopment of the vital organs of the body, and
these depend in turn upon an abundant circu-
lation of good blood. This in turn depends
upon the proper exercise of the large muscles
of the body. The exercise of the small mus-
cles of the body does not contribute very
largely to physical health. It therefore be-
comes necessary to provide such exercises for
the growing child as will develop the vital or-
gans and the motor activities. Outdoor games
and sports, together with well organized and
well directed manual training, will contribute
to the building up of a storage battery of phys-
ical vitality that ought not to run down until
the period of three-score and ten years has
been attained.
A large percentage of deaths of persons un-
der twenty years of age are from preventable
causes and a considerable number of deaths
among adults are due wholly to ignorance.
iVine out of every ten deaths of infants under
one year are the results of ignorance. Typhoid
fever formerly cost this country hundreds of
millions each year, but a better understanding
of the dangers of the house fly and of the im-
purities of our water supply has saved mil-
lions of dollars annually and thousands of
lives. A knowledge of the mosquito has
banished yellow fever. A more scientific
knowledge of the laws of health has added to
the longevity and efficiency of the race.
It would seem that the two reasons given
ought to be sufficient to establish in the public
schools a recognition of the value of motor
training. We think that the individual's
health on the one hand and his higher effi-
ciency as a doer of some portion of the world's
work on the other hand, ought to be sufficient
to establish this claim. This leaves out of the
account the increased earning capacities of
the individual and the consequent added joys
and comforts due to that efficiency. It also
leaves out of the account the claims of voca-
tional and industrial training, and these claims
are by no means insignificant.
Formerly we thought the aim of education
was knowledge, with perhaps an addition of
what has been somewhat vaguely called cul-
ture. Now we declare that the aim of educa-
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OHIO UNIVERSITY BULLETIN
tion is social efficiency, which is a term broad
enough to include character. Social efficiency
means more than knowledge, for social effi-
ciency is impossible without knowledge — a
trained mind. Social efficiency also includes
character, for knowledge and skill may be
dangerous instruments when not balanced
with a steadfast purpose to do right.
Advocates of vocational training, manual
training and industrial education have sprung
up on all sides and many radical views have
been expressed. So radical and revolutionary
are some of these views that advocates of the
purely cultural in education are being aroused
and are sounding the alarm, saying that this
tendency to vocational training if unchecked
will finally wreck our entire social and educa-
tional structure through the use of sordid
means to reach utilitarian ends.
The old type of culture was good enough
for aristocracy but it is not good enough for
democracy. Not only must a man these days
have culture, "the aroma of learning," real re-
finement of character, but he must be able to
sow the seeds of that culture by some form
of efficiency of service so that when life's fit-
ful fever is o'er he may hear the ''well done,
good and faithful servant." The whole phil-
osophy of a truly good spirit lies in the word
"'service." It is a man's duty to become a
bread winner, whether he needs the bread or
not.
Culture enables one to come to the good
things of life with an appreciation of
them. It gives one the real insight into na-
ture, art, books, ideals, and a multitude of
things that stand for the real progress and
growth of the race, but a man with all
that culture implies is only a speechless
monument to the past unless he has about
three meals a day, a shelter from the elements,
and at least a conventional raiment for his
body. These three essentials can be obtained
only as the result of somebody's labor, and
the better the quality of the labor, the better
the supply of food, clothing, and shelter. Not
only that, but when a man earns these com-
forts and necessities with his own hands and
brain he is richer in their enjoyment and
culture of a true type has a better chance at
his soul.
The schools have been training the intellect
almost to the exclusion of the rest of the indi-
vidual and have been training everybody by
the same pattern, in the same general way. It
is now time to particularize a little, at least,
and recognize the individuality of the pupil
and the diversity of service required to make
a whole community socially efficient.
Then, if properly articulated and adjusted
to each other, there is no conflict between lib-
eral training and vocational training. It is
a mistake to array one against the other, but
a great many "educators" who ought to know
better are doing that very thing. The immedi-
ate end of vocational training is to acquaint
the individual with the tools he needs to use
in order to produce for himself and those
more or less- dependent upon him the neces-
sities of life and also to enable him to do this
with a degree of skill and efficiency that will
add pleasure to his labor. The ultimate end
of vocational training is to pave the way to
an appreciation of liberal training and to pro-
vide an economic basis for it to rest upon by
making the individual feel that he has built
the basis for his own economic support while
he spends his spare time at least in delving
into the thoughts of the ages, which is the pro-
cess of the liberal training.
It is a pedagogical blunder and a grave er-
ror to array these two ideals against each
other. It is a blunder equally as serious to
frame our courses of study on the assumption
that all pupils are to be given the same prep-
aration for the duties of life, regardless of
mental, physical and temperamental fitness,
regardless of their economic relation to the
matter of support, and regardless of the differ-
entiation of the spheres of life they are sever-
ally to fill. Rather should our aim be to train
for such variety of social efficiency as to make
the entire community a socially efficient com-
munity.
PRIZE POEMS.
The Emerson Prize Poem Fund is a sum of
money bequeathed to the Ohio University by
W. D. Emerson, class of 1833, the interest
of which is awarded every second year to the
student or graduate of the university writing
the best original poem. The bequest now
produces an annual revenue of $60.
In 1909, the prize was won by Miss Mary
Treudley, Class of 1906. The full text of the
poem follows :
182
OHIO UNIVERSITY BULLETIN
Dreams.
I dreamed a dream, and in my vision stayed
Before a picture fair and wondrous made,
A simple room all filled with joy,
The home-returning of a wandering boy.
.Simple — but many a man gazed at the scene,
To feel the painter's magic might,
And then came flooding back fond memories
keen
Of other days when all was light.
And 1© ! I woke. It was a dream of night.
Again I dreamed. Mine was a singer's voice.
.Such notes as make the listening ear rejoice,
A simple lullaby as mothers croon
To babies wailing for the silver moon.
But such the singer's art that from that song
Came backward visions of sweet love,
A mother's love which kept her boy from
wrong,
And raised him to God's throne above.
I woke. My dream could not be held by love.
Once more I dreamed. My lips were all un-
sealed
To bring a message to the whitened field.
A message full of hope and cheer,
An urgent plea to live more near
To God, the Father of us all. It came
To men whose ears had long
Been deaf to truth preached in His name,
And made them choose 'twixt right and
wrong.
I woke. My dream passed lightly as a song.
I prayed that God to me might give
Such power that for Him I might truly live;
The painter's brush, the gift of song,
The love that fights 'gainst sin and wrong.
Back came the whispered answer : "Do not
ask
For some great gift — too great for thee.
Thou hast each day thy God-appointed task.
Do thou thy best. God needeth thee."
And so I dream no more. 'Tis life I see.
The prize for 1911 was awarded to Miss
Carrie Alta Matthews, Class of 1802, Assist-
ant Librarian at the University. The winning
poem is as follows :
The Orb Weaver.
By the brookside where dark masses
Of tall weeds and tangled grasses
Teem in riotous profusion;
Where the locust seeks seclusion
And the cricket chirps and croons
Through the lazy afternoons.
Dwells Argiope, the weaver,
Beautiful, but a deceiver.
Silken dwelling fine and splendid,
Weaves she, 'twixt staunch weeds suspended :
From herself her need supplying,
Spins her thread and drops, relying
On their ductile strength ; till taut
Stretch her guy-ropes; these safe caught.
Weaves she swiftly, weaves she surely,
Wheel on wheel she adds securely.
Black and gold, her vesture gleaming,
Queen Argiope is dreaming.
Xot a love-dream ; once entangled
In the snare, her mate in strangled.
But her life's deep purpose bides
Where a silk-lined cocoon hides
In the grasses ; artful weaver,
Cruel, beautiful deceiver !
Viscid strands, the prey's undoing,
Thread the border; night bedewing,
Beads with pearls the silvery net-work,
In the sun the fairy fretwork
Glows and shimmers; on a shield
Of toughened fiber, unconcealed,
In the center hangs the weaver, —
Hangs the beauteous, sly deceiver.
TOO MUCH LEGISLATION.
The following inquiry from the editorial
rooms of "The World," New York City, was
received January 13, 1911:
"Do you favor a special session of the newly
elected Congress in March to reform the tariff
and reduce the cost of living, thus responding
as promptly as possible to the popular verdict
of the November election?"
The answer to the question is given here-
with :
The World, New York City.
Gentlemen : — I have before me your inquiry
of January 13th. We have entirely too much
legislation in this country. "One woe doth
tread upon another's heel, so fast they follow."
We are a law-ridden and not a law-obeying
people. Our disrespect for law comes from
the great mass of legislation, much of which
is silly and without justification. I am not in
favor of any extra session of Congress. I
prefer to bear the ills I have rather than to
flee to others I know not of. In Ohio, we
can not keep up with the legislation that is
enacted by our State Legislature. That august
body has now been in session every year for
the last three or four years and as a conse-
quence we have a great mass of legislation
with which most of our people are unfamiliar
and which, in some cases, is more harmful
than beneficial. What we as a people need is
to be free of the burden of so much legisla-
184
OHIO UNIVERSITY BULLETIN
tion. free from the necessity of having three
or four elections a year, and free to go on
with our regular business without unnecessary
interruption and hindrance. "Let us have
peace." Very truly yours,
Alston Ellis.
THE PRIZES IN ORATORY.
June 24, 1910.
The Bank of Athens, Athens, Ohio.
My Dear Dr. Ellis: — I enclose certificate
of deposit for $100 for next year's Oratorical
Contest. We were very much pleased with
this year's contest and, in fact, with all the
exercises. It gives us pleasure to make provis-
ion, in advance, for the contest of 1911.
Sincerely yours,
J. D. Browx.
Dr. Alston Ellis,
President Ohio University.
THE REPLY.
Athens, O., June 24, 1910.
Mr. J. D. Brown,
President of the Bank of Athens,
Athens, Ohio.
Dear Mi*. Brown :
I acknowledge, with pleasure, your certifi-
cate of deposit for $100 in behalf of the Ora-
torical Contest to occur in June 1911. I thank
you sincerely for this renewed evidence of
your interest in a very important phase of our
college work — one in which I am personally
deeply interested and which has proved a
means of drawing out a great deal of latent
talent from our student ranks. I am sure that
all our people appreciate your generosity and
feel highly grateful to you for the spirit that
■prompted you to such liberal action in behalf
cf a worthy cause.
Very truly yours,
Alston Ellis.
COLLEGE DICTATION.
College men must get away from the
idea that they can continue to dictate what
shall and what shall not be taught in the
Ttigh schools of the country. The high schools
•are local institutions and must of necessitv
organize their work in harmony with local
conditions and demands. The main thing that
the college has to look to is that those seek-
ing entrance to its Freshman class shall come
with an educational preparation that covers
at least four years of good secondary or
high-school work. The question of educa-
tional values is not yet settled either in col-
lege circles or elsewhere. Naturally, the
main question is upon giving proper credits
for such subjects as manual training, domestic
science, drawing, music, and other branches
not heretofore recognized as possessing full
ligh-school or college standing.
College men should cease quibbling about
entrance requirements and give a little more
attention to what the student does after en-
trance conditions have brought him into a
college class. In other words, I want the
student after he enters college to do the work,
in full measure before he gets any college
credit therefor. When the student comes to
Graduating Day, he should be able to look
all directly in the face with a consciousness
of having performed his whole duty and hav-
ing done it well. As a college executive, I
am more interested in what the student does
after he gets into college than I am about
some technical point which, if persisted in,
might keep him out of college halls forever.
Ellis.
HISTORY TEACHING IN SECONDARY
SCHOOLS.
In November, 1911, Mr. Thomas N. Hoover,
Professor of History in the State Normal Col-
lege of Ohio University, sought the answers
of some high-school and college men to the
following questions :
1. What professional training should the
History teacher in High School have?
2. What Academic training?
3. What are the defects in the teaching of
History in the High Schools?
4. How can better teaching of History in
High Schools be secured?
5. What are the best features in the teach-
ing of History in the High Schools?
The answers of President Ellis are as fol-
lows :
I. One year of special training in a Teach-
ers' College where special help in the handling
of secondary studies is given. Naturally, this
186
OHIO UNIVERSITY BULLETIN
training, in view of the special work upon
which the teacher is to enter, should be con-
nected with the teaching of History and
branches of study most closely connected there-
with. One year of special training under the
conditions referred to is not more than enough
time to make adequate preparation for the
•teaching of History in our secondary schools.
II. It is desirable that all high-school teach-
ers should have a college training. In view
of the special work upon which they desire to
enter — that is, if they are to become teachers
of History — their elective work, where elec-
tives are permitted, should be in the domain of
History and subjects allied thereto. Wherever
possible, the academic training of the college
might well be supplemented by some time spent
in post-graduate work in some reputable insti-
tution of learning where special facilities for
historical investigation are offered.
III. In the average high school, as I know it,
History is taught very superficially indeed.
What work is done is not closely articulated
and is not of the most important character as
a rule. Enough is attempted, but too little is
done. The rule seems to be to put equal em-
phasis upon all eras in History and not to dif-
ferentiate by judicious selection. Fewer topics
should be treated and these should be handled
in a more pedagogical way. In the secondary
school, it is not possible to round out a desir-
able course in History but it is possible so to
teach the important things as to make them
understood by the pupils as well as to make
them a means for special interest in historical
study. The great need, however, is a better
articulation of the work and better selection
of material for special study.
IV. Better teaching will only come with bet-
ter teachers. When the blind lead the blind
they have a common destination. When teach-
ers go into high-school work sufficiently pre-
pared to take up that portion of it which comes
under their direction improvement in methods
of teaching History and the attainment cf more
desirable results will follow as a matter of
course. That is a wise teacher, also, who can
decide what historical facts and dates are
worthy to be fixed in the memory and what
lessons can be inculcated in connection with
them. There is, after all, some meaning in the
words, "The philosophy of History," but it is
not fully grasped by the teacher of meajer in-
formation and slight professional grasp of his
subject.
V. Something that has been said in the
foregoing indicates what I would consider to
be good — if not the best — features in the
teaching of History, whether in high school
or college. There are schools where the
teachers have made special and proper pre-
paration for their work and where their
teaching of History is both interesting and
professional. History teaching in our high
schools has recently been made to include
more of biography and geographical descrip-
tion. That is the successful teacher who can
make the important characters described on
the pages of History stand out as living
realities. To assist in bringing about this
most desirable result judicious use can be
made of historical fiction. I do not refer to
an indiscriminate and injudicious use of the
novel, but I do mean to state that there are
works of fiction by reputable authors that
can be brought to the notice of pupils and
students with most desirable outcome. After
all that may be said an attempt to awaken
interest in the subject of History is the prime
consideration. That interest will lead the
pupil "to study the History lessons making up
a part of his school work and later on lead
him to push his historical study into more ex-
tended and not less desirable fields. In other
words, the right teaching of History will
make him a lover of historical study and a
reader of historical topics all the days of his
life.
PREACHERS' SALARIES.
Athens, 0-, January 30, 1911.
Mr. F. M. Barton,
Cleveland, Ohio.
Dear Sir : — I beg to acknowledge the re-
ceipt of your circular letter of January 28th.
The work of the educator and that of the
preacher are so closely related that what
might be said regarding the remuneration for
service rendered by one might with almost
equal force be said with regard to the re-
muneration given for the service of the
other. I am inclined to the opinion, how-
ever, that teachers have rather the best of the
matter, from the financial viewpoint. It is
but little to our credit, as a Christian people,
188
OHIO UNIVERSITY BULLETIN
that those who teach from our pulpits receive
such meager compensation for their services.
Of course, there are exceptional cases where
preachers in rich communities, with large
churches, and ultra-fashionable audiences,
have gilt-edged salaries ; but over against
this condition that indicates ministerial af-
fluence is the hard condition of many who
tear the heat and burden of the day among
the poorer classes or in districts where re-
ligious sentiment is at a low ebb. There
-ought to be an awakening of the public con-
science in this matter. It may be that some
"have entered upon the work of the ministry
with but little natural fitness for it or ability
to perform it. If there is any place where
the laborer ought to be worthy of his hire
it is among the membership of those who are
striving, in the midst of an utilitarian and a
materialistic age to hold up high ideals of life
and service. I have been a church member
nearly all my life, and as such have been
instrumental several times in securing for the
minister who served my fellow church mem-
bers and me a more reasonable compensation
for his devoted, self-denying, consecrated
service. I lave never attended a church, as
a regular member, where I thought the pastor
received one-half the compensation to which
he was entitled by reason of his service to
the church with which he was connected.
Certainly, push on the good work, and I
trust that Christian people all over the coun-
try will join with you in securing for it the
success it deserves.
Very truly yours,
Alston Ellis.
QUOTATIONS FROM "THE LESSON OF
STATE UNIVERSITIES."
By
Elmer E. Brown, Late U. S. Commissioner
of Education.
I. A higher education which does not pro-
duce leaders is not worthy of the name. It
is the very business of colleges and univer-
sities to make for leadership. Are they to
•abandon the ground of their being in the at-
tempt to be all ti ' ~gs to all men?
IT. "We are eveu roing so far that a new
conception of universal education is dawning
— that of a state establishment, with the
university as its head and center, in which
any citizen may receive instruction in any
subject of which he may find himself in
need.
III. The ability to apply one's knowledge
in constructive operations for the public good
is to be sought and prized, but there is also
an everlasting need in universities of that
patient and lonesome absorption of the
scientist and scholar, who cannot do things in
the world of affairs, but if given time will
make his way to the fire of the gods and
fearlessly bring it down to men.
IV. Let me emphasize this one capital les-
son which the state universities are learning
and teaching : The lesson that leadership in
our rising democracy is a different thing and
a more difficult thing than the leadership of
other days; that it is to be a finer thing
than that of other days; and that to prepare
for that leadership, by new ways and in new-
fields, is the priceless opportunity of Ameri-
can colleges and universities.
THE COMMON DRINKING CUP.
By
W. A. Mztheny, Ph. D.
The history of the movement against the
use of the common drinking cup dates back
three and one-half centuries. According to
some old letters recently found by Martin
in the library of the city of Zurich, Zanchiny,
a former student of Calvin, and at one time
Professor of Theology at Strasburg, in-
sisted on individual communion cups, and
especially was this enforced during the
Plague of 1-564. Among other manuscripts
he found interesting documents showiug that
in 1783, Christian Gottfried and, a little later,
Johann Daniel Metzger, raised serious objec-
tions to the common cup, giving as a reason
his belief that syphilis may be transmitted
by it.
Scientific investigation of the problem did
not begin until about ten years ago. Metz-
ger and Mueller made diligent inquiry among
one hundred and twelve physicians. Their
results showed that the promiscuous use of
the public cup offers beyond a question of
doubt positive and serious dangers. By in-
oculating guinea pigs in the usual manner
Roepke and Huss were the first to prove
OHIO UNIVERSITY BULLETIN
189
ATHENS POST-OFFICE.
definitely that tuberculosis can be transmitted
from one mouth to another by means of the
drinking glass.
One of the best experimental studies on the
survival of infectious germs on glasses and
forks was made by von Esmarch. Drinking
glasses and forks were smeared with saliva
mixed with cultures of tubercle bacilli and
other microbes. He found that bacteria in
a living condition adhere persistently to the
dishes even after a careful washing. The
edges of drinking glasses and the tines of
forks were washed in cold water and wiped
with a sterile cloth. They always showed in-
fecting power after this process. Washing in
lukewarm water gave no better results. Ef-
ficient disinfection can be obtained by allow-
ing the utensils to remain five minutes in
water at 50° C. Evidence of the tubercle
bacilli even appeared after this method was
employed. Washing in boiling water for one
minute gave satisfactory results, as did also
washing in water at 50° to which had been
added two per cent, carbonate of soda. Es-
march concluded that the ordinary washing
of dishes has little value in getting rid of
living organisms.
Saroglau experimented with spoons and
drinking vessels, using Bacillus prodigiosus,
P>. subtilis and Staphylococci. Smears of
these three forms were placed on the glasses
and spoons in three different solutions, —
pure water, albuminous water, and saliva
The test for the presence of bacteria remain-
ing on these utensils was made by touching
them to the surface of the nutrient media. T>
subtilis was found on the glasses twenty-
three days after it was smeared there in the
ordinary water solution, and twenty-six days
after on the saliva glasses. The saliva-
Staphylococci glasses gave positive results
when tested at the end of four days. B. pro-
digiosus on the saliva glasses was also posi-
tive at the end of four days.
OHIO UNIVERSITY BULLETIN
191
The same writer made some extensive
studies with the common cup used in com-
munion service. He found it to carry bac-
teria in a living condition, the wine used hav-
ing absolutely no effect on the organisms.
He further reports cases of syphilitic in-
fection occurring in certain student societies
where the common drinking cup was used.
He is strongly of the opinion that infection
•of this kind can occur through the use of the
public cup.
By means of guinea pig inoculations Price
has proved that table utensils used at Sana-
toria are good carriers of tuberculosis. The
washings from forks, cups, spoons, etc., used
at one meal by consumptives were injected
into eight guinea pigs. Forty-one days later
six, or seventy-five per cent., of the pigs,
were found to have tuberculosis.
The results obtained by Davison in 1908
gave the movement a great impetus. He
made extended studies of various public
•drinking vessels. On cups taken from a school
room be found both tubercule bacilli and
pneumococci. That there could be no doubt
of the identity of these organisms he isolated
them, grew them in pure culture and inoculat-
ed guinea pigs. His evidence is convincing
in every particular. In other experiments he
isolated from school cups Streptococci appar-
ently the same as those occurring in sore
throats and tonsilitis. The pus germ Staphy-
lococcus aureus was present also.
In another study Davison reports securing
A cup from a well on a college campus,
where it had been used for weeks by work-
men and by students. By inoculating a guinea
pig with the washings of this cup he proved
that it bore living and virulent tubercle
hacilli. A cup taken from a railway station
when examined in a like manner showed
tubercle bacilli. He summarizes his experi-
ments by saying that "Thirty-seven and one-
half per cent, of the public drinking cups
examined for the presence of pathogenic
germs, bore tubercle bacilli." He further
states that "These revelations, the reader will
note, harmonize with the well-known fact that
"half of the individuals of the human race in
civilized countries are infected with the
tubercle bacillus before the twentieth year."
In this connection the germ content of the
mouth becomes of considerable interest and
importance. That many people apparently in
good health may carry pathogenic organisms
iu their mouths has been demonstrated by
a large number of investigators. This condi-
tion is especially true among convalescents.
We have already cited indisputable evidence
that a part of the germ content of the mouth
is deposited on anything touched by the lips,
especially is this true with glasses, cups,
forks, spoons, etc. Davison says : "An ex-
amination of a hundred glass slips touched
by the lips of different persons showed the
number of germs deposited on each to vary
from a few hundred to more than a hundred
thousand. Three clean, sterile glasses filled
with sterile water and each used once by a
child presented rich infection under the micro-
scope All bore bits of dead skin. Number 1
had on its brim approximately 13,000 bacteria ;
number 2, 20,000; and number 3 had 28,000."
An experiment similar in nature was per-
formed in our laboratory. A hundred glass
slips were touched by the lips of different
people and then subjected to microscopic ex-
amination. The results in no way differ from
those obtained by Davison.
Miller was able to discover typhoid bacilli
in the sputum of the mouths of apparently
healthly persons. Bulkley in his book, "Syphilis
in the Innocent," details many cases, and even
epidemics, of syphilis transmitted by means of
spoons, knives, forks, glasses, jugs, tobacco,
pipes, etc. It is now known to science that
the specific organisms of all the common dis-
eases of this country except five are found
in the mouths of different persons.
The evidence cited certainly more than jus-
tifies the action that had been taken against
the use of the public drinking cup. It is now,
February, 1911, abolished by law in seven
states. Kansas, in March, 1909, was the first
state to take this action. Similar action has
since been taken in Oklahoma, Michigan, Wis-
consin, Massachusetts, New Hampshire, and
Mississippi. Thirty additional State Boards of
Health have condemned the public cup and
expect to abolish it in the near future. In
six states such legislation is now pending.
At a recent meeting of the national Federa-
tion of Women's Clubs, held at Cincinnati,
a movement was started among its million
,-,.-,' prs to abolish the common cup in every
state in the Union.
More than forty railroads throughout the
countrv have substituted the individual paper
§>&^L lo^
"Yvs^n^^w**
\
OHIO UNIVERSITY BULLETIN
195
DR. CHRISMAN'S CLASS IN INTRODUCTORY PSYCHOLOGY.
In 1902 there were but 97 students in the
College of Liberal Arts, and but 18 others
all told, or 115 students in the college depart-
ment. This year there are 1,057, exclusive
of the summer school or preparatory depart-
ment, a growth of nearly 1000 per cent, in
ten years.
Prior to the presidency of Dr. Alston Ellis,
the state appropriations on buildings had been
slight, but in the ten years that he has been
here the state has appropriated half a million
dollars for buildings, and the income from
tuition has quadrupled and more.
When he came the buildings were, with one
exception, very old, and the plant was in
every way unattractive. Now there are seven
elegant new buildings of the latest and most
improved equipment. Then there was no
summer school, which is now a remarkable
feature of the institution. Then there was
no normal college, and now it is important
beyond expression.
The faculty is, however, the great source of
strength to the university, for here are sev-
eral men of national reputation in their sev-
eral departments, and they are drawing stu-
dents who would give character to any insti-
tution, and, of course, it is the character of
the student body that gives ultimate reputa-
tion to any institution. A case of discipline
is a thing unheard of here. The undesirable
incidents, of which so much is heard in col-
legiate circles and in the public press, have
not been dreamed of at Athens.
President Ellis, for whom, by the way, the
largest building on the campus is named, was
long-time superintendent at Hamilton, and
was for several years president of the Color-
ado Agricultural College at Fort Collins. He
has been able to do for Athens and its State
University a work that is especially adapted
to meet the conditions of Southeastern Ohio
remarkably well, as the response of the people
amply testifies.
The Normal College has been an important
factor in the wonderful enlargement of the
institution in enrollment and in public service.
Dr. Henry G. Williams, as dean of the
Normal College, was pre-eminently fitted for
the work that was needed, and he has been
196
OHIO UNIVERSITY BULLETIN
SUPERINTENDENTS' CLUB.
in charge from the first. An experienced
superintendent, a man of unsurpassed ex-
perience in the institutes of the state, an ac-
tive force in the evolution of the Ohio School
Improvement Federation, a close student of
education, he has been able to hold the
standard up from the first, has strengthened
the summer school, has had therein a phe-
nomenal enrollment, and has installed in the
Normal College every up-to-date department,
from manual training to laboratory psycho-
logy. Incidentally it may be said that Dean
Williams makes THE OHIO TEACHER
one of the best state papers in the United
States. Both president and dean have been
able to attract and hold in the faculty men of
notable scholarship, earnest purpose, and at-
tractive personality-
RIPPLE DANCE OF THE SANDPIPER.
Quaintly pirouetting
Where the ripples run, —
What dim spheral harmony
Wieldeth all as one?
Can it be the waves with glee
Wooing thee eternally,
Have thy wild heart won ?
Or did some grim artist
Out of sullen chance
Shaping grace and beautv,
Teach the ripple dance?
Haunter of the waterside.
Dost thou midst the wavelets hide
From the spoiler's glance?
These soft smiling waters
Through unnumbered years,
Changelessly have cradled thee,
Bringing hopes and fears.
Whilst came up from out the sea
Many a weird prodigy
Bound for nobler spheres.
Whilst life's host passed by thee
Filling earth and air, —
Sea-born things on wings that soar,
Walking things grown fair, —
0/7/0 UNIVERSITY BULLETIN
197
STORY-TELLING CLUB.
Thou didst linger by the shore,
War about thee evermore,
Thy one song, "Beware !"
Sad and sweet thy life is,
Little bird of mine : —
May the love for which I sigh
Hold my heart like thine;
And the hate with evil eye,
Waiting my lone pathway by,
Teach me grace divine.
—Charles G. Matthews.
ANNUAL ALUMNI DINNER A SUCCESS.
Over Two Hundred Sat Down to a Splendid
Dinner — The Toasts.
The annual alumni dinner of the Ohio Uni-
versity was held in the banquet room of the
Masonic Temple on Wednesday evening, June
14th, the 202 guests arriving at 6:30 o'clock.
Starting off with a dinner at dinnertime in-
stead of an early banquet at 9 o'clock, was a
happy departure this year from the regular
custom, as the affair was without doubt the
most pleasing and enjoyable meeting of the
alumni ever held here.
An elegant five-course dinner was served
in a highly satisfactory manner, due to the
splendid facilities for handling large dinner
crowds. Mac. Bethel's orchestra furnished
music throughout the dinner.
At the close of the dinner, Dr. Edwin W.
Chubb, acting as toastmaster, put the alumni
in a happy humor and introduced Hon. E. A.
Tinker, '03, of Chillicothe, who delivered the
annual address, a thoughtful and well pre-
pared discourse on "Modern Nationalism."
Prof. D. J. Evans responded for the class
of '71, handling in a happy manner the spirit
of the sentiment assigned, "As These Senti-
ments Are to Me."
Dr. W. A. Westervelt, '01, of Zaleski, was
present for the first time since his graduation.
His toast was witty, interesting, and thought-
ful, and was thoroughly enjoyed.
Hon. Price Russell, of YYooster, a student
in the '80s, and who received the honorary
198
OHIO UNIVERSITY BULLETIN
"WHO IS IT? IT IS 1."
(Illustrating a School Game.)
degree of M. A. to-day, was unavoidably de-
layed at his home and was not present to
respond.
Hon. John W. Dowd, '69, of Toledo, was
unusually entertaining on "Ye Familiar
Scenes," and his toast was vigorously ap-
plauded.
Mr. Frederick C. Landsittel responded for
the Class of '11. He is a finished speaker and
ably represented his class. His toast was
highly appreciated.
The exercises were brought to a close by
the banquetters singing "Ohio's Song of
Praise."
It was universally remarked that the
alumni dinner of '11 was a splendid success
throughout, and the best in the history of this
honored organization. The association voted
its hearty congratulations to President Ellis
on his unanimous re-election to the presi-
dency, and extended best wishes for a con-
tinued success in administration of the af-
fairs of the institution ; also pledged itself
to a hearty support and co-operation.
Officers were elected as follows : President,
John W. Dowd, '69, Toledo ; Vice President,
R. U. Wilson, '82, Jackson ; Secretary, C. L.
Martzolff, '07, Athens; Treasurer, F. W.
Copeland, '02, Athens : Executive Committee,
F. W. Bush, 72, Nelle Pickering, '02, Carrie
A. Mathews, '92, P. A. Bright, '95, Lancaster.
DEDICATED FOUNTAIN.
Class of 1911 Present University With a
Beautiful Memorial.
The dedicatory exercises of the fountain
which the Class of 1911 of the University
leaves as a memorial, were carried on yester-
day afternoon in a most happy manner.
Grouped about the imposing memorial was an
immense crowd of college and townspeople,
including the 140 seniors in their caps and
gowns.
Following the singing of the Class Song,
the dedicatory address was given by Mr. F.
C. Landsittel, who in a clear, forceful man-
ner presented to his auditors the symbolic
OHIO UNIVERSITY BULLETIN
199
meaning of the memorial. In his speech he
look the opportunity of expressing his opin-
ion on what he termed "bickerings among
those who stand as teachers over us." "We
have," he said, "all together, bachelors of
arts, of philosophy, of science, and of peda-
gogy, united our efforts in the making pos-
sible this gift to the institution, and yet a re-
port finds its way into the newspapers at-
tributing the spirit of munificence here ex-
hibited solely to the College of Liberal Art."
Continuing, in the name of the Class of
1911, he formally presented to the University
authorities the beautiful fountain. On behalf
of the Faculty, Professor Frederick Trendley
replied with a short but most entertaining and
enjoyable address, praising in a most pleasing
manner the spirit which prompted the
gift. He put particular emohasis on the fact
that the fountain bore a light at its summit,
similar to a lighthouse ; that it was a sani-
tary fountain, and that the dogs, cats and
birds had not been forgotten, but a place ar-
ranged at the base of the fountain where they
can drink of the cooling waters.
Following the presentation speech and the
reply, the veil which has hidden the fountain
from view was drawn away by Miss Wilhel-
mina Boelzner. The fountain was set in
operation by Miss Grace Smith, and every
one present crowded forward to take a drink
at the flowing spring of water.
WIN UNIVERSITY DEGREES.
Tuscarawas county feels a justifiable pride
in the worthy achievements of her sons in
the colleges and universities of the state.
Among these are Edward Portz, of Newcom-
erstown, who has just won the degree df
Bachelor of Arts in the Ohio University at
Athens, and Harry E. Reinhold, of New
Philadelphia, who captures an Engineer's de-
gree from the same institution. Both are
fine types of clean, ambitious and self-re-
specting young manhood, and both were
popular with the Faculty and the student
body of that great educational institution.
Mr. Portz, aside from his excellent class
work, was honored by a position on the
'Varsity football and 'Varsity basketball
teams, was business manager of "The
Athena," member of Choral Society, promi-
nent in the "Debating Union," treasurer of
the Senior Class, etc., etc.
No student in the Electrical Engineering
department of the O. U. was more popular
than Harry Reinhold. Of good, practical
judgment, of close application, of a discrimi-
nating mind, he leaves the college knowing as
much about the "insides" of electrical en-
gineering as any other recent graduate. He
comes back to his native county well equipped
for the important tasks of an electrical en-
gineer.
Eighteen hundred of Ohio's brightest and
best youths crowded the halls of the Ohio
University during the year just closing, and
with scarcely an exception the work of this
army of young people reflects credit upon
themselves and the different communities they
represent, no less than upon the University.
The appropriations by the state plus the
regular income of the University will foot
up $460,000 for the next two years. That
this immense sum — almost a half million dol-
lars— will be well spent in developing Ohio's
best manhood and womanhood, and that the
work will be worth the money, goes without
saying.
Ohio can well afford to empty her purse
into the heads of her young men and maidens
if this investment is to give us a generation
of virility and character such as will meet
adequately the tremendous civic problems
that must confront the state within the next
few years. — Newcomerstown Index.
THE OHIO UNIVERSITY MUSEUM.
As early as 1825, the Ohio University had
a Museum of no mean proportions. As the
institution grew in attendance and the space
in buildings became more limited it was found
necessary to box the material, and so for
many years there was no attempt made to
re-establish this valuable adjunct to a col-
About two years ago, Prof. Martzolff, the
Alumni Secretary, gathered the material to-
gether, cases were put up, and now there is
a Museum in the Carnegie Library that is
in every way worthy of the institution. The
room in which it is stored has already proven
too small, and there are several valuable col-
lections that are to he added as soon as suf-
ficient space can lie secured.
200
OHIO UNIVERSITY BULLETIN
FOURTEENTH CONGRESSIONAL DISTRICT.
The original collection consisted of a fine
assortment of minerals, and there is no mean
display of archaeological implements. Relics
from the natural world — such as coral and
submarine animals — occupy a large share of
this department of the Museum. The four
mastodon teeth and parts of two tusks of this
ancient inhabitant of the Ohio Valley are
always of interest to the visitors. Perhaps
one of the most striking and unique relics
in this line is the petrified vetebral column
of some animal of the ox or horse species.
It is said there is no other like it. Even the
Smithsonian Institute possesses nothing of
the kind.
Since the reorganization of the Museum
there have been many valuable additions made
to it. Captain Lowry, of Athens, presented
his Filipino collection of war weapons, con-
sisting of knives, swords, bows, arrows,
spears, and a small brass cannon.
The Ohio Archaeological and Historical
Society gave from its duplications a large
assortment of archaeological material from
the Baum Village site in Ross county, Ohio
By far the largest addition is the case col-
lection of mineral5. 1 1 is contains more than
ten thousand specimens, mam- of them rare
and valuable. Tl is collection is especially
rich in concretionary formations. These con-
tain the impressions of many forms, of animal
and vegetable life. There are more than a
hundred of these alone.
Two other collections that will soon find
a home in the Ohio University Museum are]
the war collection of H. H. Wickham, de-
ce'.sed, late of Athens, presented by Mrs.
Wickham, and the mineral collection of Hon.
E. J. Jones.
Many books, ancient and rare, besides valu-
able historical and literary documents, are
gradually finding their way here. There are
now in the neighborhood of twenty-five
thousand specimens in the New Ohio Univer-
sity Museum, and this number is being
steadily augmented. The alumni and friends
of the University are taking a deep interest
in the Museum's growth, and within the next
three years we hope to have one that is
second to none in the State.
OHIO UNIVERSITY BULLETIN
20]
We invite our friends to send us such ma-
terial as they happen to have. We ran as-
sure them that it will find a welcome and
a safe place. Proper recognition will be
given to all who thus help in the growth of
the Museum. Anything sent to it will be
received either as a gift or a loan.
ARE YOU KEEPING UP?
By
Loring Hall.
The other day I chanced to meet a man on
our campus and, in the course of the con-
versation which sprang up between us, he
informed me that he was not a student in
the Summer School. But, as I shall state
later, his ambitions were in that direction.
As his appearance disclosed, he had possibly
passed the two score and borne much of the
world's work. The college being, as we are
in the habit of thinking, the training place of
youth, the nursery, as we would say, of
youthful ideas and conquests, the fact struck
me as of greater significance than that an ad-
ditional student should swell our already
growing ranks. This man had journeyed
some hundred miles from a neighboring
county to complete arrangements preparatory
to bringing his family to Athens. It is his
intention sufficiently to prolong his stay here
that he may have the equivalent of a first-
class secondary education at least. He had
been serving in the capacity of principal of
schools in a small village, at a comfortable
salary, which too many consider it a sacrifice
to leave. Fortunately, he had the happy
faculty to see that the decision was not on
the losing side of the ledger. It is no more
a loss than wheat taken from the bin for
seed is. Instances are few where additional
college training has not, aside from the in-
creased efficiency which it brought one, meant
a proportionate increase in salary.
But what is significant about the instance
just cited? It means that the educational
stream on which the public school system is
afloat is on the rise and that those who are
: engaged thereon must fasten their moorings
| higher or the barques on which they are
I borne are to so down. Yet one is often con-
fronted with the statement that the limited
number of good-paying positions does not
justify the rank and file of the teaching
force to invest heavily when the dividend
promised is small. The fact is that good-
paying positions are created as a good mine
or business enterprise is developed. It al-
ways stands as a memory to the creative
mind and untiring labors of some one who
preceded. As one looks about our college
green he is struck by the increasing number
of men who are many years beyond what
is usually denominated school age — men in
the forties, yes, fifties. All over Ohio, where
a college plant is pressed into the service of
a summer school, the new awakening is con-
spicuous. And this new movement is not
confined to our State alone ; it is far from a
local movement — it is national in extent and
is even at work across the oceans. It harkens
to us as a new era — a Revival of Learning,
at least in the field of the teacher. With
agriculture, manual training, domestic science,
etc., in the curricula of our public-schools
it may prove to be as significant as when
Englishmen made pilgrimages across the con-
tinent to learn of the lore of the East at
the feet of Greek masters at Athens. Can
you believe the coming of this vast army of
men and women to our Athens any less sig-
nificant? Does not her light shine forth and
will not her influence be felt in every school
in which one of these teachers go? To use
a noble thought of one of our professors,
will they not return and "make beautiful the
common places"? Every county in the State
has a score or more teachers who are com-
manding low wages, yet the addition of some
academic training to their stock of knowledge
would increase their earning power wonder-
fully and, what would be more important,
their efficiency. They have been sorted down
by natural selection from the great number
who entered the ranks as their comrades. Ex-
perience has tested them and found them
good. What this class of teachers needs is
more academic training. The summer school
is the one institution which has sprung up all
over the land and grown with such rapidity
that it can and is serving the wants of this
class of teachers. The summer school has
and will continue to be a very potent factor
to accelerate the educational ambition of
many worthy young men. Their early train-
202
OHIO UNIVERSITY BULLETIN
FIFTEENTH CONGRESSIONAL DISTRICT.
ing in many instances possibly consisted of
nothing more than a few years spent at a
district school under conditions unfavorable
in the extreme. Persistent effort, unfaltering
purpose, and hard study bring a teacher's cer-
tificate ; then with the accumulated funds of
a couple of terms of teaching he wisely de-
cides to avail himself of the only chance
which time may offer him of being touched
by the college influence — the summer school.
Once his feet are within the territory of en-
lightenment and opportunity he feels her
invigorating atmosphere, his world grows and
his horizon of life broadens. It is as if one
should ascend into the heights from the val-
leys below and behold the great plains beyond
which offer riches untold as the price of con-
quest. The summer school is a place for in-
spiration. One would not expect to acquire
much knowledge in six weeks, yet under the
influence and instruction of a great teacher,
who is an artist in his subject, one's interest
may be so aroused that he will go on and
carry work to completion. Many fall into
the error of coming to the summer terms and
doing review work in the common branches.
There may be a few cases where this is jus-
tified, but on the whole, it is to be discouraged
and ought to be avoided. Teachers should
use this opportunity to study something new,
to tread paths as yet unseen. What the stu-
dents most need is something new, an intro-
duction to some algebra, Latin, rhetoric,
and the like. A knowledge of these branches
would clarify their somewhat tangled under-
standing of the more common branches and
give them something beyond of equal, if not
superior, value. If I am permitted to use a
bit of my own personal experience this sum-
mer, I think I can make myself more clear
on this point. In our course in advanced
German the study of the drama which we
are reading takes us into the beautiful scen-
ery of Switzerland, where we can gaze at the
snow-capped mountains and hear the fall of
the avalanches, see the tranquil lakes nestled
at their feet, learn the characteristics of her
interesting people, know their mode of life-
and habits and, the best of all, enjoy some
beautiful literature. Can you imagine a more
effective way of getting at the real geography
and ristorv of a countrv than this?
OHIO UNIVERSITY BULLETIN
203
1 he choice of a summer school is a matter
of great importance. We are all inclined to
think our decision in the matter the best. It
is sometimes well to see the situation from
the standpoint of one whose judgment in the
matter is based on a broader outline than
our own. In this connection I can do no bet-
ter than to give in substance the opinion of
a well-known representative of a Chicago
publishing house. When asked how he
would rate the Ohio University Summer
School, his immediate reply was : "The best
in the State and one of the very best in the
country." He then spoke at some length on
the high moral tone of Athens and her sub-
stantial fitness for administering to the wants
and caring for the comforts of the students.
In particular did he speak of the high quality
of the student body, their orderly deportment
and the cheerfulness in which the}' went
about their work. He referred to the large
amount and varied character of the work that
was being done through the regular college
faculty with the entire University plant in
use, — everything reflecting the most com-
mendable credit on the institution's able
executive.
This 'gentleman's fine critical taste and
ability to judge well, coming along with his
wide acquaintance with summer schools
throughout the country, ought to carry more
than ordinary weight and elicit more than
passing comment. My experience here in the
course of eight summers, with some knowl-
edge of conditions as they are found else-
where, convinces me that his statements are
none too strong. My sentiments and con-
clusions in the matter are formed from the
standpoint of a superintendent who can see
and is aware of the wholesome influence the
State Normal College is exerting on the
public-school system of the State. The al-^
most spectacular growth and expansion of
the University within the present administra-
tion has been an influence most potent in it-
self to inspire the student to vie with re-
newed life in the race of keeping up. These
fine new edifices which have so recently
taken their places on the campus tell us, in
the oratory of brick, the achievements of our
most excellent President and will for all time
be a most worthy tribute to his untiring
labors and constructive genius.
THZ DE.71ANCS OF EDUCATIO'.
By
Willis L. Gard, Ph. D.
By 1818, the people of Boston began to real-
ize that their sons and daughters were not re-
ceiving the training for the duties of practi-
cal living that was due them. For this reason
they began an agitation for the extension of
public education beyond that furnished by the
elementary schools of that clay. In 1821 the
lirst public high-school in America was opened
in the town of Boston. The specific purpose of
this school was to furnish the child with "an
education that shall fit him for active life and
that shall serve as a foundation for eminence
in his profession whether mercantile or me-
chanical." These people believed that such an
education could be supplied to the boys and
girls of the community at a moderate expense
and that the entire communit}' would be greatly
benefited by this new institution.
For the first forty years the growth of the
new institution was very slow. It had to gain
headway gainst an old and firmly established
institution — the American Academy. The
American Academy had itself been founded in
the previous century in response to a demand
for an education that served practical living
more adequately than the grammar schools
of that age were doing. The teachers of the
academies had been trained in the colleges
and in a short time the original purpose of the
academy had been, in a measure, given up, and
the school became a preparatory institution for
the colleges. But as the result of social and in-
dustrial changes in the life of the community
many of the boys and girls found it impossible
and even unnecessary to go to college. What
they demanded was a training that would help
them in the occupations that they were soon to
take up. It was, then, in response to this new
and general demand that the public high-school
was established and, in the main, this institu-
tion has ever held to its original purpose.
Since 1870 the public high-school has pro-
gressed with leaps and bounds until at present
we can scarcely find a hamlet or village with-
out privision for an education beyond the ele-
mentary grades. These high schools are filled
with boys and girls from all classes of so-
ciety, representing all the varied interests of
a areat and growing civilization. The young
204
OHIO UXII'ERSITY BULLETIN
SEVENTEENTH CONGRESSIONAL DISTRICT.
people from the rural communities touch el-
bows with those from the towns, thus affording
that exchange of ideals and purposes in life
which is so essential for the perpetuation of
the institutions of a great republic. Men of all
classes have come to beelieve that education
will, in some mysterious way. improve their
temporal condition. They believe that in some
way their labor can be made more effective
and more profitable by some form of educa-
tion. They believe that their lives can be made
to mean more to them and that greater joy and
happiness will come to them. Not only are
laborers placing this value upon education but
those who employ labor have realised the same
fundamental truth. The ignorant worker is not
the economic worker. So thoroughly con-
vinced of this view is the management of the
Studebaker Wagon Works, at South Bend.
Ind., that plans are being matured for selecting
the best workmen and at the expense of the
company sending these men for four years of
training in a great technical school.
Thus the improving of the condition of all
classes of the American people through educa-
tion has come to be an abiding faith with us.
It would seem that our ruling passion to-day is
for education and the favorite agency of sat-
isfying this passion is the public high-school.
We have come to believe that in a very impor-
tant sense the child belongs to the community
and that the public welfare demands that he
receive the best introduction possible to our
complex society. Our ruling passion is indeed
for education. True, some seek wealth, others
power, and still others lives of ease and lux-
ury ; but the common purpose of the mass
of our race is the acquisition of knowledge.
The sons and daughters from the farm, the
shop, and the counter are seeking education
not by ones and twos but literally by hundreds
and thousands. In a word, we are engaged in
the most stupendous educational, social, and
economic experiment the world has ever seen.
We are trying the experiment of compulsory
and universal education — universal in the sense
that we are trying to discover the possibilities
of every child and to set such experiences
for him that he may be equipped to take up
some useful and necessary part of active social
life.
But what shall be the outcome of this great
OHIO UNIVERSITY BULLETIN
205
undertaking? This, of course, no one can
foretell, but it will depend upon our skill in
meeting the issues that come up for solution.
Our skill in handling the issues will depend
upon a few fundamentals that must be incor-
porated in our educational ideals, policies, and
methods.
In the first place, we must realize that a large
element in education must be vocational. All
needful activities must be maintained in an
educated state. There must be a large ex-
penditure of human energy if progress is to be
continued. For this reason, education should
never be looked upon as the gateway to a life
of ease. It should never be thought of as
a means by which one man can gain an ad-
vantage over his neighbor or live upon the
sweat of the brow of another. The interest
of the state demands that the efficiency of the
individual should be increased in all lines.
In the second place, we must recognize that
of the useful activities, one occupation is as
important as another. All occupations must
be recognized and enriched unless we wish to
invite disaster. We can not with impunity hold
up to our boys the idea that law is more
honorable than medicine, or that either
of these is more honorable than honest farm-
ing. The only promise that we should make
is that faithful labor shall have its adequate
and sure reward. No man has a right to ask
that he be excused from labor. All that he
may rightfully expect is that he shall be ex-
empt from aimless and fruitless drudgery. This
is the assurance that education brings or, at
least, should bring him. Education should seek
to lessen the totality of drudgery by an in-
creased use of mechanical energy and a more
intelligent and economic expenditure of human
effort. Education will have completely justi-
fied itself when it has fully liberated man
from that form of slavery which is born of
ignorance. For this reason the education of all
men should be largely vocational, as it really
is whether we have so declared it or not.
The only trouble is that our courses of study
have not touched all the vocations. Only a
few specially favored ones have been fairly
treated. Scientific farming has as much claim
on our educational efforts as theology, law, or
medicine. All are useful and essential for the
prosperity of our people. Each serves us in
its own way.
In the third place, our educational policies
and methods should prevent social cleavage
along vocational lines. Failure is our sure re-
ward unless we prevent one part of our peo-
ple from being educated to one set of ideals
and another part to other and opposing set
of ideals. If this condition should ever come
to pass, we will then have not "civilization but
a tug of war between highly educated but mu-
tually destructive human energies." We then
must seek to produce ideals of individual effi-
ciency and public service along all needful
lines. There must be a common standard of
citizenship. We can no more perpetuate our
free institutions with a people living under two
sets of ideals than we could live with one half
free and the other half slave.
In the fourth place, we should remember
that the best system of universal education.
is the one where as many needed subjects
and vocations as possible are brought to-
gether in the same school and under the same
management. The boys and girls from the
rural districts should have in the high-school
course an opportunity to study the principles-
of agriculture and all kindred enterprises, as
well as prepare for law and medicine. The
people of Toledo have recognized this need
and are planning cosmopolitan high-schools
in which academic, manual',, and commercial
training are given equal emphasis. They be-
lieve that such cosmopolitan high-schools will,
tend toward democracy in education by keep-
ing down the social cleavages tending to open'
in our country. The specialized schools tend'
toward aristocracy and false notions of the
value of the other lines of school work. It
is believed by many that children who pursue
the classical course in a separate school tend
to regard their course as superior to the
courses emphasizing the manual and commer-
cial pursuits. By bringing the children pur-
suing all courses into intimate and daily con-
tact the work of each will be ennobled in the
eyes of the other and' a common ideal of life
will result.
Activity and learning must be closely
united. There can be no such thing as "general
education" unless we wish to fit the individual
for nothing in particular and leave him strand-
ed without an occupation or the means of
using his trained activities. We must give up-
the idea that one course of study in the high-
school is more liberalizing than another. We
must come to realize that every efficient mrm is
206
OHIO UNIVERSITY BULLETIN
NORTHWESTERN CLUB.
trained to do some one thing with great skill
and this training will be both vocational and
liberal.
In a word, the point that I am trying to
make is this — all subjects, all courses train
for some vocation and at the same time give
culture.
Our children are looking to the schools, and
especially the high schools, to prepare them
for the many duties of actual life. They should
not be disappointed. We should construct
such educational policies and employ such
"methods and materials as shall make the
school a true picture of life outside in all its
essential activities.''" Vocational studies for
their own sake must be introduced freely. If
your daughter wishes to learn stenography
and typewriting why should she be told that
she must leave her father and mother and go
to Columbus or Pittsburg while her cousin
who wishes to learn Latin is taken care of at
home? Why should your son who wishes to
learn the principles of scientific farming be
told that the school has no time for such
studies ?
But we are coming to a better day. Many of
the high-schools of the State are beginning
to recognize those forms of activity which
are nearest and dearest to the life of the child.
Let us put this in the exact language of a
recent writer — "To teach all subjects to all
men in the same school, this is the great edu-
cational, social and economic opportunity of
America," where secondary education is in
the hands of the general public and not of
any sect, class, or faction. If we throw away
this natural advantage, bought with blood and
treasure, or if we neglect to make the most
of it, we are guilty before the nation and the
race of a breach of trust second only to the
sin of treason."
Since we all believe that the attitude or
outlook upon life is far more important than
the book knowledge gained or skill acquired
in the schools, let us glance at the result of
all this that we call education in terms of
ideals of life. Of course it will be impos-
sible for me at this time to discuss all that
might rightly come under this topic, and I
shall attempt only a very few statements.
In the first place, it is important that the
young man or woman has the right attitude
OHIO UNIVERSITY BULLETIN
207
toward labor. It is a great misfortune for
any one to leave the high school without in
a measure appreciating the value of exact
labor. When the student is too busy with his
studies to perform any part of the necessary
labor of the home, something is seriously
wrong. But it is a far greater misfortune
for a youth to squander his time on petty
social functions or in the loafing places of
idle men. I know a healthy young man
who has had twenty years' experience in
loafing and has never tasted the joy of a
single success coming through his own effort.
Think you that he is prepared to begin living
and to perform the duties of a citizen?
If the individual goes forth with the child's
outlook and with the timidity and ignorant
assurance of the child in his first contact
with the world, he is not yet prepared to rub
against other men. His experience has been
too limited, he has not lived enough in the
present ; he does not know enough about men ;
and has not met and conquered the personal
issues of life. His outlook upon life is likely
to be bookish. All of us should realize that
the daily doing of needful things with regu-
larity and efficiency has great training value.
Such daily labor is the necessary part of a
liberal education, for it impresses the youth
with the fact that he is personally responsible
for the accomplishing of things ; and from
the same source comes the useful lesson that
things do not "just happen," neither do they
"do themselves." It is educative to bring
things to pass by overcoming obstacles, and
this is the reason why in every business in
life successful experience counts for so
much.
One other thought would I add at this
point. Success in life does not come to that
person who does the most of his tasks. Do
you know that it is the bookkeeper who looks
over the most of his entries that fails to find
the trouble that confronts him in the balance
sheet? A wreck occurred the other day on
the St. Louis division of the Big Four
Railroad because some employe did the most
of his duty. A national bank examiner did
the most of his duty and the consequence
was the closing of a bank and many deposi-
tors losing their small and hard-earned sav-
ings. No, it is not the doing of the most of
our task that brings success, but the per-
forming of our whole duty that counts for
victory. You recall that the rich man who
visited Christ on one occasion, to inquire
what he must do to be saved, was told, in
distinct language, that he had done most of
the things necessary, but that there was one
thing lacking.
Now let me close by stating the whole
problem in the words of ex-President Roose-
velt. In an address made at the University
of Paris a few months ago he said : "Let
those who have keep, let those who have not
strive to attain a high standard of cultivation
and scholarship ; yet let us remember that
these are second to certain other things.
There is need of a sound body, and evert
more of a sound mind. But above mind and
body stands character — the sum of those
qualities which we mean when we speak of
a man's force and courage, of his good faith
and sense of honor. I believe in exercise for
the body, always provided that we keep in
mind that physical development is a means
and not an end. I believe, of course, in giv-
ing to all the people a good education. But
the education must contain much besides book
learning in order to be really good. We
must ever remember that no keenness and
subtleness of intellect, no polish, no clever-
ness, in any way make up for the lack of the
great solid qualities. Self-restraint, self-
mastery, common sense, the power of accept-
ing individual responsibility and yet of acting:
in conjunction with others, courage and
resolution — these are the qualities which
mark a masterful people. Without them no
people can control itself, or save itself from
being controlled from the outside."
DEPARTMENTS AND COLLEGES OF THE
OHTO UNIVERSITY.
Students are given opportunity to select
work from the wide range of studies offered
in the different departments and colleges. In
any of the regular four-year courses, the stu-
dent has choice of 1,000 hours of elective work.
In selecting it, his choice is not limited to the
studies of any department or college, but he
is privileged to choose where his inclination
prompts or his future needs direct, always with
such professional guidance as will help him-
so to correlate his work as to give wholesome
unity to it. The following statements show,
208
OHIO UNIVERSITY BULLETIN
MADISON, FRANKLIN, AND DELAWARE.
in concise form, the range of educational work
now provided for in eight divisions of univer-
sity work.
I. College of Liberal Arts:
1. Course leading to the degree of Bachelor
of Arts (A. B.J.
2. Course leading to the degree of Bach-
elor of Philosophy (Ph. B.).
3. Course leading to the degree of Bach-
elor of Science (B. S.).
Each of these is a four-year course, based
upon graduation from a high-school of the
first grade, or equivalent scholarship, and re-
quires 2,500 college hours — 1,500 required and
1,000 elective — for its completion.
II. The State Normal College:
1. A Course for Teachers of Rural Schools
— two years.
2. Course in Elementary Education — two
3. Course in Kindergarten — two years.
4. Course in School Agriculture — two years.
5. Course in Manual Training — two years.
6. Course in Domestic Science — two years.
7. Course in Secondary Education — four
years.
8. Course in Supervision — four years.
9. Professional Course for Graduates from
reputable Colleges of Liberal Arts — one year.
10. Special Courses in Drawing — sufficient
time to earn the special Certificate given.
11. Special Course in Public School Music—
sufficient time to earn the Special Certificate
given.
Admission to any of these regular courses,
save No. 1, is based upon graduation from a
high school of the first grade or equivalent
scholarship.
III. The School of Commerce:
1. A Preparatory Course — three years.
2. A Collegiate Course — two years.
3. Special Courses in Accounting, Type-
writing, and Stenography.
4. Teachers' Course in Stenography — two
years.
Graduates of hi^h schools having a four-
year course will be admitted to the Collegiate
Course without conditions. All the work sched-
uled i= very thorough and practical.
OHIO UNIVERSITY BULLETIN
209
!V. College cf Music:
1. Course in Piano and Organ.
-. Course in Vocal Culture.
3. Course in Violin.
4. Course in Harmony and Composition.
V. The Department of Physics and Electri-
cal Engineering:
As a part of the schedule work of this de-
partment is a Short Course — two years — in
Electrical Engineering, the course referred to
leads to a diploma. It may all be taken as
an elective course in connection with the Sci-
entific Course as outlined in the catalogue,
thus not only giving the graduate the degree
of Bachelor of Science, but also establishing a
special foundation for his life work as well.
VI. The Department of Mathematics and
Civil Engineering:
The work of this department is of a wide
range and of special excellence. It includes a
Short Course in Civil Engineering — two years.
The following subjects are given in the
course : Mechanical Drawing, Descriptive
Geometry, Shades and Shadows, Prospective,
Stereotomy, Leveling, Plane Surveying, Ele-
mentary Mechanics, Topographic Surveying,
Railroad and Highway Engineering, and En-
gineering Construction.
The work in English, Mathematics, Sci-
ences, and Languages is done in the regular
University classes.
This short course is designed to prepare
students for practical wage-earning work and
for advanced standing in some technical school
of high grade.
Note on Engineering : — The completion of
either of the courses before set forth will pre-
pare students for practical work at good
wages, and will fit them for advanced stand-
ing in the best technical schools of the
country. Requirements for admission to
either course are the same as those named
for admission to the Freshman Class of the
College of Liberal Arts or the Freshman
Class of one of the four-year courses of the
State Normal College.
VII. The State Preparatory School:
The presence of a Preparatory School in
connection with the State Normal School and
the College of Liberal Arts is a necessitv
under existing educational conditions. Per-
sons who can secure full high-school train-
ing at home are urged t<> gel it before at-
tempting to gain admission to any of the
departments or colleges of the University.
The Preparatory School of Ohio University
is a model of its kind. Here students with
any kind of deficiency in high-school training
can make adequate preparation for entrance
into the Freshman Class of any of the de-
partments or colleges of the University. Such
students have the best possible instruction,
and all the privileges of general culture en-
joyed by members of the regular college
classes. The needs of the teachers and pros-
pective teachers, looking forward to the ad-
vanced work of the State Normal College,
have been carefully considered and fully pro-
vided for in the courses offered.
Primarily, the courses of study are planned
with two ends in view: (1) To give the
student the best possible instruction for the
time he may be able to remain in college, and
(2) to enable him to make special preparation
for regular work in one of the diploma or
degree courses of the University.
VIII. The University Summer School:
The work of the Summer School for 1912 —
June 17 to July 26 — can be seen in detail in a
special Bulletin issued January, 1912. The
general plan of organization and management
will be similar, in all essential features, to that
which has proved so popular with students,
teachers, and prospective teachers heretofore.
The College of Music and the School oi
Oratory will offer a wider range of special
instruction than ever before. Instruction, be-
ing individual, will vary in cost according to
the nature of the work. In no case will the
cost exceed $8.00 for twelve private lessons.
The registration fee of $3.00 will cover all
scheduled class instruction including work in
the Kindergarten, School Agriculture, Manual
Training, and Domestic Science departments.
It is confidently asserted that this work,
while of wide range and carried on somewhat
hurriedly, is of high academic and professional
value to teachers and those preparing to teach.
In the selection of subjects of instruction and
the preparation of the recitation scheme, re-
gard has been had for the known wants of
students wishing either review or advanced
210
OHIO UNIVERSITY BULLETIN
ROSS, HIGHLAND, CLINTON, AND FAYETTE.
work. From the schedule recitations, any one
can surely select some study or studies that
will largely, if not fully, meet the purpose
that prompts him to seek summer-school ad-
vantages.
Spring-Term Reviews — The Spring term of
Ohio University will open Monday, March 25,
1912, and close Thursday, June 13, 1912. On
Monday, April 29, 1912, new review classes
will be formed as follows : Arithmetic,
Grammar, Geography, United States History,
English Literature, General History, School
Agriculture, Manual Training, Domestic Sci-
ence, Physiology, Physics, Botany, and Theory
and Practice of Teaching. These classes can
be entered to advantage any time prior to
May 28, 1912.
Only a just portion of the usual term fee
of $6 will be charged students who enter at
the time of the forming of these special
classes or later. If demand is sufficiently
strong, review classes may be formed in Plane
Geometry,* Elementary Algebra, Elementary
Chemistry, Latin, German, and some other
subjects. However, none of this work is
promised.
SCHOLASTIC REQUIREMENTS FOR AD-
MISSION TO THE FRESHMAN CLASS.
Ohio University recognizes and gives full
credit to the classification of high schools
made by the State Commissioner of Common
Schools. Graduates from high schools of the
first grade can enter the Freshman Class of
the College of Liberal Arts or the State
Normal College, or enter upon the short
courses in the School of Commerce, in Elec-
trical Engineering, and in Civil Engineering
without examination, provided they have com-
pleted at least fifteen units of secondary work
as the terms are generally understood and
applied in educational circles ; also, graduates
from high schools named in the accredited
lists of colleges and universities of recog-
nized high standing will be received, by cer-
tificate, on equal terms.
When any part of the fifteen units of sec-
ondary credit is made up of what may be
regarded as legitimate college work, the same
will be accepted without examination, but no
hours of college credit will be given therefor.
When the fifteen units of secondary credit
OHIO UNIVERSITY BULLETIN
I'll
do not include all the studies required as
preparatory work by Ohio University, such
studies may be regarded as electives and in-
cluded in the 2,500 hours of college work re-
quired for graduation.
The foregoing statements are made to show
students that, in order to complete any one
of the four-year degree courses, they must
have fifteen units of preparatory credit and
2,500 hours of collegiate work.
A unit represents a year's study in any sub-
ject in a secondary school, constituting ap-
proximately a quarter of a full year's work.
"This statement is designed to afford a
standard of measurement for the work done
in secondary schools. It takes the four-year
high school course as a basis, and assumes
that the length of the school year is from
thirty-six to forty weeks, that a period is
from forty to sixty minutes in length, and
that the study is pursued for four or five
periods a week, but under ordinary circum-
stances, a satisfactory year's work in any
subject cannot be accomplished in less than
one hundred and twenty sixty-minute hours
or their equivalent. Schools organized on any
other than a four-year basis can, nevertheless,
estimate their work in terms of this unit."
To enter the Freshman Class of Ohio Uni-
versity fifteen units are required.
Graduates from a first-grade high school,
English Course, can enter the Freshman Year
of the course leading to the degree of Bach-
elor of Philosophy, with the understanding
that they must take four years' work in Latin
with college credit therefor.
In requirements for admission to the Nor-
mal College and to the Scientific Course in the
College of Liberal Arts, modern languages
may be substituted for Latin. Graduates
from the English Course of a first-grade high
school have the same privilege of substitution
in regard to Latin as in the course leading
to the Ph. B. degree.
Graduates from a "Commercial Course" of
a first-grade high school will be given full
credit for the special work there done, should
they enter upon any course connected with the
School of Commerce ; but if such graduates
seek admission to the Freshman Class of the
College of Liberal Arts, or the State Normal
College, they will be given such credit as may
be deemed just and proper bj tin ['"acuity
Committee on Registration, after a careful ex-
amination of each separate case.
The intent of the foregoing is to make it
clear that Ohio University will recognize all
work of a high school of the first grade at
its full value. After the student is given ad-
mission, with college rank, to any scheduled
course, he will be required to "make good,"
in full measure, all required and elective work
necessary lo complete 2,500 hours of credit.
In all cases where students seek to enter
any of the colleges or departments of the
University without examination, they must
present to the Registrar the legal certificate,
or a certified copy thereof, which accompanies-
the diploma of each high school graduate ;
or a "Certificate of Application for Admis-
sion," prepared by the University, will be sent
to prospective students, thus enabling them
to comply with the conditions hereinbefore
stated.
Holders of High School Certificates, issued
by the Ohio State Board of Examiners, will
be admitted to the Freshman Class of any
college or department of the University with-
out conditions. If they enter upon any four-
year or degree course in the State Normal
College, they will be given, in addition, such
professional credit as conditions may suggest
as just and proper. Also, any holder of the
State Certificate, before referred to, may re-
ceive college credit for branches of college
grade named therein when the same are ac-
cepted by the Faculty Committee on Registra-
tion of Students.
Candidates for advanced standing are, in
all cases, examined to ascertain their thor-
oughness and proficiency ; but certificates
from other institutions will be accepted for
the amount of work done in the different
departments.
In exceptional cases students are admitted
to classes for a week on trial, without exam-
ination, provided the professors in charge are
reasonably certain they can maintain their
standing.
Women are admitted to all departments of
the University on the same terms and under
the same conditions as those prescribed for
men.
I
•212
OHIO UNIVERSITY BULLETIN
SCIOTO, PIKE, AND LAWRENCE.
SYNOPSIS OF REQUIREMENTS.
Subject to Exceptions Hereinbefore Set
Forth.
Group A — Required of all courses:
English, three units.
Mathematics, two and one-third
units.
Physics, one unit.
United States History and Civics,
one unit.
General History, one unit.
Botany, two-thirds of a unit.
Physical Geography, one-third unit.
Physiology, one-third unit.
Drawing, one-third unit.
Group B — Required in addition to Group A
for the Classical Course :
Latin, four units.
Greek, one unit.
Group C — Required in addition to Group A
for the Philosophical Course :
Latin, four units.
German or French, one unit.
Group D
- Required in Addition to Group A
the Scientific Course:
Latin, four units.
German or French, one unit.
Or, French and German may be
substituted for all or a part
of Latin.
O. U. SUMMER SCHOOL.
June 19, 1911— July 28, 1911.
Enrollment of students by states and coun-
tries :
States. No. Students.
Indiana 1
Kentucky 13
Michigan 1
Xew Jersey 1
New York 1
Ohio 833
Pennsylvania 3
Texas 1
Virginia 3
Washington 1
West Virginia 19
OHIO UNIVERSITY BULUi'I IX
213
Brazil 1
China 4
Sumatra 1
Total 883
Men, 302; Women, -581; Total, 883.
OHIO COUNTIES REPRESENTED, 76.
Name. No. Students
Athens 196
Perry 36
Washington 35
Fairfield 34
Licking •. 30
Jefferson 28
Ross 25
Jackson 24
Belmont 23
Vinton 21
Muskingum 20
Morgan and Tuscarawas 16
Meigs and Pickaway 15
Franklin and Pike 11
Clinton, Hocking, Noble, and Scicto 11
Coshocton, Erie, Hancock, Harrison, High-
land, Madison, and Monroe 9
Huron, Knox, and Trumbull 8
Sandusky 7
Ashtabula, Columbiana, Fayette, Gal ia,
Shelby, and Stark 6
Brown, Guernsey, Lawrence, Lorain, and
Richland 5
Clermont, Delaware, Logan, Mahoning,
Morrow, and Summit 4
Champaign, Defiance, Hardir, Medina,
Portage, Wood, and Wyandot 3
Clark, Cuyahoga, Fulton, Geauga, Greene,
Hamilton, and Holmes 2
Allen, Ashland, Carroll, Crawford, Lake,
Lucas, Mercer, Montgomery, Paulding,
Preble, Warren, Wayne, and Williams 1
Adams, Auglaize, Butler, Darke, Henry,
Marion, Miami, Ottawa, Putnam,
Seneca, Union, and Van Wert 0
Total 833
States and countries represented 14
Enrollment of pupils in Graded Training
School, unregistered 172
Enrollment of pupils in Rural Training
School, unregistered 75
Special students and unregistered teachers. 55
SUMMER SCHOOL OF OHIO UNIVER-
SITY, ATHENS, OHIO.
June 17, 1912— July 26, 1912.
General Information.
Attendance Statistics — The attendance of
students at the Summer School of Ohio Uni-
versity for the last twelve years is herewith
shown :
Year. Men. Women. Total.
1900 36 29 65
1901 45 57 102
1902 110 128 238
1903 159 201 423
1904 194 363 557
1905 220 430 650
1906 207 440 656
1907 236 442 678
1908 230 387 623
1909 214 517 731
1910 260 516 77- i
1911 302 581 883
The figures for 1911 do not include the
pupils enrolled in the Graded Training School,
in Ellis Hall, the Rural Training School, in
Mechanicsburg, persons attending the special
lectures on Forestry and Foreign School Sys-
tems, or the number of School Examiners,
Prircipals, and Superintendents who attended
the '"Schoolmasters' Conferences," held the fifth
week of the term. In 1911 the students came
from all sections of Ohio, and represented
seventy-six counties of the State.
Needs Considered and Courses Offered —
In arranging the courses of study for the
Summer School of 1912, the various needs of
all classes of teachers and those preparing to
teach have been carefully considered and fully
provided for. About one hundred and fifty
courses are offered, and that number of
classes will recite daily. Teachers and others
seeking review or advance work should plan
early to attend the session of 1912, which will
begin June 17th and continue six weeks.
Faculty — A Faculty of sixty members will
have charge of the instruction. Please to
note that all the instructors, with few excep-
tions, are regularly engaged in teaching in
Ohio University. Those who enroll in the
Summer term are thus assured of the very
best instruction the University has to offer.
Selected Work — Why not examine the cat-
alogue and determine now the course you
-2U
OHIO UXIUERSITV BULLET IX
ATHENS COUNTY.
.. -'.. to pursue, and then begin at once to
work out systematically the studies of that
course? If you are a teacher of experience,
cr if you have had previous collegiate or high-
school training, you will doubtless be able to
do at home, under our direction, some sys-
tematic reading and study.
Courses of Study — Summer-School stu-
dents should decide upon a regular course of
study to be pursued systematically. Credits
and grades from other schools should be filed
with the President of the University, thus en-
abling the student to secure an advanced
standing. Work begun during the summer
term may be continued from year to year, and
much work may be done at home, by advanced
students, under the direction of the various
heads of University departments. College
credit will not be given for home zvork. A
diploma from the State Xormal College should
be the goal of every ambitious teacher.
Reviews — Ample provision has been made
for the needs of young teachers, and those
preparing for examinations, by means of
thorough reviews in all the studies required
in city, county, and state examinations. Stu-
dents preparing to teach, or preparinj for any
advanced examination, will find excellent op-
portunities at Athens.
Spring-Term Reviews — The Spring term of
Ohio University will open Monday, March 25,
1912, and close Thursday, June 13. 1912. On
Monday, April 29, 1912, new review classes will
be formed as follows : Arithmetic, Grammar,
Geography, United States History, English
Literature, General History, Physiology, Phys-
ics, Botany, Manual Training, School Agricul-
ture, Domestic Science, and Theory and Prac-
tice of Teaching. Instruction in these subjects
will be necessarily general, but as thorough as
time will permit. These classes are formed for
teachers and prospective teachers who are pre-
paring for the inevitable examination. Scholar-
ship is not acquired by such work ; it is recog-
nized as a kind of necessary evil. A clear
knowledge of the nature of the uniform exami-
nation questions used in Ohio will guide those
giving instruction. Until Ohio adopts a more
sane and consistent system of examining and
certificating teachers, those teaching or expect-
ing to teach will appreciate the value of such
favorable opportunity for review work. These
OHIO UNIVERSITY BULLETIN
215
classes can be entered to advantage any time
prior to May 28, 1912. Only a just portion of
the usual term fee of $6.00 will be charged
students who enter at the time of the forming
of these special classes or later. If demand is
sufficiently strong, review classes may be
formed in Plane Geometry, Elementary Al-
gebra, Elementary Chemistry, Latin, German,
and some other subjects. However, none of
this work is promised.
Primary Teachers — Special attention is
called to the fact that the Training School, or
Model School, will be in session during the
Summer term. Also, the Rural Training
School (two rooms) in Mechanicsburg will be
in session. In these schools emphasis is placed
upon the training of primary teachers. Almost
every teacher in the rural schools has primary
classes to instruct. City teachers will also
find this course especially valuable. Every
teacher of the rural schools will have an op-
portunity to receive instructions in the best
methods of teaching as applied to primary
schools.
Expenses — No tuition will be charged. The
registration fee of $3.00 will entitle students
to all the privileges of the University, save
special instruction in private classes.
In no case will this registration fee, or any
part of it, be returned to the student after it
has been paid to the Registrar.
Boarding in clubs, per week, costs from
$2.50 to $2.75, and in Boyd Hall and Women's
Hall, $2.50. A student may attend the Sum-
mer School six weeks and pay all expenses,
except the railroad fare, on from $25.00 to
$30.00. By observing the strictest economy,
less than this would be required.
Ample Accommodations — No school town
can offer better accommodations at more rea-
sonable prices than Athens. Nicely furnished
rooms, in private houses, convenient to the
University, may be rented for $1.00 a week,
including light, bedding, fuel, towels, and
everything needed by the roomer. This rate
is given where two students occupy the same
room. If occupied by one student, such rooms
usually rent for $1.25 a week. It is safe to
say that four-fifths of the rooms rented to stu-
dents are rented from $0.75 to $1.00 each per
week.
Women's Hall and Boyd Hall — These two
buildings will accommodate about 180 women
students. They are owned by the University
and the rooms are of good size and well fur-
nished.
Students securing quarters here will pay
from x:5.:><l to s:i.75 per week for board and
lodging, everything being furnished save soap
and towels. Students wishing rooms in these
buildings should engage them in advance.
Such rooms will be in demand.
It is required that every student occupying
a room in either of these buildings pay the
weekly charge for the whole term. It is mani-
festly unfair to the University to lose the
moderate rental charged for these rooms for
any portion of the term. To vacate a room
after the opening of a term usually means the
loss of rental fees for it from that time on.
Write to Miss Willanna M. Riggs, Dean of
Boyd Hall, or Mrs. Bertha T. Dowd, Dean of
Women's Hall. Students who do not wish to
engage rooms in advance will experience no
trouble in getting promptly located. One
thousand students can find desirable accom-
modations in Athens.
What Athens Can Do — Athens can easily
accommodate a large number of students. At
the close of the first day of the Summer term
of 1911, every student had been eligibly lo-
cated. Accommodations for at least 150 ad-
ditional students were available.
Free Lectures — Arrangements have been
made for a series of day and evening free
lectures to be delivered in the Auditorium of
the University within the period covered by
the Summer term.
Teachers' Conferences — At least six con-
ferences— one hour each — will he held tin-
fifth week. These will be led by members of
the Faculty and others familiar with the
workings of the public schools and experi-
enced in school methods and management.
Ohio School Laws — Particular attention
will be given to the provisions of Ohio's new
school code. A series of informal "talks" on
some of the most interesting features of the
present Ohio School Law will be given.
Classes in School Administration will consider
the provisions of the entire school code.
Laboratories, Etc. — The laboratories, mu-
seums, art studios, library, and gymnasium of
the University will be accessible to students
free of charge. The new gymnasium is one
of the finest and best equipped buildings of
-216
OHIO UNIVERSITY BULLET IX
PERRY COUNTY.
the kind in Ohio. In hot weather the
natatorium will have strong attraction for
students.
Text-Books — All text-books will be sup-
plied at the lowest prices possible. Students
should bring with them as many supplemen-
tary texts as convenient.
Range of Studies — The following subjects
will be taught during the Summer term.
Prospective students may see that almost
every subject in the various University and
Xormal-College Courses will be presented dur-
ing the Summer term. Students who do not
find in the following list of subjects the
studies they wish to pursue will be accommo-
dated if a sufficient number of requests for
other work are made. The classes regularly
scheduled are as follows: Arithmetic (three
classes). Grammar (three classes), U. S. His-
tory (three classes), Ohio History, Algebra
(four classes), Principles of Education (two
classes), Free-Hand Drawing (three classes).
Bookkeeping (two classes), General History
(three classes), Physiology (two classes),
Civics and Health, Psychology (two classes),
Zoology, Political Economy, Beginning Latin,
Caesar, Virgil, Cicero, Advanced Latin, Phys-
ics (three classes;, Electrical Engineering
(two classes), History of Education (two
classes). Principles of Education (two
classes), School Management, School Admin-
istration and School Law, the Elementary
Course of Study. Primary Methods (two
classes), Special Methods in School Studies,
Pedagogical Conferences, Geography (three
classes), American Literature, English Litera-
ture (two classes), American Poetry. Word
Study, Literature for the Primary Grades,
Preparatory Rhetoric (two classes). English
Poetry, Byron, Keats, and Shelley, Tennyson,
Paidology, or the Science of the Child (two
classes), Elementary Chemistry. Qualitative
Analysis, Organic Chemistry. Stenography,
Typewriting, Elementary Manual Training
(two classes), Physical Laboratory, Chemical
Laboratory, Biological Laboratory. Psycholog-
ical Laboratory, Nature Stud}', School Agri-
culture (three classes), Bird Study, Botany
(two classes), Manual Training (three
classes). Domestic Science (three classes),
OHIO UNIVERSITY BULLETIN
■IV,
Observation in Training School, Teaching
School, Civil Government, Plane Geometry,
Solid Geometry, Trigonometry, Surveying,
Field Practice, Mechanical Drawing, How to
Teach Reading, Sight Reading (in music),
How to Teach Public-School Music, Vocal
Music, Chorus Work, Beginning German, Ad-
vanced German, Beginning French, Advanced
French, Spanish, and other subjects if a
sufficient demand is made at the opening of
the term. If changes or additions are made
to the foregoing list of branches, they will be
clearly set forth in a Special Bulletin to be
issued in January, 1912. Prospective students
are requested to make known wherein the
subjects named do not provide for the in-
struction they most desire.
Other Branches — Arrangements can be
made by students attending the Summer term
for private lessons in Greek, Latin, German,
French, Spanish, Psychology, Pedagogy, Voice
Culture, Piano, Organ, Violin, Higher Mathe-
matics, Philosophy, Elocution, and other
branches scheduled in any of the University
courses. The cost of such instruction, in each
branch, will not exceed $7.50 for the full term
of six weeks, or $0.75 for each lesson. Inas-
much as the work offered in the regular
classes of the Summer School covers so wide
a range of subjects, it will be, in most cases,
a matter of election on the part of students
if they take private instead of class instruc-
tion.
Heretofore, the College of Music, the
School of Oratory, and the Kindergarten
School have not offered any portion of the
work scheduled for the Summer School. In
1912, these three departments of college work
will admit students to both regular and special
classes. Instruction given in the Kinder-
garten school will be without special charge ;
the instruction in the College of Music and
the School of Oratory, being necessarily of
an individual nature, will be had at a special
charge as indicated in the preceding para-
graph.
Summer-School Advantages — Besides hav-
ing an opportunity to pursue systematically
almost any study desired, under the direction
of those regularly employed in this work, the
student of the Summer School enjoys the ad-
vantages of the acquaintance, friendship, and
counsel of many prominent superintendents,
examiners, principals, and others who ?ve
always on the lookout for progressive, well-
qualified teachers.
How to Reach Athens— Athens is on the
main line of the following railroads: I'.alti
more and Ohio Southwestern, Hocking Valley,
and Ohio Central Lines. Close connections
are made with these lines at the following-
named places: Cincinnati, Loveland, Blan-
chester, Midland City, Greenfield, Chilli
Hamden Junction, Parkersburg, Marietta.
Middleport, Gallipolis, Portsmouth, Xew Lex-
ington, Lancaster, Logan, Columbus, Thurs-
ton, Zanesvillc, Palos, Delaware, Marion, and
other points. Students on any railroad line
may leave their homes in the -most distanl
part of the state and reach Athens within a
day.
Requests for Names — Superintendents and
teachers are requested to send to the Presi-
dent of the University the names and ad-
dresses of teachers and others who would
likely be interested in some line of work pre-
sented at Ohio University. The Ohio Uni-
versity Bulletin is sent free and regularly to
all persons who desire to have their names
enrolled on the mailing list.
A Teachers' Bureau — Since the State Nor-
mal Schools of Ohio were established in 1902,
and especially since superintendents were
given, in 1904, the right to appoint teachers,
the State Normal College of Ohio University
has received many calls for teachers. Posi-
tions aggregating many thousands of dollars
have been secured by us for our students.
The Dean of the Normal College conducts.
free of charge, a bureau for teachers, and
is always glad to aid worthy teachers in
this way.
Conclusion — The President will cheerfully
answer any questions, relating to the Uni-
versity and its work, teachers or others de-
sire to ask. The many addresses made by
members of the Faculty in past years, and
the large quantity of printed matter sent out.
have served to give prominent attention to
the work of the University and the State
Normal College. In this way thousands of
people have learned to know something of the
broad scope of work undertaken at Athens.
The hundreds of students who have come to
us the past year have helped very largely in
imparting information to friends of educa-
tion throughout the state concerning tie ex-
tent and character of tie work acconq lished
218
OHIO UNIVERSITY BULLETIN
FAIRFIELD COUNTY.
Tiere. For the year ending March 17, 1911,
the total enrollment was 1.687 different stu-
dents. The total enrollment of different
students for the college-year ending June,
1912. will not fall below 1,800. For latest
catalogue, other printed matter, or special
information, address
Alston Ellis,
President Ohio University, Athens. Ohio.
NEWS NOTES.
The Summer School of 1911 closed Friday
noon, July *28th, with a total enrollment of
regular students as follows : Men, 30*2 ; women,
•581 ; total, 883. Seventy-six of the eighty-
eight counties of Ohio were represented. The
banner counties were Athens, with 198 stu-
dents ; Perry. 36 : Washington, 34 ; Licking. 20 ;
Jefferson, 28; Ross, 25; Jackson, 24: Belmont,
23: Vinton. 21: Muskingum. 20: Morgan and
Tuscarawas with 16 each : Meigs and Picka-
way, each with 1-5; Franklin and Pike, with 14
each ; and Clinton. Hocking, Noble, and Scioto,
each with 11.
The souvenir number of the Ohio Univer-
sity- Bulletin is profusely illustrated. The
publication will be of general interest to all
and of particular value to those who attended
the O. U. Summer School of 1911. Free dis-
tribution of it will be made until the edition
of 6,000 copies is exhausted.
More social features have been added to the
summer term just closing than heretofore, and
it has proved to be a popular departure. An
education cannot be gotten alone from books,
and the mingling of these young people in
social intercourse during the term is broaden-
ing and elevating; and, besides, when they go
to their schools in the different parts of the
country, they will carry with them pleasant
memories which may bring them back to take
a full college course. — Athens Messenger.
The Board of Trustees of the University
recently purchased four lots adjacent to its
Athens realty at a total cost of $19,500. Three
of the lots are on College street immediately
north of Women's Hall. The fourth lot — the
OHIO UNIVERSITY BULLETIN
219
Armstrong lot — is on the west side of Smith
Court street just opposite the Carnegie
Library.
The salary roll for the term of six weeks
amounted to $6,270.60. Of this total cost, the
students' fees produced $2,670.60.
The following special appropriations for the
Ohio University were made at the regular
session of the 79th General Assembly of Ohio,
held in the early months of 1911 :
for 1911.
Ewing Hall bonds $5,000
Apparatus for university purposes 8,000
Additional equipment for library 5,000
For construction of a Science Hall for
the State Normal College to cost
$75,000 complete 37,500
One year's interest on $15,000 Ewing
Hall bonds 750
Completing steam connections in El-
lis Hall 2,500
To make Science Hall fireproof 5,000
Improvement and betterment of build-
ings and grounds 5,000
Maintenance and equipment of the
State Normal College 25,000
Summer session 2.000
Total $95,750
for 1912.
Ewing Hall bonds $5,000
Apparatus for university purposes... 8,000
Uses and purposes of library 5,000
Equipment of Science Hall 15.000
Repairs and improvements, buildings
and grounds 5,000
Maintenance and equipment of State
Normal College 27,500
Summer session 2,000
One vear's interest on $10,000 Ewing
Hall bonds 500
Building for the training school of
the State Normal College and equip-
ment to cost $55,000 complete 27,500
Total $95,500
The Ohio University Bulletin, Souvenir
Edition for the Ohio University Summer
School of 1910, is one of the most striking
volumes of 178 pages to which our attention
has ever been called. We have taken the pains
to count the most interesting and illustrative
photographs, cuts, and diagrams in the volume,
and they amount to more than 250. Seven
hundred and seventy-six students were in the
Summer School, with a faculty of forty-eight
members. This sumptuous volume is a most
expet sive and valuable presentation of one of
Ohio's great universities, of which there arc
several, and will be assuredly prized by every
alumnus and alumna of the Ohio University. —
Business Journal. Feb. 1911.
It is quite noticeable that every line on the
face of the summer school student indicates
that he has braved the torrid weather and
come to Athens while the ordinary student is
loafing, determined to add a goodly-sized stock
of lore to his scholastic assets, and is here for
business exclusively. This determination will
relax more or less as the term advances and
natural instincts assert themselves, and yet the
fact remains that our summer students are the
best students. They dij and sweat and im-
prove their opportunities brief as they are, and
go home better prepared than when they came.
to fill the important duty of teacher of the
youth. — Athens Messenger.
The Ohio college presidents and deans held
their fifteenth annual conference at the Chit-
tenden Hotel, Columbus. March 10 and 11. The
discussions covered various questions pertain-
ing to administration and student life. The fol-
lowing officers were elected for the ensuing
year: Pres., Dean C. B. Austin, Delaware;
vice-pres., Pres. Bates, Hiram ; sec, President
Vivian B. Small, Lake Erie College, Paines-
ville. The session this year was better attended
than usual and the program was a strong one.
President Ellis is to be congratulated on the
great success of the meeting, as the program
was entirely in his hands. — -The Ohio Teacher.
Prof. Hiram Roy Wilson, of the chair of
English in the State Normal College of Ohio
University, recently received the honorary de-
gree of Doctor of Letters from Franklin Col-
lege, Franklin, Ind. All who have enjoyed and
profited by the able and scholarly classroom
instruction of Dr. Wilson will readily admit
his entire worthiness to receive the special
honor conferred upon him.
Mr. J. R. Clarke, recently appointed, by State
School Commissioner Frank W. Miller. "State
-220
OHIO UNIVERSITY BULLETIN
WASHINGTON COUNTY.
Supervisor of Agricultural Education for the
Southeastern District of Ohio," visited the
Summer School Tuesday and Wednesday.
July 18th and 19th, and gave highly apprecia-
tive talks before the large classes in Agricul-
ture. His official work is now in successful
progress. He is scheduled to visit nineteen
Ohio teachers' institutes in August, 1911. In
the important work in which he is engaged
he will have the good will and hearty co-
operation of the teachers of Southeastern Ohio.
It is hoped that he will make his headquarters
in Athens where free office quarters are at his
disposal.
Self Explanatory — We have the honor to
inform Doctor Alston Ellis of his election to
membership in the Phi Beta Kappa Society
"by the Iota Chapter of Ohio.
Dated at Miami University on the first day
of May in the year one thousand nine hundred
and eleven.
Archer E. Young,
President.
Walter R. Myers.
Recording Secretary.
Hon. Fred W. Crow, of Pomeroy, O.,
present prosecuting attorney of Meigs county
and a former student at Ohio University, was
appointed by Governor Harmon, Feb. 20, 1911,
to fill the vacancy in the Board of Trustees
of the University occasioned by the death of
Maj. J. M. Welch, of Athens, who had been
a trustee since 1895. Mr. Crow is a graduate
of the Ohio State University law school and
is a law partner of Hon. Edgar Ervin.
Athens is outgrowing her sentimental stage.
For years she has lived on sentiment. Her
pride was in her past. The oldest university,
the most learned judge, the ablest congress-
man and even the old song — "The Maid of
Athens" was given localization. Sentiment is
a blessed privilege on a moonlit night, but it
doesn't get one any place. What we need
and are getting is less "maid of Athens" and
more "made in Athens." — Athens Messenger.
The lecture plan of teaching is not much
in vogue at the O. U. Summer School. Class-
room work is of the highest order of excel-
lence. The student, whether pursuing review
or advanced studies, comes into close per-
OHIO UNIVERSITY BULLETIN
>21
sonal touch with the instructor, who is, in
nearly every instance, a member of the Uni-
versity Faculty.
In 1911, the Ohio University graduated a
total of 140 students from all departments,
the largest class of graduates ever sent out
from the University.
Ohio University enrolled the past year 1,087
different students.
The Ohio University Summer School will
open June 17, 1912, and continue six weeks.
All departments of the State Normal College
will be in session, and teachers who desire to
prepare for professional recognition under
recent legislation will find advantages unsur-
passed in the Summer School at Athens.
This year (1911) the enrollment was 883, of
whom many were teachers doing normal-
college work. Teachers should prepare now
for the state recognition and at an early date
secure a diploma from the State Normal
College.
The State Normal College, at Athens, grad-
uated a class of thirty-eight well-trained
teachers this year. Fifteen of these grad-
uates completed the regular four-year college
course and received the degree of Bachelor
of Pedagogy; two completed the course lead-
ing to the degree of Master of Pedagogy;
twenty-one completted the elementary courses,
consisting of two and three years. Under the
Hawkins law, the holders of these diplomas
are entitled' to the state life certificates after
passing the regular preliminary examination,
which then settles the examination question
for life.
The State Normal College, at Athens, has
made a long stride forward in establishing a
training school for rural teachers, and here-
after will maintain two separate training
schools, one for those who are preparing to
teach in graded schools and the other for
those who are preparing to teach in township
and small village schools. The ungraded
schools of Mechanicsburg have been made
training schools for rural teachers and a
trained critic teacher has been placed in charge
of each school. The eighteen schools of the
township will also be under the supervision of
the supervisor of rural school practice. No
professional training school in the country
can offer superior advantages in the training
of rural teachers.
Special Lectures — The Schoolmasters' Con-
ferences.
(3:10 to 4:45 o'clock P. M., fifth week,
and Saturday, 9:00 to 10:30 o'clock A. M.-
July 17-22.)
The published schedule as widely adver-
tised was carried out as follows :
Lectures.
By Miss Anna Pearl MacVay, Lilt. D.
(Wadleigh High School, New York City.)
1. Development of Popular Education in
Great Britain.
2. English Public Schools.
3: Our Civic and Educational Inheritance
from England.
4. Some Needs of American Schools.
5. Latin in our Schools and Colleges.
0. Lessons from the Schools of Germany.
Conferences.
1. A general Consideration of the Pension
Question, with Special Application to the Pen-
sioning of Teachers in Ohio.
President Alston Ellis.
2. Dealing with Incorrigibles and De-
fectives. Prof. Fletcher S. Coultrap.
3. The Relation of the Public-School
Teacher to the Public Health.
Dr. William F. Mercer.
4. Thinking as related to Teaching.
Prof. Frederick Treudley.
5. New Conceptions of Education.
Dr. Willis L. Card.
6. Shall we have Agricultural Courses in
our Public Schools? Aims and Limitations.
Dr. William F. Copeland.
The Summer School of Ohio University
and the State Normal College, for 1912. will
begin Monday, June 17th, and close Friday,
July 26th. No effort will be spared to make
the work offered of wide range and of a
high order of academic and professional ex-
cellence.
The Fall term of the University, all de-
partments and colleges, will begin Monday,
September 11, 1911. Prospective students
should arrange to be present on registration
9-22
OHIO UXIVERSITY BULLET IX
JEFFERSON COUNTY.
day, the opening day of the term. This
course will bring them a saving in the regis-
tration fee and enable them to secure full
college credit for the term's work. There is
no tuition fee at Ohio University. The regis-
tration fee of $6.00 per term pays for every-
thing connected with the regular courses of
instruction. All fees for special instruction
are most reasonable.
Women's Hall, corner of Union and College
streets, is now enlarged to three times its
former capacity. Its completion, according t®
plans as carried out, gives the University
ability to accommodate nearly two hundred
women students in its dormitories.
All women students attending the Summer
School of 1912 can be assured, in advance
of their coming, of pleasant, comfortable
quarters in Boyd Hall, Women's Hall, or in
the homes of respectable, well-to-do people.
Xo town in Ohio has better homes than
Athens ; and those who occupy them are
noted for their public spirit and open-handed,
unostentatious hospitality. All seeking educa-
tional help, under most favorable conditions,
will make no mistake by finding quarters in
Athens homes and entering Ohio Universitv.
Regular weekly meetings of the Y. M. C. A.
were held throughout the Summer-School
term. The large attendance of students at-
tested the excellence of the exercises and
the very general interest of the young men in
them.
The Y. M. C. A. and Y. W. C. A. are in
a prosperous condition. The members are a
strong force for righteousness in the Univer-
sity. The men have excellent quarters in the
Carnegie Library. The women have eligible
and spacious quarters in the remodeled West
Wing.
The Summer-School Literary Society was
one of the earliest organizations formed after
registration day had closed. Weekly meetings
were held in the University Auditorium, no
other room in the University buildings being
large enough to accommodate the hundreds
OHIO UNIVERSITY BULLETIN
223
of students who attended the well-planned
exercises.
The pool is lined with porcelain-faced brick,
thus making it easy to keep in K""'l sanitarj
condition.
A general assembly of students was held
two times a week, at the close of the second
morning period, in the University Auditorium.
A voluntary attendance brought by far the
larger number of students to the exercises
of this period. Through announcements made
and brief addresses delivered, the student
body was made more of a working unit, and
those who went for helpful suggestions did
not go from these meetings disappointed.
University students who attended the Lake
Erie Students' conference at Linwood Park,
Vermillion, O., last month, report a grand
good time. Fourteen O. U. students were
there and one of them, Harry L. Ridenour,
was the musical director.
The Kindergarten Department of the State
Normal College will have enlarged quarters,
an additional teacher, and important additions
to the equipment, when the Fall term opens
September 11, 1911. Two well - furnished
rooms will give accommodations for about thir-
ty kindergarten children, formed in two classes.
The Kindergarten Department is managed in
a highly efficient manner, being under the
supervision of a Principal of liberal scholar-
ship and special training for her important
work. Pupil teachers, who have had at least
one year's careful training for kindergarten
work, assist in the work of instruction. Per-
sons looking forward to service in kindergarten
schools can secure the best of preparation in
the Kindergarten Department of the State
Normal College. Tuition for teachers and
prospective teachers is free; the kindergarten
pupils pay $10 a school-year for their in-
struction.
The swimming-pool in the Gymnasium build-
ing is the most complete thing of the kind
to be found in Ohio. Opportunity to bathe
in its waters was highly appreciated by Sum-
mer-School students both male and female.
The Gymnasium building is in close touch with
Boyd Hall, where about ninety young women
find homelike accommodations. The pool, in
the clear, is 21 feet by 40 feet. The water
varies in depth, but at no point does it sug-
gest anv element of danger to the bathers.
The Training School of the State Normal
College is "the best ever." There is not
another school for the practical and theoretical
training of teachers in Ohio that is its equal
in plan of organization and efficiency and
range of service. The School occupies the
south wing of Ellis Hall and has the use of
eight large class rooms, an equal number of
practice rooms, and an assembly hall. The
Training School now includes all the elemen-
tary grades — from the kindergarten to the high
school. Summer-School students for 1912 will
find classes of all grades named in daily ses-
sion and in charge of teachers who know their
business. Teachers, of grades below high
school, can by six weeks spent in observation
or practice work in these schools, and by at-
tending the daily conferences where methods
for graded and ungraded schools are presented,
discussed, and exemplified, get such enlarged
conceptions of their work as to make their
future teaching service more rational and more
far-reaching in desirable outcome.
The Summer School for 1912 will not differ
widely in plan and subjects offered for instruc-
tion from its predecessors. Experience tells
that the present organization and range of
work meet fairly well the wants of teachers
wdio come for educational help and profession-
al uplift. The same experience, however,
teaches how to make stronger the better and
the weaker features of both administrative
and teaching service. Successful effort will be
made to render the Schoolmasters' Conferences
more helpful to enrolled students and welcome
visitors. These conferences will be scheduled
so as to conflict with no other exercises which
require the presence of students. The evening
lectures and entertainments will not exceed
four in number and will be assigned to times
most satisfactory to the larger number of stu-
dents. The best possible talent will be se-
cured for this extra-class species of instruction.
There are no special fees at Ohio University.
The registration fee pays for everything.
There are always lectures, suppers, excursions,
entertainments, etc., announced by certain par-
ties in various interests, but attendance upon
these is a voluntary matter on the part of the
224
OHIO UNIVERSITY BULLETIN
JACKSON COUNTY.
students. The 883 students of the Summer
School of 1911 paid just $2,670.60 into the
Treasury of the University.
Herewith is shown the annual pay-roll of
Ohio University and the State Normal College
under salary schedule adopted by the Board
of Trustees in June, 1911 :
Professors and Instructors in
Ohio University and the State
Normal College $97,690 00
Board Officers 1,800 00
Engineers and Janitors 4,580 00
Total $104,070 00
The annual meeting of the Ohio Forestry
society was held in Ellis Hall on Saturday,
July 15. It was presided over by Dr. Crumley.
Only a few of those expected to be there and
take part were present. Pres. Ellis gave the
address of welcome in which he availed him-
self of the splendid opportunity to speak of
some plans of his own along the line of a four
or six weeks' course in agriculture and domes-
tic science next winter at the O. U. available
to farmers and their wives, sons, and daugh-
ters.
Prof. J. J. Richeson talked on "How to
make the whole farm yield profits." Prof. W.
F. Copeland spoke on "The Relation of Birds
and Trees." Hon. E. J. Jones spoke of "Prac-
tical Forestry" and Dr. Crumley's remarks
were of a diversified character forming fitting
close to the series of lectures delivered by him
during the week.
The O. U. Male Quartet— Messrs. T. N.
Hoover, Mostyn L. Jones, Harry L. Ridenour,
and William E. Alderman — -gave its third an-
nual concert in the Auditorium on the even-
ing of July 19th. A mixed program proved a
drawing card and those present enjoyed a
delightful musical feast. This Quartet has met
with remarkable success ever since its organi-
zation being in demand for musical service at
commencements held in a number of Southern
Ohio towns.
OHIO UNIVERSITY BULLETIN
225
Within a year, Death has claimed two well-
known and honored members of the O. U.
Board of Trustees. Maj. J. M. Welch was
called to rest in July, 1910. Hon. Wm. F.
Boyd, one of the oldest lawyers of Cincin-
nati, died at his Price Hill home, Wednesday,
June 21, 1911. Mr. Boyd was for years a mem-
ber of the law firm, Boyce & Boyd. The part-
ners were O. U. alumni and life-long friends.
Mr. Boyd was appointed a trustee of the Uni-
versity, by Governor Harris, in 1907, taking
the place vacated by the death of his partner,
George W. Boyce, who became a Board mem-
ber in 1875.
The Summer School is progressing finely.
It is now in its third week. Hard work in the
prosecution of the various branches of study
is the order of the day. More work and less
play seems to be the plan pursued and con-
sidering the hot weather that is decidedly the
wisest plan for students who spend night after
night in frivolous amusements have neither
the physical strength nor mental vigor and
alertness for the best results in scholarship.
So dramatic and other performances such as
are usually given are cut out. — Athens Tribune.
Final chapel exercises of the University were
held June 13th, at 9 o'clock in the college
auditorium. Dr. Ellis after a few moments'
talk, in which he urged the alumni to take
more interest in university affairs, excused
himself on the grounds of executive duties and
turned the meeting over to Dean H. G Wil-
liams and Prof. D. J. Evans. Informal speeches
were called for by the chairman, following the
singing of the class song by the seniors. John
Worthington Dowd, Dr. J. W. Dillinger, Mr.
Fred W. Bush, Mr. W. A. Alderman, Prof.
F. S. Coultrap, Prof. C. M. Copeland, Prof.
C. L. Martzolff and Mr. H. A. Pidgeon, the
President of the Class of 1911, were called
upon for informal remarks, and one and all
responded in a most inspiring and satisfactory
manner. Prof. Martzolff read a letter from
the oldest living graduate of the Ohio univer-
sity; Gen. William Sooy Smith, of the class of
1849. In this he told of his early struggles
for an education, and the story of these was
surely a lesson for the student of today. The
attendance was not up to the usual standard,
' but enthusiasm for a larger and better univer-
sity ran high.
On the afternoon of June 12th, from .'! : 30
to 5 o'clock, exhibits of the work of the an
departments were thrown open to spectators
in Ellis and Ewing halls, as well as a
splendid exhibit by the electrical department
in the basement of Ewing Hall. In Ellis
Hall were exhibits of children's work in
drawing, basket weaving, clay modeling, water
colors, and stenciling. In Ewing Hall the
work in art showed great skill, some in
charcoal, in oils, and in water color. There
were also exhibits of china painting, land-
scape views, views taken from life, and many
others.
The electrical exhibit was most interest-
ing. Modern electrical apparatus for cook-
ing, wood patterns of motors, impromptu
shafting arrangements, and an X-ray outfit
were the stellar features. A large crowd
gathered about the X-ray machine to take
a look at the bones of their hands, and watch
the operation of this strange device. Punch
was served to all comers, and most excellent
punch it was.
Hon. Wade Ellis's address Sunday was a
disappointment to those who think that Greece
and Rome and defunct civilizations are the
only proper subjects to be discussed at com-
mencement. The initiative and referendum
and the recall may sound like politics, but
it's a living issue, and a vital issue that will
soon be up to the people of Ohio for de-
cision, for or against. Colleges should learn
to deal with live questions as well as the
questions of the dead past, and hence, in our
opinion, Mr. Ellis chose wisely in selecting
his subject. He discussed it intelligently and"
interestingly, and those who followed him
closely are better informed on one of the
livest questions before the American people
to-day. — Athens Messenger.
What impresses some visiting alumnus most
when he views for the first time the many
new buildings erected since he graduated,
is, "How could they have done so much
after I left college?" — Athens Messenger.
Attorney-General Hogan has given out a
legal opinion against himself. Governor Har-
mon offered to appoint him a trustee of the
Ohio University at Athens provided that he
226
OHIO UNIVERSITY BULLETIN
LICKING COUNTY CLUB.
could legally serve. In an opinion to the
Governor, Hogan decided it would he uncon-
stitutional for him to hold two places under
the state government and he therefore de-
clined the trusteeship. He is an alumnus of
the Ohio University and for years has had
an ambition to be one of its trustees. — News
Item.
Mr. E. J. Jones, of the Class of 73, and
for the past eighteen years a member of the
board of trustees of the Ohio University, and
now its vice-president, has presented to the
university museum his entire collection of
mineral and archaeological specimens. He
has been collecting specimens since boyhood,
and has a wealth of interesting objects, many
of which are highly educational.
Miss Margaret YVyndham, of 1911, grad-
uate of the College of Oratory, now teach-
ing the art of Elocution in the Summer
School at the Ohio University, gave one of
her delightful entertainments at the audi-
torium on Tuesday evening, July 11th. With-
out any adventitious aids such as costumes,
songs, or face paints, she, in the charming
and graceful style peculiar to her, gave choice
selections in such a way as to hold her large
and cultured audience of summer students
well nigh spell bound. Her delineations of
character were good and were impersona-
tions of a number of different characters
old and young, male and female, white and
colored. Her stories were of the South
where she was brought up, and her interpre-
tation of the work of the authors are the
result of intelligent study from nature. Her
work is always well done and up to the mark
but never overdone. She is at home about
equally well in comedy and tragedy, in hu-
mor and pathos.
The finish she has acquired here in one
short year under Prof. Pierce seems little
short of marvelous and speaks loudly for her
native abilitv.
President Alston Ellis has been unani-
mously re-elected president of Ohio Uni-
versity until July, 1916, at a salary of $5,000.
The heartiness of the trustees was as gratify-
ing as their unanimity. — Journal of Education.
OHIO UNIVERSITY BULLETIh
227
VINTON COUNTY.
Eight hundred and eighty-three students
enrolled in the summer term of the Ohio Uni-
versity, and still they're coming. That is the
highest attendance yet recorded in this rapidly
growing institution, which is just in the in-
fancy of its newer and greater sphere of use-
fulness. While it is fine to have an institu-
tion to attract so many young people to
Athens during a period when the student and
teachers ordinarily rest, one cannot refrain
from considering the commercial aspect of
such an attendance. Every one of those 883
have to be fed and housed in Athens for six
weeks, which means an increased business of
over $4,000 a week, or over $24,000 a term
for the city, to say nothing of the large
faculty required to teach these students. —
Athens Messenger.
That Athens is greatly benefited by being
dry and having a mayor who believes in the
enforcement of law and acts accordingly, is
perhaps more plainly shown than in an}' other
way by the fact that when big crowds come
to Athens for anything special there is little
or no drunkenness and consequent ai
trials, and punishments. On the 4th of July
there was not a single arrest for drunkenness
or disorderly conduct, for though there might
have been some intoxicated, they made no
disturbance and so kept out of such trouble as
follows breach of the peace. The improve-
ment over the old state of affairs when
saloons ran in full blast on Court and Union
streets and Dean avenue is noticed by vis
who only come to Athens occasionally. If
Athens votes again on whether it shall be
wet or dry. there is not much, if any. doubt
as to how it will go. nor is there much doubt
as to who will be chosen mayor at the next
election. — Athens Tribune.
Prof. Frederick Treudley, of the chair of
Philosophy of the State Normal College
recently received notification of his election
to membership in the Indiana chapter of Phi
Beta Kappa, an honorary fraternity having
recently installed a chapter in the Indiana
University, of which Prof. Treudley is a grad-
uate in the class of '78
228
OHIO UNIVERSITY BULLETIN
BELMONT COUNTY.
The summer school of 1911 at the O. U. will
soon be a thing of the past and it has been the
largest and most successful one ever held here.
The first one was held eight years ago. There
were 65 students in attendance and 10 teachers.
The cost was $500 in addition to the fees paid
by the students. This year there were 888
students and 60 teachers. The cost was $3,600
in addition to the fees paid by students. The
number of studies, the diversification of
studies, have increased.
One special new feature has been the lectures
by Dr. Crumley of the Department of Forestry7
of the State Experiment Station, at Wooster,
which were delivered last week. These were
delivered from day to day after the regular
studies were over at from 4 to 5 o'clock. They
were on Monday. "How to Know the Trees" ;
Tuesday, "Tree Seeds and Seedling Trees."
These were given in Ellis Hall. Wednesday,
"The Wood Lot," delivered on the Hospital
grounds in the parts still in natural forest con-
dition ; Thursday, "Utilizing Waste Lands" ;
Friday, "Arbor Day and Its Relation to
Forestry." These because of the lar^e and in-
creasing attendance, which could not be accom-
modated in Ellis Hall, were delivered in the
auditorium or Ewing Hall, as it is sometimes
called. These lectures were attended by others
than the students and all were intensely in-
terested.
Of the 883 students, 302 were men, 581 were
women. Different states and countries were
thus represented : Ohio, 833 ; West Virginia,
19; Kentucky, 13; Pennsylvania, 3; Virginia,
3 ; Michigan, 1 ; Indiana, 1 : New York, 1 ;
New Jersey, 1 ; Texas, 1 ; Washington, 1 ;
China, 4; Brazil, 1; Sumatra. 1. Of Ohio
counties those having the largest representation
are Athens, 196; Perry, 36; Washington, 35;
Fairfield. 34. Licking. 30; Jefferson, 28; Ross,
25; Jackson, 24; Belmont, 23: Vinton, 21;
Muskingum, 20.
The students are of a superior class, of vari-
ous ages, all teachers or aspiring to be teachers.
They are of the sort who come to work and
nearly all of them pay their own way without
draining their parent's resources. They are of
benefit to the town financially and morally.
Thev have been welcomed into the homes of
OHIO UNIVERSITY BULLETIN
229
MORGAN COUNTY.
our best people and will go away themselves
benefited and better fitted for useful service in
the education of our youth. — Athens Tribune.
STATE SCHOOL COMMISSIONER GIVES
ADDRESS.
"The Relation of the Public Schools to
Public Health," Subject of Dr.
Mercer's Address.
Two intensely interesting and inspiring ad-
dresses were heard by a large number of sum-
mer school students and outside people at the
annual Schoolmasters' Conference at the Uni-
versity July 25th. The first one by Dr. Wil-
liam F. Mercer, of the department of Biology
of the University was on the subject, "The
Relation of the Public Schools to Public
Health." This is a matter regarding which
Dr. Mercer is surely an authority and he
brought out many important facts in his half
hour talk. "The teacher," he said, "is in
a position to see the needs of the pupils. In
Germany the government-supported schools
do the correcting of the afflicted pupils itself,
while here the teachers interest the parents to
secure medical attention for their children."
The teachers, he went on to say, have an op-
portunity, not to be neglected, of instilling in
the minds of the children, and through them
the community, a knowledge of diseases, and
of sanitation, and the consequent prevention of
such bacterial diseases as typhoid fever and
tuberculosis.
Hon. Frank W. Miller, State School Com-
missioner of Ohio, spoke on "What Is Xeeded
to Improve the Schools of Ohio." His address
was inspirational rather than explanatory of
the methods of improving the schools. "Train-
ing" and "Building of Character" were the
two topics to which he devoted his sneech.
"Training," the speaker explained, '"is the
real basis of success in any endeavor. Genius
is attained as the result of hard and persistent
work, and the person who tries to teach with-
out training is usually a failure." The speaker
next made an earnest plea for the building up
of a strong character, since every teacher
230
OHIO UNIVERSITY BULLET IX
MUSKINGUM COUNTY.
cannot help but set an example for many of
his or her pupils. For they do not alone learn
from text books, but are developed by personal
contact with their teachers.
Mr. Miller is a forceful speaker and his ad-
dress was greath- enjoyed. The meeting was
held in the Y. W. C. A. room in. the West
Wing and the room was crowded, those
charge having underestimated the number who
desired to attend.
To-day (Friday) the largest and most suc-
cessful summer school in the history of Ohio
rsity came to a close. Xearly nine hun-
dred students were in attendance, coming from
all sections of the State.
Every year Athens county citizens come to
realize more and more the great benefits de-
rived from the University, not only from a
social standpoint but financial as well.
Thousands and thousands of dollars are ex-
pended with the local merchants by students
and members of the faculty each season.
There is perhaps no school of learning in
the state or country that has had a more phe-
nomenal growth in the past ten years than our
own O. U. and with the large appropriations
secured this year from the State for the com-
pletion of Science Hall and other improve-
ments the institution bids fair to surpass
former records.
The faculty with Dr. Alston Ellis at its
embraces some of the most learned men of the
day, men who in their chosen profession have
become known the county over in educ:.::
circles as leaders, and this alone, not taking
into consideration the location and social ad-
vantages that the studen::- :; an excel-
lent and indisputable reason for the
growth of the college, and the Journal pr
that the next ten years will see a much :
advancement than the past and we
hat' to old O. U. — Athens Journal.
All preparations have been made for the
installation of the new department cf Domestic
Science at the Ohio University. This depart-
ment will be located in the Dr. McVay home
on South College street. Miss Anna H.
Schurtz. of Calumet, Mich., will be at the head
OHIO UNIVERSITY BUI.LIiTIS
231
MEIGS COUNTY.
of the School of Domestic Science, and Miss
Edna H. Crump will be assistant. Both come
to Athens highly recommended and will un-
doubtedly prove most successful in their work.
Miss Schurtz is a graduate of a Chicago
high school, has taken work at the State Nor-
mal School of Michigan, located at Ypsilanti,
Mich., is a graduate of the domestic science
department of the Stout Institute, Menominee,
Mich., has had work in drafting and designing
at the Snow college of dressmaking at Rock-
ford, 111., and besides has taken a four weeks'
course in advanced cookery under Mrs. Janet
M. Hill, editor of the Boston Cooking School
magazines. She has had one and one-half
year's experience in domestic science work.
Miss Crump is a graduate of the Pittsford
(N. Y.) high school and of the normal de-
partment of the Mechanics Institute, at Roch-
ester, N. Y. She has been engaged in the
teaching of domestic science since her gradu-
ation and has just finished a year as assistant
to the Supervisor of Manual Arts, at Utica,
N Y.
The Domestic Science Department will till
a long felt want at the Normal College, and
will undoubtedly flourish under the direction
of such skilled and experienced teachers.
This is the last week of the most largi ly
attended summer school in the history of Ohio
University. Good work has been done by both
student and faculty. The summer student
makes the most of his opportunity, and as a
rule, the student body works harder than the
regular collegiate student, notwithstanding
that the sultry weather is an obstacle to be
overcome. The same thing is true in every
vocation of life. The man whose opportunities
are limited, makes the mo>t r>i them and by so
doing, creates greater opportunities for him-
self.— Athens Messenger.
;
A prominent feature in the O. C. Summer
School Bulletin is the story of the remarkable
growth of the University during tjie last t< n
years written by President Alston Ellis under
232
OHIO UNIVERSITY BULLETIN
PICKAWAY COUNTY.
the title, "A Decade of Progress.'* The article
gives a very full account of the University and
its various activities during the ten years that
he has been its President, and the showing is
certainly remarkable and gratifying to all con-
cerned.— Athens Tribune.
SUMMARY OF COURSE IN SCHOOL AGRICULTURE
STATE NORMAL COLLEGE, ATHENS, OHIO.
Time Required — Two Years.
Entrance Requirements — 15 Units.
Summary of Requirements for Completion of Course:
Agriculture 4 hours per week for 2 years 304 hours
Botany 3 hours per week for 1 year 114 hours
Nature Study 4 hours per week for 1 year 152 hours
Chemistry 4 hours per week for 1 year 152 hours
Manual Training or Domestic Science.. 3 hours per week for 1 year 114 hours
School Administration 3 hours for Fall Term 45 hours
History of Education 4 hours for Fall and Winter Terms.. . 104 hours
Science of Education 3 hours for Winter and Spring Term;. . 69 hours
Psychology 4 hours for Winter and Spring Terms . . 92 hours
Sanitation 3 hours for Spring Term 36 hours
Zoology Winter and Spring Terms 70 hours
Note : — Students lacking the necessary fifteen units of entrance credit can make up any defi-
ciency by entering the classes of the State Preparatory School of the University.
For further infor nation address
W. F. COPELAXD. Professor Agriculture.
ALSTON ELLIS, President.
OHIO UNIVERSITY BULLETIN
233
QUOTATIONS FROM RECENT LEGISLA-
TION RELATING TO TEACHING
AGRICULTURE IN THE COM-
MON SCHOOLS OF OHIO.
(House Bill No. 520.)
Section 7830. No person shall be employed
or enter upon the performance of his duties as
a teacher in any elementary school supported
wholly or in part by the state in any village,
township, or special school district who has
not obtained from a board of school examiners
having legal jurisdiction a certificate of good
moral character ; that he or she is qualified
to teach orthography, reading, writing, arith-
metic, English grammar and composition, geo-
graphy, history of the United States, including
civil government, physiology, including nar-
cotics, literature, and on and after September
first, 1912, elementary agriculture , and that he
or she possesses an adequate knowledge of the
theory and practice of teaching.
Section 7831. No person shall be employed
or enter upon the performance of his duties as
a teacher in any recognized high school sup-
ported wholly or in part by the state in any
village, township, or special school district, or
act as a superintendent of schools in such dis-
trict, who has not obtained from a board of
school examiners having legal jurisdiction a
certificate of good moral character; that he
or she is qualified to teach literature, general
history, algebra, physics, physiology, including
narcotics, and in addition thereto, four
branches elected from the following branches
of study: Latin, German, rhetoric, civil gov-
ernment, geometry, physical geography, botany,
and chemistry, and on and after September
first, 1912, agriculture; and that he or she
possesses an adequate knowledge of the theory
and practice of teaching.
(Senate Bill No. 18.)
Section 1. That agriculture be added to and
made one of the branches of education to be
taught in the common schools of the state of
Ohio; and that said branch of agriculture shall
be taught in all the common schools of said
state of Ohio, which schools are supported in
whole or in part by the state; in any village,
township or special school district; provided
hozuever, that the provisions of this act shall
not apply to city school districts of said state.
■ Note that the city school districts of Ohio
are exempt from the statutory provisions just
quoted.
At the Ohio University Summer School for
1912, to be held June 17th to July 26th, in-
clusive, ample provision, in the way of in-
structors and equipment, will be made fully to
meet all legal requirements and to help teach-
ers to secure adequate preparation for the
inevitable examination and the required work
in the school-room.
FACULTY
Ohio University and the State Normal College
(1911-1912.)
ALSTON ELLIS, Ph. D, LL. D.,
President.
Edwin Watts Chubb, Litt. D.,
Professor of English Literature and Rhetoric,
and Dean of the College of
Liberal Arts.
Henry G. Williams, A. M., Ped. D.,
Professor of School Administration, and Dean
of the State Normal College.
Eli Dunkle, A. M.,
Professor of Greek and Registrar of the
University.
Oscar Chrisman, A. M., Ph. D.,
Professor of Paidology and Psychology.
Wm. Fairfield Mercer, Ph. D.,
Professor of Biology and Geology.
William B. Bentley, Ph. D.,
Professor of Chemistry.
234
OHIO UNIVERSITY BULLETIN
WESTERN RESERVE.
David J. Evans, A. M.,
Professor of Latin.
Thomas N. Hoover, M. Ped., A. M.,
Professor of History.
Frederick Treudley, A. M.,
Professor of Philosophy and Sociology.
Clement L. Martzolff, M. Ped.,
Alumni Secretary and Field Agent.
William Hoover, Ph. D., L. L. D.,
Professor of Mathematics and Astronomy.
Lewis James Addicott, B. S., C. E.,
Professor of Civil Engineering.
James Pryor McVey, Ph. B.,
Director of the College of Music.
P. A. Claassen, A. B., Ph. D.,
Professor of Modem Languages.
Albert A. Atkinson, M. S.,
Professor of Physics and Electrical Engineer-
ing.
Willis L. Gard, A. B., Ph. D.,
Professor of the History and Principles of
Education.
Henry W. Elson, Ph. D., Litt. D.,
Professor of History and Political Economy.
Fletcher S. Coultrap, A. M.,
Principal of the State Preparatory School.
Ei son M. Mills, A. M., Ph. M.
Professor of Mathematics.
Wm. F. Copeland, Ph. M., Ph. D.,
Professor of Agriculture.
Charles M. Copeland, B. Ped.,
Principal of the School of Commerce.
Hiram Roy Wilson, A. M., Litt. D.,
Professor of English.
OHIO UNIVERSITY BULLETIN
235
MASON BOARDING CLUB.
William A. Matheny, A. M., Ph. D.,
Professor of Elementary Science.
Lillian Gonzalez Robinson, A. M.,
Dr. Es Lettres,
Professor of French and Spanish.
Charles I. Freeman,
Director of Athletics.
Harry Raymond Pierce,
Professor of Public Speaking.
John J. Richeson, B. Pep.,
Professor of Physiography and Supervisor of
Rural Training Schools.
Emma S. Waite,
Principal of Training School.
Anna H. Schurtz,
Principal of the School of Domestic Science.
Constance T. McLeop, A. B.,
Principal of Kindergarten School.
Charles G. Matthews, Ph. M.,
Librarian.
Mary Ellen Moore, A. M.,
Assistant Professor of Latin.
Joshua R. Morton, B. S.,
Assistant Professor of Chemistry.
George E. McLaugh
Instructor in Electricity and Shop-Work.
Frederick C. Lanisittel, B. :
Instructor in the History and Princip
Education.
E-M1L DORNENBURG, pH. 1'., A. M.,
Instructor in German.
Evan Johnson Jones, Ph. B.,
Instructor in History.
Charles O. Williamson. B. S .
Instructor in Manual Training.
Margaret Edith Jones, Mus. B.,
Instructor on the Piano and in Voice Culture
and Harmony.
236
OHIO UNIVERSITY BULLETIN
MARTIN BOARDING CLUB.
Nellie H. Van Vorhes,
Instructor on the Piano and in Virgil Clavier.
Minnie Foster Dean,
Instructor in Typewriting.
Besse Irene Driggs,
Instructor on the Piano and Organ.
Mabel B. Sweet,
Instructor in Public-School Music.
Ann Ellen Hughes, Mus. B.,
Instructor in Voice Culture.
Pauline A. Stewart,
Instructor in Voice Culture.
John N. Hizey,
Instructor on the Violin.
Marie Louise Stahl,
Instructor in Drawing and Painting.
Mary J. Brison, B. S.,
Instructor in Drazving and Hand-Work.
Mary E. Kaler, Ph. B., B. Ped.,
Instructor in English.
Mabel K. Brown, Ph. B.,
Instructor in Stenography.
Eugene F. Thompson,
Secretary, President's Office.
Marie A. Monfort, M. O.,
Instructor in Oratory.
William R. Cable,
Assistant in Registrar's Office.
Kate Dover,
Instructor in Kindergarten.
Jay A. Myers,
Instructor in Biology.
Walker E. McCorkle, Ph. B.,
Assistant in Biology.
Howard A. Pidgeon, B. S.,
Instructor in Physics.
OHIO UNIVERSITY BULLETIN
J'm
'Homer Guy Bishop, B. S.,
Instructor in Paidology and Psychology,
Key Elizabeth Wenrick,
Instructor in Public-School Drawing.
George C. Parks, Ph. B.,
Instructor in Penmanship and Bookkeeping.
WlLLANNA M. RlGGS,
Dean of Boyd Hall.
Bertha T. Dowd,
Dean of Women's Hall.
Edna H. Crump,
Instructor in Domestic Science.
Carrie Alta Matthews, A. M.,
Assistant Librarian.
Elizabeth Musgrave,
Critic Teacher, First-Year Grade.
Amy M. Weihr, Ph. M., B. Ped.,
Critic Teacher, Second-Year Grade.
Elsie S. Greathkad,
Critic Teacher, Third-Year Grade.
Winifred L. Williams,
Critic Teacher, Fourth-Year Grade.
Margaret A. Davis,
Critic Teacher, Fifth-Year Grade.
Cora E. Bailey, B. Ped.,
Critic Teacher, Sixth-Year Grade.
Margaret L. Tilley,
Critic Teacher, Seventh-Year and Eighth-Year
Grades.
Haidee Coral Gross,
Teacher Rural Training School
Edith A. Buchanan,
Teacher Rural Training School.
Ralph C. Kenney,
Curator of the Gymnasium.
238
OHIO UNIVERSITY BULLETIN
LIST OF STUDENTS
Ohio University Summer School, June 19, 1911— July 28, 1911.
Adams, Clara Angeline Utica.
Adams, Nancy Ruth Hillsboro.
Adrian, Howard Sharpsburg.
Alderman, William Elijah Athens.
Alexander, Rosanna Blanche... Haverhill.
Allen, Alice Kemper Cynthiana, Ky.
Allen, Anna Utah Cynthiana, Ky.
Anderson, Blanche Ethel West Jefferson.
Anderson, Lena Newark.
Antorietto, Dora Katherine Athens.
Apgar, Blanche Beatrice Loveland.
Armitage, Harriet Dean Athens.
Armstrong, Besse Luella Uhrichsville.
Armstrong, Lyman Walter Bellville.
Arndt, Mary Hannah Indianapolis, Ind.
Arnert, Dora Maude New London.
Arnold, Mabel Emeline Lima.
Arnold, Pearl Estep Freeport.
Artherholt, Floy Frances Garrettsville.
Asher, Ethel Marie New Holland.
Ault, Adda Hazel Bridgeport.
Ayers, Etta Cornelia Gambier.
Ayers, Helen Florence Gambier.
Bailes, Goldie Myrtle Albany.
Bailey, Grace Mae Saginaw, Mich.
Baker, Daisy Dean Cynthiana, Ky.
Balderson, Mary Emily Amesville.
Baldwin, Harley Eugene Cortland.
Balis, Celia Louise Athens.
Balsiger, Russell Sage Stockdale.
Barnes, Nora Esther Kadcliff.
Barnett, Ella Frances Cortland.
Barnhart, Emily Marie Center Belpre.
Barnhill, Amy Gertrude Guysville.
Barnhill, Lulu Anna Guysville.
Barnhill, Walter Everett Guysville.
Barrows, Blanche Agnes Rockland.
Barrows, Mary Frances Rockland.
Barth, Carl Morrison Athens.
Bartlett, Gertrude Sonora.
Bates, Ethel Shawnee.
Bates, Verna May Fremont.
Battrick, Helen Claire Williamsfield.
Bauer, Walter William Portsmouth.
Baughman, Vergil Guy New Marshfield.
Baumgartner, Minnie Melissa.. Grove City.
Bean, Bailey F Cadwallader.
Beavan, Mayme New Straitsville.
Becker, Lela Virginia Cary, W. Va.
Bedger, Minnie Caroline Hilliard.
Beery, Ross Charles Lancaster.
Begland, Samuel Gnadenhutten.
Beil, Arl Mary Athens.
Bell, Bryce Jeffersonville.
Bennett, Emma Lilly Chapel.
Bentley, Harold Jackson Athens.
Beshore, Dora Alice Mingo Junction.
Bess, Jennie Belle Brilliant.
Bethel, McKinley Athens.
Bethel, Raymond Culver Plainview, Texas.
Biddle, Benjamin Harrison Athens.
Bingman, Carl Wilsori Frost.
Birney, Etta Grace Scio.
Bishop, Paul Ester Hartville.
Blake, Eugene Thaleon Sidney.
Blosser, Frank Ray Hicksville.
Blumenthal, Wiuiam Raphael.. Cleveland.
Bobbitt, Bertha Edith Orbiston.
Bobbitt, Ethel Orbiston.
Bolin, Eleanor Athens.
Bolton, Gladys Myrtle Findlay.
Bothe, Edith Helen Steubenville.
Bouts, John Edward South Webster.
Bouts, John Harry South Webster.
Bower, Allen McClellan Coshocton.
Bower, Hazel Coshocton.
Bowers, Florence May Lancaster.
Bowles, Hal Chalf an Dexter.
Brandebury, Helen Gertrude. . .Huntington, W. Va.
Brehman, Hazel Beatrice Bucyrus.
Brewer, Pearl Harvey Upper Sandusky.
Breyfogle, Myrtle Belle Athens.
Britton, Jesse Brown Martinsville.
Brohard, Edith Bronson Coalton.
Brooks, Elizabeth Scott Lexington, Ky.
Brooks, Hilda Corning.
Brooks, Margaret New Straitsville.
Brown, Cora Estella Brownsville.
Brown, Myrtle Beatrice Amesville.
Brown, Rosetta Lucy Salineville.
Bruning, Clara Alvina Westerville.
Buch, Caroline Mary Ella Massilon.
Buchanan, David Lewis Unionport.
Buchanan, Edith Amanda Basil.
Buchanan, James William Basil.
Buchanan, Elizabeth Phoebe... Beallsville.
Buell, Charles Townsend Sugar Grove.
Burch, William Sidney.
Burns, Edna Primrose McArthur.
Burns, Warren Lelion Belmont.
Burrell, Rebecca Coe Croton.
Burris, Lorena May Mt. Pleasant.
Burson, Ethel Frances Shade.
Burson, Lucile Coe Shade.
Burton, Otis Austin Leesburg.
Bush, Gordon Kenner Athens.
Busk, William Hezekiah Mt. Sterling.
Buswell, Nellie Elyria.
Buxton, Bertha Edith Athens.
Byrne, Irene Shawnee.
Cable, Julia Luella Athens.
Cable, William Ransom Athens.
Cagg, Miles Herbert Nelsonville.
Caldwell, Frances Coolville.
Call, Cecilia Margaret Hemlock.
Calvin, Margaret Belle Hamden.
OHIO UNIVERSITY BULLETIN
239
'Cameron, Albert F Bourneville.
Campbell, Annaoelle \i
Campbell, Luna Anne Belpre.
Carpenter, Ada Vera Lancaster.
Carpenter, Franklin Clyde Athens.
Carroll, Esther Martinsville.
Carroll, Nellie Blye East Springfield.
Carter, Memphis Tennessee Ennis, \V. \"a.
Cassidy, Delia Warren.
Chambers, Mary Stier Steubenville.
Chan, Tingit Harry Canton. China.
Chance, Clifford Wilm't Doug's Gambier.
Chaney, Cora Mabel Williamsburg.
Chappell, Dalton Orrin Shade.
Cheadle, Georgia Chillicothe.
Cheeseman, William Carl Slippery Rock. Pa.
Cherrington, Homer Vergil New Straitsville.
Chute, Arabella Barker New Straitsville.
Clark, Elizabeth Edith Hillsboro.
Clark, Julia Toomey Steubenville.
Clark, Laura Marie Bradford.
Clayton, Josie Vienna Croton.
Clement, Verna Pauline Kenton.
Cline, Edna Blanche Clare Albany.
Cline, Elizabeth Faye Albany.
Cochran, Robert Mt. Vernon.
Coe. Mabel Mae Albany.
Coit, Elizabeth Rogers North Fairfield.
Collins, Anastasia Teresa Athens.
Collins, Jacob Roland Athens.
Colvin, lone Omega.
Comstock, Joseph Hooker Athens.
Cook, Ruth Blair Portsmouth.
Cooke, Almira Frances Leesburg.
Cooney, Elva Ruth Lancaster.
Cooper, Gilbert Floyd McConnelsville.
Coovert, Edward Alexander Eldorado.
Copeland, Lucile Ernestine Stewart.
Copeland, Thomas Harold Athens.
Copeland, Wm. Franklin, Jr... Athens.
Corlett, Lizzie Edna Warrensville.
Corner, Newell David Swifts.
Cosier, Marie Shank Dayton.
Cotner, Paul Athens.
Cotter, Ruth Margaret Corning.
Cotter, Violet Beatrice Corning.
Coulter, Lola Sayre.
Coulter, Zelma Sayre.
Coultrap, Manley Lawrence.... McArthur.
Cox, Ray Valentine Proctorville.
Cox, Stanley Donald New Concord.
Craft, Otis Raymond Sarahsville.
Cranmer, Lucy Aretha Athens.
Crawford, Lena Anna Roxabel.
Creamer, George Fulton Bridgeport.
Creighton, Omar Clark Glenford.
Criswell, Mary Elinor Ripley.
Crone, Mabel Edna Oberlin.
Crossen, Constanze Zura Athens.
Crow, George H Harrisonville.
Cuckler, Dicie Enita Athens.
Cullum, William Price Athens.
Cummins, Mary Elizabeth Steubenville.
Cunningham, Mabel Katurah.. Steubenville.
Curless, Minnie Daugherty Blanchester.
Curtis, Grace \mesville.
Dais, Katherine Athens.
Dallas, Cecil Maria Kainbridge.
Danford, Montana Beallsville.
Danford, William Averal Fremont
Daniels, Rae Toi
Davidson, Besse Arcada Summertield.
Davidson, Edith Mae Summertield.
Davies, William Walter, Jr.... Delaware.
Davis, Chester Francis Glouster.
Davis, Claude Vernet Ringgold.
Davis, Irene Cortland.
Davis, John Richard Glouster.
Davis. Laura Anna Grove City.
Davis, Lena Elizabeth Glouster.
Davis, Mary Winnie Oak Hill.
Davis, Nora Oak Hill.
Davis, Ray Albert Beaver.
Davis, Winifred Jane Oak Hill.
Deck, Louise Bertha Newark.
Deerwester, Eva Leona Loveland.
Dennewitz. Josina Frances Chillicothe.
Dewhirst, Clemmie Lillias Huron.
Dickson, Amy Agnes Bartlett.
Dickson, John Bernard \thens.
Dillinger. Herbert Franklin Athens.
Dixon. Florence Mary Swifts.
Dixon, James Floyd Oak Hill.
Dixon, John Herbert Murray.
Dixon, Ollie Anson Piketon.
Doll, Mary Inez Lucasville.
Doran, Olive Evangeline Gahanna.
Dornan, Edith Marietta.
Dougan, Stanley Chesterhill.
Drake. Jesse Sanford Corning.
Dreisbach, Fern E Findlay.
Drummond, Jennie Mae Oak Hill.
Du Bois, Herman Henry Vigo.
Duckworth, Walter Scott Cutler.
Duga, Nettie Sara Bellaire.
Dunkle, Wilson Scott Circleville.
Dunlap, Howard Leroy Flushing.
Dunlap, Oscar Ellsworth Flushing.
Dunn, Ruth Agnes Brilliant.
Dunstan, Flavia Adelaide Granville.
Dustheimer, Oscar Lee Thornville.
Dustin, Cecil Rome Pioneer.
Dye, Frank Argylle Zanesville.
Dyer, John Ruskin Clarington.
Eaton, Rena New Vienna.
Edgerton, Alice H Chesterhill.
Eldridge, Amy Cutler.
Ellington, Leona Irene Waverly.
Ellis, Goldie May New Vienna.
Elson, Delma Viola Uhens.
Elson, Winfred Athens.
England, Osie Chillicothe.
Evans, Anna Lenore Glouster.
Evans, Margaret Ellen Portsmouth.
Evans, Mary Athens.
Evans, Nellie Granville.
Everett, Bertine Evelyn Athens.
Everhart, Walter H West Lafayette.
Eves. Edward Holt Columbus.
Ewers, Mary Elizabeth Belmont.
Falloon, Helen Worth Athens.
Fankhauser, Edwin Thomas... Sardis.
Farrar, Leonard Cecil Charles!- W.
\\.
240
OHIO UNIVERSITY BULLET IX
Farrar. Naola May Charleston, W. V,
Fattig, Perry Wilbur Athens.
Feiock, Edward Clement Lewisville.
Fenner, Bessie Olive Galloway.
Ferguson, Edith Lizzie Milan.
Field, Emory Alexander Middieport.
Fierstos, Elizabeth Christine... Canton.
Finnell, Clara H Athens.
Finsterwald, Edwin Athens.
Finsterwald, Russell Weihr.... Athens.
Fishel. Florence Beryl Pleasant City.
Fishel, Waite Philip Pleasant City.
Fisher, Lamoyne Dennis Harrisville.
Fisher, Mary Etta Payne.
Fissel, Carrie J New Carlisle.
Flood, John William Rushville.
Floyd, Leafy Gretelle South Perry.
Foltz, Ira Grace North Baltimore.
Fox, Marie Helen Smithfield.
Frampton, Edgar Clark Creola.
Frazier, Helen South Zanesville.
French, Joanna Carrie Jackson.
Frost, Loah Lucile Marietta.
Frost, Eva Delia Athens.
Fry, Mary Mabel Fremont.
Fulks, Ben Floyd Dresden.
Fulwider, William Elbert Athens.
Funk, Agnes M West Carlisle.
Garber, Elizabeth Gertrude Bellviile.
Gaskill, Pearley Athens.
Gates, Harold Taylor Zanesville.
Gavitt, Harry An way Fremont.
Gerke, Anna Lorayne Rayland.
Gibbons, Freda Lenora Philo.
Gillette, Edna Elizabeth Fremont.
Ginnan, Mary Ellen Athens.
Glass, Mary Adelia Moxahala.
Glenn, Hazel Mary Gallipolis.
Goddard, Charles Curtis Cutler.
Goddard, Fred Benoni Cutler.
Goldsberry, Blaine Randolph.. Athens.
Goldsworthy, John Glouster.
Goodrich, John Atherton Lee's Creek.
Gorslene, Bessie Mabel Athens.
Graham, Charlotte Marie Newark.
Graham, Lawrence Dresden.
Graham, Lou Eva Reynoldsburg.
Graham, Myrtle Lillian Athens.
Gramm, Alice Ethel Jackson.
Gray, Mabel Clare Wilkesville.
Gray, May Eleanor Medina.
Greathead, Elsie Selene McConnellsburg, Pa.
Green, Dora Nell Logan.
Greisheimer, Essie Maude Chillicothe.
Griffith, Leona B Granville.
Grimes, John Odus Cumberland.
Grover, Elizabeth Genevieve... Albany.
Grubb , Don Dean Arcadia.
Guthery, Gladys Norma Delaware.
Hadley, Florence Elizabeth Wilmington.
Hall. Ada Bead Nova.
Hall, Bessie May Lowell.
Hall, Carrie Florence Lowell.
Hall. Clara May Olena.
Hall. Dale Clifford Great Bend.
Hall, Jesse Charles Glouster.
Hall, Linnie Letitia Athens.
Hall, William Loring Athens.
Hammack, Bessie Machlin Lancaster.
Hammond, Carrie Thorne Milan.
Hampson, Charles Marlowe Pleasantville.
Hampton, Ada Augusta Lexington, Ky.
Hampton, Roxy May Nelsonville.
Hancher, Louise Eleanor Athens.
handley, Cecil Worth Ir onton.
Harm, Mary Ethel Stockport.
Hansen, Adelene Elizabeth Bellevue.
Hansen, Jennie Rosalie Bellevue.
Haptonstall, Eva Alma Middieport.
Hardin, Edith Lucretia Gambier.
Harkins, Florence Ellen Woodsfield.
Harrer, Aileen Lcretta Keystone \Y. Va.
Harper, Carrie Bessie Wellston.
Harper, Ethel Harper's Station.
Harper, Lillie Inez Jackson.
Hart, Denver Thomas Carey.
Hart, Henry R Carey.
Harvey, Donald Lee Lancaster.
Hastings, Lucile Fuller Columbus.
Hatfield, Susie Sophronia Croton.
Hawk, Katherine Vernon Ripley.
Hawk, Stella Maude Ripley.
Heath, James Lewis Gillespieville.
Hedges, Effie Harper Cadiz.
Hemphill, Winona Copley.
Henderson, Okey Carl Portland.
Henderson, James Frederick... Portland.
Herb, Margaret Grace Steubenville.
Herbst, Georgia Sinclair Steubenville.
Herrold, Daisy Irene Nelsonville.
Herrold, Rose Ella Nelsonville.
Heskett, Harrison Allison Bethesda.
Hesse, Myrtle Lucile Roseville.
Hewetson, Minnie Elizabeth Amanda.
Hickox, Jay Gilmore Novelty.
Higgins, Clinton Orbin Mt. Gilead.
Higgins, Hannah Louise Athens.
Higgins, Hannah Lucile Athens.
Higgins, Leight Monroe Athens.
Higley, Brewster Short Athens.
Hixson. Elizabeth Jeannette. . . . Chauncey.
Hodges, Gladys Florence Mt. Sterling.
:1 .-.:::.' .":".:: 7 -lit Lir.:is:er.
Hogan. Mary Estella Wellston.
Holder. Alice Laura Baltimore.
Holshoy, Harvey Le Roy Mineral City.
Hoop, Laura Gertrude Jackson.
Hoover, Emin Earl Beaver.
Hoover, Silvia Middle Branch.
Hopkins, Lizzie Otey Charleston, W. Va.
Hopkins, Marshall Homer Wharncliffe, W. Va.
Horn, Dorothy Ironton.
Horton. Estella Florence Oak Hill.
Howard, Frances Eliza Chauncey.
Howe, Clara Bartley Lexington, Ky.
Hubbard, Helen Julia Akron.
Huddleston, Jex Winifred Grove City.
Huffman, Hazel Dell Circleville.
Hufford, Besse Bremen.
Hughes, Cora Eloise LowelL
Hulse. Walter Harrison Rockbridge.
Hunt. Sylvia Atwater Conneaut.
Hupp, James Lloyd Hemlock.
Hussey, Cyril Cristopher Sidney.
OHIO UNIVERSITY BULLETIh
24 1
Hutcheson, Bernice May Salem.
Hutchins, Flo Estelle Nelsonville.
Hutchinson, Lucinda Evelyn.. Derby.
Hutt, Martha Keziah Waverly.
James, Margarette. Elizabeth... Steubenville.
Jeffers, Everett Earl Coal Run.
Jeffers, Mabel Mae Coal Run.
Johnson, Alberta Adelle Vermillion.
Johnson, Blanche Mabel Vthens.
Johnson, Carrie Edna Waverly.
Johnson, Helen Turner Kimball, W. Va.
Johnson, Lincoln Homer Athens.
Johnson, William Douglas Kimball, W. Va.
Johnston, Reed Seth Summitt Station.
Jones, Amanda Sophie Buckingham, Va.
Jones, Anna Laura Portsmouth.
Jones, Dorcas Oak Hill.
Jones, Mostyn Lloyd Athens.
Jones, Olwen Elizabeth Athens.
Jones, Roger Johnson Athens.
Jones, Rupel Johnson Athens.
Jump, Bernice Ora Huron.
Justice, Ivan Silbaugh Darbyville.
Kagey, Mabel Anna Baltimore.
Kahler, Margaret Katherine... Conneaut.
Kahnheimer, Flora Rachel Cardington.
Keeler, Iva Irene New Matamoras.
Keeler, Marie New Straitsville.
Keenan, Edna Rose Fremont.
Kelley, Mabel Louise Newport News, Va.
Keep, Amma Dee Bridgeport.
Kennard, Mattie Estelle Carbondale.
Kennard, Minnie Theora Carbondale.
Kennedy, Blanche Hamden.
Kennedy, Mary Edith Hamden.
Kenney, Octa Athens.
Kenney, Ralph Clinton Athens.
Kerns, William Sherman Beaver.
Kette, Floy Dee New Matamoras.
Keyser, Florence Gertrude Woodsfield.
Kibbey, Hazel Ruth Martinsville.
Kidd,' Callie May McConnelsville.
Kilbury, Levi Earl West Jefferson.
Kimball, Jessie Watkins Wellston.
King, Elizabeth Eulalie Glouster.
King, Hazel Amanda Newton Falls.
Kinsey, Emily Mae Chesterhill.
Kirkendall, Luella Blanche Hamden.
Kistler, Carl John Bremen.
Kitchen, Orpha Elizabeth Oak Hill.
Knecht, Fannie Evangeline.... Lancaster.
Knight, Charles Kelley Athens.
Kochheiser, Freda Hazel Bellville.
Koons, Lena Imogene Athens.
Koons, Nelle Murael Athens.
Kraus, Eva Bellingham, Wash.
Kreager, Elton Allen Zanesville.
Kring, Ella M Westerville.
Krout, Jennie Mary Bremen.
Krout, Webster Sherbuxn Bremen.
Kumler, Nellie Elizabeth Baltimore.
Lane, Patti Zanesville.
Langenberg, Fred Charles Beverly.
Langley, Mabel Corning.
Lash, Faye Ardelle Athens.
Lavin, Helen Mary .\ .
Lavine, Anna Clare Steubenville.
Law, Christine Elizabeth Chauncejr.
Lawless, Emma Clare Bidwell.
LeMaster, Daisy Beatrice Charle ton, W. Va.
LeMaster, Grace Delilah Charleston, W. Va.
LeRoy, Frank Coats Athens.
Lease, Leland Jacob East Liberty.
Leckrone, Maurice S Glenford.
Lee, Estella Clarissa Vthens.
Lehman, Bessie Beatrice Toboso.
Leichtenstein, Erla Evalina.... Lisbon.
Lenner, Bernice Eugenia Fremont.
Leon, Leonard Koh Canton, China.
Lewis, Luella Marengo.
Leydorf, Clara Catherine Perrysburg.
Lim, Wee Kim Bencoolen, Sumatr
Livingston, Calvin Clinton Urbana.
Livingston, Lena Hamersville.
Llewellyn, Orpha May New MarshfielcL.
Lloyd. Louise McLane Cadiz.
Logan, Edward Wilson Athens.
Logan, John Arthur Athens.
Logan, Ruth Arena Painesville.
Lohr, Clara Catherine Warren.
Lohr, Thomas William Painesville.
Lomax, Josephine Beatrice.... Buckingham, Va-
Love, Agnes Estelle Swifts.
Low, Edna Belle West Salem.
Lucas, Elisha Edwin Morristown.
Luntz, Nellie Marie Steubenville.
Luttrell, James Emerson Sabina.
Lynch, Flora Cordelia New Marshfield.
McClure, Linnie Ada Oak Hill.
McCIure, Margaret Ellen Oak Hill.
McCorkle, Walker Ellsworth... Dawson.
McCormick, Edith McMinn Voungstown.
McDonald, Flora Vista McConnelsville.
McGlashan, Florence Blanche.. Caldwell.
McHenry. Nell Athens..
Mcllquaham, Minnie Forbes. . . Toledo.
McKelvey, Glenwood Fulton... Norwich.
McKenzie, Elizabeth Sarah.... Circleville.
McKenzie, Katherine Cecilia.. Circleville.
McKinney, Omalee Irene Lynchburg.
McLaughlin, Jenry Max Wilkesville.
McLean, Mary Elizabeth East Liverpool
McNeal, Florence E Waterford.
McVay, Charles Don Athens.
Mace, Lulu Edna Athens.
Mackey, Helen Payne Tyrell.
Major, Virgie Eleanor Middleport.
Mallarnee, Ethel Rebekah Freeport.
Mallett, Harry Emmett Summerfield.
Mallett. Jennie Summerfield.
Mann, Samuel David Athens.
Mansfield, Stanley Athens.
Mansfield, Virgil Don Athens.
Marshall, Iva Gladeen Coshocton.
Martin, Flora Louise Athens.
Martin, Maye Gertrude Albany.
Mason, Grace Wilson Corning.
Mason, Thomas Jefferson Cynthiana, Kt
Masterson, George Ellsworth.. Cedarville.
Matheny, Clarence Albert The Plains.
Matson, Mabel May Millfield.
242
OHIO UNIVERSITY BULLETIN
Maxwell, Jesse Lee Athens.
May, Clyde Franklin Circleville.
Mayes, Tevara Coleman Lexington, Ky.
Mechling, George Vernon Glenford.
Mechling, Mary Elizabeth Lancaster.
Meeker, Mina Ray Beecher.
Meenan, Joseph Lafayette McLuney.
Mello, de, Jose Carlos Para, Brazil, S. A.
Merchant, Fannie Dell Delaware.
Merrick, William Russell Kensington.
Merrin, Anna Gladys Mt. Vernon.
Merritt, George Wood Athens.
Merritt, Kathleen Wood Athens.
Merry, Ruth Rose Milan.
Merwin, Margaret Blanche Athens.
Miller, Earle Augustus Athens.
Miller, Edna Pauline Darbyville.
Miller, Fletcher McCoy Athens.
Miller, Harry Percy Athens.
Miller, Kathryn Margaret Chillicothe.
Miller, Mary Magdalene Lilly Chapel.
Millikan, Agnes Dyson Beck... Athens.
Mills, Lewis Harold Athens.
Mills, Grover Cleveland Athens.
Minch, Henrietta Josephine Marietta.
Minnich, Wilma Lucile Uhrichsville.
Mitchell, Enid Geraldine New Matamoras.
Mitchell, Hazel Hortense Rockland.
Mitchell, Mabelle Emma Newark-.
Mizer, Jessie Mae Newcomerstown.
Mobley, Gertrude Edna Armstrong's Mills.
Mohler, Daniel Dee Hufford... Webb Summit.
Monahan, Virgil Hamden.
Moody, Vittoria Bartlett.
Moore, Frederick Darrell Athens.
Moore, Grace Clee Crooksville.
Moore, Irvie Meechem Byesville.
Moore, Jo Alma Athens.
Moore, Mabel Matilda Hillsboro.
Morel, Mabel Anniss Medina.
Morgan, James Grover Groveport.
Morgan, Mamie Clara Clarksburg.
Morris, Edward Armstrong Highland.
Morris, Mary Jane Magrew.
Morris, Nellie Abagail Magrew.
Morse, Goldie Anne Albany.
Morton, Helen Black Brownsville.
Morton, Sara Margaret Brownsville.
Mowbray, Bessie Irene Bridgeport.
Muhleman, Edith Irene Bridgeport.
Mullenix, John Harrison Belfast.
Mullett. Marian Newcomerstown.
Murbach, Elizabeth Elyria.
Murphy, Marian Elizabeth Steubenville.
Murray, Albert Leroy Telloway.
Musgrave, Walter Athens.
Myer, Florence Newark.
Myers, Jay Arthur Athens.
Naylor, Lucile Malta.
Neff, Hazel Margaret Warnock.
Nesbett, Mabel Grafton.
Nesbitt, Hannah Mary Bellaire.
Nesbitt, Margaret Anne Bellaire.
Nixon, Ernest Leland New Plymouth.
Nixon, Hugh Henry New Plymouth.
Norris, George Newton Stewart.
Norn's, Henry Herman Stewart.
Nye, Don Carlos j Chauncey. I
Nye, Earl Lemoyne Athens.
O'Connor, Gertrude Stewart.
O'Connor, Delia Alice.
Odle, Ruth Marie Friendship.
Ogan, Margaret Louise McArthur.
Oxley, Lena Bertine Athens.
Palmer, Alta Eliza Pataskala.
Palmer, Horace Dutton Athens.
Parker, Gail W Findlay.
Parker, Mary Margaret Athens.
Parker, Sidney Lester Athens.
Parker, Willard Joseph Chesterhill.
Parker, William Floyd Athens.
Parks, Hazel Jennie East Springfield.
Parks, Huth Whitford Cadiz.
Parks, Ralph Waldo Nelsonville.
Parr, Charles Hamilton Great Bend.
Parrett, William Bourneville.
Parrott, Joseph Lawrence Mendon.
Partee, Blake Cameron Evansport.
Patrick, Elizabeth Marie Lewistown.
Patterson, Anna Gail Shadyside.
Patterson, Georgia Leona Sonora.
Patterson, Jay Robert Shiloh.
Patton, Josephine Portsmouth.
Patton, Minnie Maude Belpre.
Pelley, Mary Vance Mingo Junction.
Pelton, Ethelwynn Cincinnati.
Peoples, Jessie Mabel Mt. Gilead.
Perry, Louise Rebecca Nelsonville.
Peterson, Opal Louise Delta.
Petry, Ethel Caroline Seventeen.
Petty, Blanche Rockland.
Ph lister, Mabel Josephine Pataskala.
Phelps, Rilda Inez Xenia.
Pinckney, Mary Starr Columbia Station.
Pittinger, Clarence True Shelby.
Plummer, Thomas Herbert Malta.
Pond, Walter Allen Athens.
Porter, Frances Hannah McConnelsville.
Porter, Isabel New Straitsville.
Portz, Adella Alice Stone Creek.
Portz, Edwin Arthur Stone Creek.
Portz, Francis Milton Stone Creek.
Posey , Besse Washington C. H.
Pownall, Horton Calahan Pomeroy.
Price, Frederick Nicholas Arlington.
Price, Jennie Lovina Athens.
Price, John Henry Athens.
Price, Marie Louise Athens.
Prichard, Edna Radnor.
Pritchard, Marguerite Gillan. . . North Baltimore.
Pugh, Everett Ellsworth Jacobsburg.
Pugh, Grace Mildred Roxbury.
Pugh, Ira Ross Armstrong's Mills.
Putnam, Israel Athens.
Pyers, Bessie East Liberty.
Pyers, Grace East Liberty.
Quin, Anna Rosalie Mingo Junction.
Quinn, Francis Martin New Lexington.
Rambo, Florence Marie Zanesville.
Rapp, Minta Myrle Jackson.
Ray, Viva Louisa Hamden.
OHIO UNIVERSITY BULLhl IX
iReam, Helen May Canton.
JReam, Violet Katheryne Somerset.
Reef, George Wesley . Round Bottom.
-Reeves, Olive Marie .Terseyville.
Rerghley, Alice May Berlin Heights.
Reinke, Helen Eugenia Gnadenhutten.
Reiter, Lula Wilhelmina Marietta.
Jlice, Jennie Omega.
Richards, John Conrad Carrollton.
Richardson, Ella Rebecca Woodstown, N J.
Richeson, Marian C Athens.
Ridenour, Clarence Ray Xew Lexington.
Ridenour, Harry Lee Xew Lexington.
Ridenour, Margaret May Xew Lexington.
Riley, Walter Emmett \thens.
Riley, Harry Weidman \thens.
Roach, Hazel Putnam Athens.
Roberts, Emmett Ephraim McConnelsville.
Roberts, George Shannon Glouster.
Roberts, Jessie Marie Sidney.
Roberts, Olive Jane Sidney.
Robins, Lela Foss Pleasant City.
Robinson, Anna Elizabeth Xewark.
Robinson , Blanche Bid well.
Robinson, Elizabeth Vivian Hanging Rock.
Robinson, Helen Hunt Cincinnati.
JRobinson , Margaret J West Carlisle.
Robinson, Maude Jane Institute, W. Va.
Rogers, Ella K Jacksontown.
Rogers, Thomas H Mason.
Roome, Elizabeth Sistersville, W. Va.
Root, Alexander Athens.
Soot, Mary Lucile Middleport.
Rose, Mabel Ada Orient.
Rose, Reed Phillips Athens.
Rossetter, Howard Monroe Athens.
Roswurm, Ruth Kelley's Island.
Rowland, Clarence Eldo Brown's Mills.
Rowland, Wilda Agnes Roxbury.
Rubrake, Frances Katheryn Lowell.
Russell, Mary Luella Sarahsville.
Ruth, Clifford Everett Shade.
Rutledge, Letha Jane Jackson.
Salters, James Morris Athens.
Sanders, Mary Captolia Xew Marshfield.
Sanderson, Albert West Austintown.
Sanford, Robert Mason Defiance.
Saunders, Ardelia Elizabeth... Maybury, W. Va.
Saunders, Arthur Claire Findlay.
Schadle, Lulu Estelle Frankfort.
Schaefer, Otto Walter Carroll.
Schauseil, Ada Amelia Waverly.
Schettler, Pauline Henrietta... Wellston.
Schisler, Fred Lester '. Pleasantville.
Scott, Beulah Lorene Nelsonville.
Sears, Margaret Ellen Lancaster.
Sellers, Theodore Fay Somerset.
Shackleford, Effie Ethel Oak Hill.
Shane, Florence Winona Steubenville
Shannon, Alice Magdalene New Marshfield.
Shannon, Ella Veronica New Marshfield.
Shanton, Leora Williamsport.
Shanton , Minta Marie Williamsport.
Sharp, Charles Forrest Lucasville
Sharp, David Benjamin Athens.
Sharritt, Chloe Wilda Newark.
Sherman, Alice Louise Wilmington.
Sherman, Myra Orca Shadeville.
Shields, Buren Riley CrooksvilU-.
Shields, Lydia Brooks Crooksville.
Shields, Mary Hamilton Crooksville.
Shilliday, Clarence Lee Xew Milford,
Shirkey, Delia Miriam Jacksonville.
Shoemaker, John Henry Chillicotbe.
Shoemaker, Ora Faith Piketon.
Shriver, Columbia Ellen Caldwell.
Silvus, Paul Athens.
Sitterly, Effie De Lancey Greenwich.
Sivard, Keturah Pearl Toronto.
Skinner, Charles Edward Newark.
Skinner, Dorothy Harriet Wilkinsburg, Pa.
Smith, Albert Truman ]',jg Plain.
Smith, Anna Elizabeth '.. Waverly.
Smith, Benjamin Franklin Alliens.
Smith, Ethel Marie Copley.
Smith, Flossie May Castalia.
Smith, Golda Abbie Mt. Sterling.
Smith, Leon Eugenia Athens.
Smith, Lillian May Creola.
Smith, Lola Mayme Hamden.
Smith, Nellie Lavina Xewark.
Smith, Vernon V Lancaster.
Smith, Winifred Racinia Pomeroy.
Snyder, Grace Murray.
Soliday, Leroy M Carroll.
Spencer, Alice E Zanesville.
Spohn, Burrell Blakeney Brownsville.
Spracklen, Arloa Janiza Kenton.
Spracklen, Myrtle Pearl Kenton.
Sprowls, Feme Loceta Waterford.
Stage, John Edward Lancaster.
Stage, William Addison Athens.
Stailey, Charles Elmo../ Athens.
Stanton, Flora Mae Xew Marshfield.
Steel, Alice Blanche Jackson.
Stevens, Bertha May Gillespieville.
Stevenson, Anna Faye Lancaster.
Stewart, Allyne Dawn Cynthiana, Ky.
Stewart, Bertha Minnetta Poland.
Stewart, Charles G Hockingport.
Stewart, Lottie Viola Lexington, Ky.
Stewart, Mabel Findlay.
Stewart, Mary Edna Poland.
Stewart, Mary Elizabeth Lexington, Ky.
Stewart, Mattie Marie McArthur.
Stiff, Mattie Murray.
Stine, Elsie Ora Creola.
Stine, Wilmer Evert Creola.
Stone, Rufus Emmett Rushville.
Stonerock, Georgianna Williamsport.
Stonerock. Margaret Mogan... Williamsport.
Strahl, Blanche Hamden.
Sutherland, David Lewis Washington C. H.
Suter, Stella Xettie Hannibal.
Swisher, Ethel Xora Pataskala.
Switzer, Charles Carroll Williams
Sykes. Lulu May New Martinsville.
Talbott, Nannie Viola Cynthiana. Ky.
Tannehill, Ethel Beatrice Logan.
Taylor, Amy Prue Washington , C. H.
Taylor, Lena Frances Bainbridge.
Taylor, Lola Bernice Good Hope.
Taylor, Mary Ilo Good Hope.
Teeling, Rudy Bell Millersburg.
244
OHIO UNIVERSITY BULLETIN
Tewksbury, Carl Logan Blanchester,
Thomas, George Henry Cheshire.
Thomas, Hazel Anna Ruth Athens.
Thomas, Ma*bel Marvel Chesterhill.
Thomas, Rose Anna West Lafayette.
Thomas, Winifred Audrey West Lafayette.
Thompson, Florence May L'hrichsville.
Thompson, Goldie Belle Bowerston.
Thompson, Ida May Athens.
Thorpe, Eva Marie Caldwell.
Thrall, Gail Beatrice Bethesda.
Tom. Robert Bruce New Concord.
Tomlinson, Cecil Roy Adelphi.
Tong, Ka Chang Canton, China.
Trainer , John Hagan . Steubenville.
Treudley, Helen Moss Athens.
Treudley, Ruth Athens.
Troendly, Fannie Ruth Stone Creek.
Trottman. Bruce Guy Coshocton.
Tsui, Wellington Kom Tong... Canton, China.
Turner, Stella Roxabel.
Turtle, Harley Angelo Diamond.
Tyler, Loretta Grove City.
Ulrich, Cordelia Adeline Port Washington.
Underwood, Michael Beal Howard.
Valentine, Helen Rachel Murphy.
Valentine, Mary Winifred Lancaster.
Van Atta, Pleasy Leonard New Lexington.
Van Scoyoc. Le Vaughn Grace Wayne.
Van Valey, Gladys Lucile Athens.
Vanderslice, Marie Llewellyn . . Athens.
Varner. May Black Run.
Waggoner, Clada Ruth.... Jewett.
Wagner, George Everett Sugar Grove.
Walburn, Wesley Carpenter.
Walcott, Fannie Gnadenhutten.
Wallace, Martha Esther Nelsonville.
Wallace, Mary Iva Jacobsburg.
Walls, Callie King Athens.
Waltennire, Arthur Beecher... Findlay.
Kathryn Florence Delta.
Ward. Elsie La Gertie Bethesda.
Ward , Flora Sarepta Williamsfield.
Ward, Mary Athens.
Ward, Theron William Athens.
Warner, Edna May Utica.
Warner, Nora Geresa Oreton.
Watkins, Charles Burr Athens.
Watkins. Mary Carson Athens.
Watts. Sallie Margaret Bidwell.
Weaver. Alice Mildred Ashville.
■ :oinette Dexter Citv.
Weekley, Bertha Lesta Armstrong's Mills..
Wegener, Julia Alma Higginsport.
Welch, Edwin Charles Athens.
Welday, Samuel Oliver Bloomingdale.
Welsh, Ethel Mae Glen Roy.
Welsh, John Douglas Carpenter.
Welsh, Martha Lovina Carpenter.
Wenrick, Key Elizabeth Canton.
West. Grover Edgar Rainsboro.
West, Lee Mitchell Norwalk.
West, Nondas Lynchburg.
Wharton, Edith Marjorie Mineral.
Whipple, Howard Everett Chesterland.
White, Eliza Lorena Chandlersville.
White, Joseph Cook Norwich.
White, Robert Lee Logan.
Whiteside, Edward Thomas Mt. Sterling.
Whiting, Ena Malissa Glouster.
Wieteki, Florress Katherine Ironton.
Wilcher, Amelia Rives Charleston, W. Va.
Wilkes, Ernest Constantine Athens.
Wilkes, Marie Carsonia Athens.
Wiley, Nathaniel Kimball, W. Va.
Williams, Arthur Hilbert Athens.
Williams, Cora Almira Roxabel.
Williams, Jennie Steubenville.
Williams, Mary Lee Charleston, W. Va.
Williams, Verna Louise Salem.
Williamson, Charles Owen Lancaster.
Willison, Elsie Grace Croton.
Wills, Ernest Everett Beecher.
Wilson. Mary Eleanor Shade.
Withers, Anna Mae Cynthiana, Ky.
rstine, Ruth Ellen Lodi.
Byron Armstrong Athens.
Jennie Newark.
Wood, Austin Vorhes Athens.
Wood, Ernest Richard Albany.
Wood, Laura Ethel Austin.
Wood, Robert Simpson Athens.
Wooddell, Harriet Alice Wakefield.
'.tn, Blanche Ella Center Belpre.
Wright. Vera Lois North Fairfield.
Yarnall. Floyd Lindley Waterford.
Yoakem, Thomas Douglas Vigo.
Young. Harry Curtis Mi'.lersburg.
Young, Ina Alice Belmont.
Your.g, Iva L Everett.
Zangmesiter, Charles Lithopolis.
Zenner, David Roe Athens.
Zimand, Elizabeth Sara Brooklyn, N. Y.
Total 883
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