.5 
 
 As 
 
 1919 
 
Class. 
 
 Book :^5_ 
 
 Ui^^lSS 
 
 PRESENTED BV 
 
 As 
 
PRINCETON 
 
 PUBLISHED BY THE 
 
 ENDOWMENT COMMITTEE OF 
 
 PRINCETON UNIVERSITY 
 
 // 
 
 PRINCETON, N. J. 
 1919 
 
Vl^^ss^ 
 
 
 .h^ 
 
 \\^^ 
 
 
f*^ 
 
 o 
 
 y Preface, 
 
 President John Grier Hibhen 
 
 PART ONE 
 
 CHAPTER PAGE 
 
 One. Why Princeton Needs Endow- 
 ment 9 
 
 Two. Summary of Specific Needs. . . 24 
 
 1. Endowment of Professorships 24 
 
 2. Preceptorial Method of In- 
 
 struction 25 
 
 3. Financial Aid for Students 
 
 (Dormitory) 28 
 
 4. Regional Scholarships 30 
 
 5. Memorial Scholarships 31 
 
 6. The University Library 32 
 
 7. The Department of Chemistry 33 
 
 8. The School of Engineering. . 35 
 
 9. The School of Architecture. 37 
 
 10. The Department of Astron- 
 
 omy 38 
 
 11. McCosH Hall 42 
 
 12. Graduate Fellowships 43 
 
 13. University Religious Work.. 45 
 
 Three. Schedule of Endowments. ... 46 
 
Princeton 
 PART TWO 
 
 Four. Geographical Distribution of 
 
 Students 51 
 
 Five. Princeton's National Tradi- 
 tion 58 
 
 1. Princeton in the Service of 
 
 THE Nation 59 
 
 2. Princeton's Organization and 
 
 Administration 79 
 
 Six. Princeton's Educational Pol- 
 icy 85 
 
PREFACE 
 
 There is no more important task confronting 
 us as a nation in the new world upon which we 
 are entering than that of education, and par- 
 ticularly of higher education. The whole vigor 
 and sanity of the coming generation depends 
 upon the kind of training we are able to give 
 those boys of today who are to become the leaders 
 of men tomorrow. We must have the necessary 
 machinery and equipment to furnish to the na- 
 tion a group of men capable of recognizing the 
 truth, and possessing the courage to maintain 
 and defend it at all hazards against the ignorance 
 of the unenlightened on the one hand, and the 
 sophistries of the vicious on the other, who 
 through lack of any education, or because of the 
 wrong kind of an education, are the natural foes 
 of all social welfare and progress. 
 
 To perpetuate and reinforce the influences 
 which proceed from this place, our present finan- 
 cial resources must be adequately increased. To 
 pay our teachers a living wage, to relieve them 
 of the daily anxieties which fret and fray the 
 nerves, to enable them to devote their fresh en- 
 ergies and enthusiasm to their classroom work, 
 
6 Princeton 
 
 to create an esprit de corps which shall impart a 
 new spirit to teaching activities, to safeguard the 
 teaching profession itself, so that it may not come 
 to be regarded as an impossible vocation for a 
 man of spirit and ambition, — this is om' first and 
 most urgent duty. In addition we must be in a 
 position to attract to Princeton the best teachers 
 in the country; to hold those who at present are 
 of incalculable value to the university because 
 they have discovered the secret of giving Hfe to 
 knowledge ; to increase the number of our faculty 
 so as to give to our students more individual and 
 particular attention according to our preceptorial 
 method of instruction which has proved its worth 
 by its marked success. We must give to both 
 teachers and students alike increased facilities 
 in laboratory and library equipment. We 
 must be able to open up to our undergraduates 
 the new fields of knowledge, as fast as the 
 new world itself opens before us and flings to 
 us its challenge. We must be in a position to 
 plan such a comprehensive program of studies 
 that our students will come to have an enlarged 
 and sympathetic interest in their own human kind 
 and feel a quickening sense of responsibility to 
 serve their day and generation as men conscious 
 that life in its supreme significance is of the na- 
 ture not of a self seeking career but a mission, in 
 the realization of whose end the welfare of the 
 
Princeton 7 
 
 many is of more concern than the prosperity of 
 the individual. 
 
 A miiversity with such aims and purposes is 
 the servant of the nation. It is in this sense that 
 we wish to maintain our position and function in 
 the educational world as a national university, 
 and to preserve throughout our campus life the 
 atmosphere of patriotic loyalty and devotion. 
 Patriotism is not a sentiment confined to periods 
 of national peril and possible disaster. It is a de- 
 votion born of the appreciation that our country 
 needs and has a right to our services at all times. 
 It shall be our constant aim to lead our students 
 to the recognition of the fact that their university 
 privileges impty corresponding obligations, and 
 that, if they carelessly ignore these obligations, 
 they will fail lamentably not only in the duty 
 which they owe to themselves, but in the duty 
 which they owe to their country as loyal patriots, 
 and to mankind at large as citizens of the world. 
 
 The nation's peril has certainly not ceased with 
 the signing of the armistice and the treaty of 
 peace. Our country is in a sense always in dan- 
 ger, always dependent upon the power and wis- 
 dom of her right-minded citizens who stand in 
 readiness to uphold her traditions and defend her 
 honor and integrity. It is my fondest hope for 
 Princeton that in the years to come she may con- 
 tinue to be a conspicuous center of patriotic 
 
8 Princeton 
 
 propaganda, so that the prevailing and dominant 
 spirit of the place shall have such compelling 
 power that every undergraduate will insensibly 
 come to relate his daily activities to the national 
 need and demand for enlightened minds, devoted 
 to the patriotic task of the service of mankind. 
 
 We make an appeal therefore to you, the 
 friends of Princeton, in the following pages, to 
 help in this great undertaking, and to share with 
 us in an investment which shall be permanently 
 productive through generations to come of those 
 human values which we most highly prize, — in- 
 telligence, wisdom, character and the finely temp- 
 ered spirit which is steadfastly persevering in the 
 common routine and richly resourceful before the 
 critical emergencies of life. 
 
 John Grier Hibben. 
 
 Princeton, N. J., August 11, 1919. 
 
PART ONE 
 
 CHAPTER ONE 
 
 Why Princeton Needs Endowment 
 
 The University has not embarked upon any 
 plans of vague expansion. It does not contem- 
 plate any sudden or large increase in enrollment. 
 It is making plans only to take care of its natural 
 and steady growth for the next decade. It does 
 not propose to establish any schools in addition to 
 the Graduate School and the School of Engineer- 
 ing already in existence, and the School of Archi- 
 tecture, an extension of one department in the 
 college of liberal arts. It is aiming merely to at- 
 tain the maximum of usefulness possible within 
 its particular sphere. 
 
 To do this, however, it needs a verj^ consider- 
 able increase in endowment first, to stabilize, or 
 put on sound financial basis, its present establish- 
 ment in view of the greatly increased cost of edu- 
 cation, and secondly, for purposes of develop- 
 ment. 
 
 Development 
 Never have the universities been submitted to 
 a more serious test than during the recent war. 
 
10 Princeton 
 
 In the light of this experience, the Princeton 
 curriculum was thoroughly revised. This re- 
 vision of the curriculum and the survey of 
 the departments, with provision for the nor- 
 mal growth of the University for the next 
 
 eight or ten years, indicate that im- 
 staff *""^ " portant additions must be made to 
 
 the present teaching staff. Certain 
 departments of the University need to be 
 strengthened and their facilities largely increased, 
 due to the increased demand for men trained in 
 these fields. Such, for instance, are the cases of 
 the School of Engineering and the Department 
 of Chemistry, whose facilities even before the war 
 were inadequate, and whose especial needs will 
 be presented later in a more detailed manner. 
 
 The war has likewise decidedly 
 S?War^ changed the world in which we live 
 
 and much extended its boundaries. 
 It will therefore be necessary to introduce into the 
 curriculum a number of subjects not previously 
 taught. This is particularly true in the fields 
 of political science and government, in history, 
 in economics and social institutions, and in the 
 modern languages. 
 
 In the past a considerable number 
 Diplomacy ^^ Priuccton men have entered the 
 
 consular and diplomatic service of 
 the United States. The plans of the University 
 
Princeton 11 
 
 contemplate increasing this number of men who 
 will give intelligent and disinterested service as 
 American representatives abroad. To do this, 
 a chair of diplomacy and international relations 
 must be created. 
 
 Chair of The recognition of our full respon- 
 
 South Amen- sibihtv to the othcr nations of the 
 
 can Hii'.tory -^ 
 
 and Institutions Western Hemisphere clearly calls for 
 the establishment of a chair on South Ameri- 
 can history and institutions, to train men in the 
 political, commercial and educational progress of 
 South America, and to bring about better under- 
 standing and more cordial relations with the 
 United States. 
 
 ehair of ^^ ^^^ Department of Economics 
 
 Economic and Social Institutions a chair of eco- 
 nomic geography is needed both to 
 prepare men for most efiFective work in the con- 
 sular service and in the widening sphere of for- 
 eign commerce, and to give them a better knowl- 
 edge of modern international relations. 
 Chairs of Slavic In the Department of Languages 
 Laneuager ^lore cmphasis must be laid upon the 
 and History teaching of the living tongues and the 
 institutions, literature and histoiy of the new na- 
 tions, such as the Poles, Czechoslavacs, Jugo- 
 slavs and the Russian. Considerable expansion 
 of the present course of study is here demanded, 
 particularly a chair of Slavic languages and in- 
 
12 Piinceton 
 
 stitutions. Similarly, there is need of a chair or 
 chairs of Asiatic history, languages and litera- 
 ture. 
 
 These new chairs are typical of expected fu- 
 ture developments but are not included in the 
 present estimates for endowment. 
 
 Other departments and phases of the Univer- 
 sity's life which call for important increases in 
 funds will be dealt with later under special 
 heads. Careful computation indicates that this 
 necessary development of the University will re- 
 quire the income on an endowment of $8,000,000. 
 
 Stabilizing 
 
 By far the most pressing need of 
 The Most ^Y\e University, however, is that of 
 
 Pressing Need ... 
 
 stabilizing the University's present 
 establishment. This will call for about the in- 
 come on $6,000,000. A consideration of the re- 
 cent history of Princeton's expansion, of the de- 
 velopment of education in this country, and of 
 the shrinkage in university endowments due to 
 the decrease in the purchasing power of money, 
 will help to make the reasons clear. 
 „ . ^ , In the twenty years from 1895 to 
 
 Princetons ^ . 
 
 Recent 1915 Priuccton's entire enrollment in- 
 
 creased from 1109 to 1643. During 
 the same period she very largely extended her 
 functions. In 1896, on the one hundred and fif- 
 
Princeton 13 
 
 tieth anniversary of her foundation, the College 
 of New Jersey, as it was then officially called, be- 
 came Princeton University. This change implied 
 especially the development of a strong graduate 
 school and the providing of instruction in all the 
 higher branches of advanced university work. 
 Necessarily such instruction was relatively more 
 expensive than collegiate teaching, since it called 
 for a faculty of highly trained specialists in var- 
 ious departments. It likewise demanded very 
 much extended library and laboratory facihties. 
 This transformation was therefore accompanied 
 by a very large increase of budget. 
 
 In 1905 the University introduced the precep- 
 torial method of instruction which proved itself 
 so important a factor in the development of ef- 
 fective teaching. This likewise called for an ad- 
 dition to the faculty of about fifty assistant pro- 
 fessors of special qualifications. 
 
 To meet the needs of the growing 
 Budget ° number of students and this exten- 
 sion of the University's work the bud- 
 get of the University was increased from $157,- 
 893.77 m 1895 to $847,711.29 in 1915. In the 
 seven years from 1905 to 1912, the budget had 
 nearly doubled, having been increased from 
 $455,994.79 to $831,538.84. And meanwhile, in 
 the way of permanent improvements, the physical 
 and natural science laboratories, which are con- 
 
14 Princeton 
 
 sidered models of their kind, had been erected, 
 and very important additions had been made to 
 the University library. 
 
 These buildings had been erected and the cost 
 of educating the larger number of students had 
 been borne by trustees or alumni without any 
 appeal for outside assistance, though in the later 
 years of that period additional gifts from the 
 alumni were necessary to meet current expenses ; 
 and it was even then felt that it was necessary to 
 raise a considerable endowment. Plans were 
 made with this end in view in 1916 and 1917, and 
 a committee appointed. But with the countiy's 
 entry into the war Princeton did not wish to ap- 
 peal for endowment in the period of crisis, and 
 the plan was temporarily abandoned. 
 The War Princctou's scrvicc to the nation 
 
 Princeton's during the war was made at a very 
 Finances heavy financial sacrifice. The Uni- 
 
 versity took no profit from the government and 
 the contracts made for the use of buildings, and 
 for providing food, were designed to cover only 
 maintenance costs. The patriotic response of her 
 students cut her enrollment in half, and left many 
 of her dormitories, which are one of her sources 
 of income, vacant. Likewise the return from 
 tuition fees was virtually cut in half. Although 
 the University adopted a stringent policy of 
 economy, it was not possible to reduce the budget 
 
Princeton 15 
 
 in any similar proportions since professors and 
 assistant professors were on permanent tenure. 
 The University f ui*ther wished to facilitate the en- 
 trance of members of its faculty into service and 
 made provisions that they should do so without 
 financial loss to themselves. During these years 
 the alumni, through the Graduate Council, have 
 contributed over $250,000 to these war deficits. 
 The need of endowment is therefore now more 
 pressing than ever. 
 
 Growth of ^^^ increase in Princeton's bud- 
 
 University cret as showu abovc in the period since 
 
 Incomes 
 
 1905 should not lead to the inference 
 that she has been peculiarly fortunate, or that 
 she has sufficient funds to carry on her work as a 
 University. The figm^es of the larger universi- 
 ties of this country show that in many instances 
 their incomes have increased 300 to 500 per cent 
 in the decade from 1905 to 1915. The appended 
 Hst of nineteen universities in the order of their 
 income in 1915 will give an idea both of the in- 
 creased expense of higher education and the rela- 
 tive position of these institutions with regard to 
 their annual income. It should be remembered 
 that these figures were those given in 1915, in 
 other words before our entrance into the war and 
 before the consequent increase in cost of living. 
 
16 Princeton 
 
 Annual in- Annual in- 
 
 University come 1905 come 1915 
 
 Harvard $2,501,170 $3,805,428 
 
 Cornell 1,020,500 3,139,530 
 
 Minnesota 486,853 3,033,891 
 
 Columbia 1,586,309 2,920,031 
 
 Pennsylvania 580,599 2,903,162 
 
 Wisconsin 852,901 2,858,118 
 
 Illinois 858,697 2,844,541 
 
 California 943,837 2,784,024 
 
 Michigan 759,957 2,535,260 
 
 Chicago 1,186,075 2,132,012 
 
 Yale 900,929 1,777,134 
 
 Ohio State 477,610 1,466,120 
 
 Missouri 346,836 1,311,364 
 
 Nebraska 431,250 1,309,752 
 
 Leland Stanford, Jr.... 800,000 1,235,000 
 
 Iowa State 440,406 986,513 
 
 Northwestern 533,394 935,370 
 
 Purdue 329,790 929,983 
 
 Princeton 402,533 839,316 
 
 This increased cost has placed a particularly 
 severe strain upon privately endowed universities 
 like Princeton. 
 . . , , The most serious need of the Uni- 
 
 Needed 
 
 Increase of vcrsity today is an immediate increase 
 of salaries for the teaching staff. How 
 acute this question has become may be judged 
 from the fact that three years ago a joint com- 
 mittee composed of members of the trustees' 
 Committee on Curriculum and the faculty Con- 
 
Princeton 17 
 
 ference Committee considered what was already 
 at that time a pressing problem and made a re- 
 port from which we quote the following: 
 
 "At a regular meeting on December 
 22nd, 1916, the subject of the salaries of 
 the teaching staff of the University was 
 presented, and there was a full discussion 
 of the fact that the rapidly increasing cost 
 of living in connection with the compara- 
 tively constant salaries of university teach- 
 ers is creating a situation of serious mo- 
 ment for higher education throughout the 
 country, and one with which Princeton is 
 vitally concerned. It involves the effi- 
 ciency of university teachers, their free- 
 dom from anxiety (an important factor in 
 their efficiency), and the power of univer- 
 sities to attract good men to their facul- 
 ties and to hold those who have proved 
 most successful. The matter was deemed 
 of such importance that a sub-committee 
 was appointed to formulate a statement 
 for presentation to the Board. This state- 
 ment is presented, not because it is thought 
 that the trustees are not alive to the situa- 
 tion, but because it seems desirable that 
 the urgency of the matter should be em- 
 phasized, and that some of the important 
 facts should be stated in concise and con- 
 venient form." 
 
 At this time the situation was already consid- 
 
18 Princeton 
 
 ered sufficiently serious to warrant the following 
 recommendations : 
 
 "It (the committee) realizes the many 
 opportunities for expansion and enlarge- 
 ment of scope that are opening before the 
 University, and the desirabihty of taking 
 advantage, if possible, of some at least of 
 these opportunities. It feels, however, 
 that the matter of the salaries of the pres- 
 ent teaching staff is of vital importance, 
 and it therefore presents this statement, 
 and urges upon the Board that in planning 
 the work of the University, in shaping its 
 financial affairs, and in efforts to secure en- 
 dowment, this should be regarded as prob- 
 ably the most pressing need at present, if 
 Princeton is to maintain a position of lea- 
 dership among American universities." 
 
 The need of increase in salaries was based on 
 a consideration of the movement of prices and sal- 
 aries at Princeton University at that time. 
 
 The board of trustees felt that the problem 
 called for speedy remedy and planned an endow- 
 ment campaign. This had to be postponed be- 
 cause of our entrance into the war. That post- 
 ponement has rendered a situation which was al- 
 ready acute, one which may without exaggeration 
 be qualified as desperate. For in the meantime 
 it has been impossible to take any general action 
 because of the immediate sacrifices which the 
 
Princeton 19 
 
 University imposed upon itself to offer every as- 
 sistance toward winning the war. 
 
 The committee stated that the sal- 
 sitries^ ary of instructors was $1200, with 
 
 an annual increase of $100 up to 
 $1400. Assistant professors received slightly 
 more than this and when the assistant professor 
 was placed on permanent tenure at Princeton, 
 usually after five years, the minimum salary was 
 fixed at $2000. The average professor's salary 
 at that time was $3600, but thirty full professors 
 were receiving less than $3000. 
 
 It has been possible in a few cases to raise in- 
 dividual salaries. Funds are not available, how- 
 ever, at present to make any substantial change. 
 Indeed, although the trustees have been inter- 
 ested in this problem and fixed the minimum sal- 
 aries for instructors and assistant professors on 
 permanent appointments, no complete adjust- 
 ment of the salary question has been made at 
 Princeton since 1900. It is hardly necessary 
 therefore to expatiate upon the situation. 
 
 It will be well, however, to recall a 
 Prices" ^^^ facts. The tabulation of the sta- 
 
 tistics provided by the index numbers 
 of the United States Bureau of Labor Statistics, 
 the Annalist, Dun's and Bradstreet's, show that 
 wholesale prices from 1896 to 1913, the year be- 
 fore the outbreak of the war, increased 58 per 
 
20 Princeton 
 
 cent. From 1913 through 1918, the increase was 
 99 per cent. Wholesale prices in 1918 thus aver- 
 aged 217 per cent above prices in 1896 and 175 
 per cent above the average for the decade which 
 closed with 1900. 
 
 It will be noted that the prices of various com- 
 modities were practically doubled in five years 
 from 1913 to 1918. 
 
 If we take 100 as the average of retail food 
 prices in 1913, we find that by April 15, 1919, 
 they had increased 83 per cent. These are the 
 figures of the United States Bureau of Labor 
 Statistics. The fact of this increase in prices is 
 familiar to all. 
 
 It is difficult to fully appreciate the 
 ir^ff^n^r hardship that it has worked upon the 
 members of the Princeton faculty. 
 Their salaries were already recognized as very in- 
 adequate by the committee in 1916 before the 
 latest and most serious rise in prices began. Their 
 salaries have remained stationary and they have 
 been called upon during the war to undertake 
 heavier burdens of teaching than ever before. In 
 the meantime, the salaries of salaried employees 
 in business and in other fields have been increased. 
 A large proportion of wage earners are now re- 
 ceiving more than our instructors and assistant- 
 professors. It is impossible for faculty members 
 to continue to live on even the modest scale which 
 was theirs ten years ago. 
 
Princeton 21 
 
 „, , The consideration of the data pre- 
 
 Shrinkage in 
 
 Purchasing pared by the United States Uureau 
 ower ^£ Labor Statistics shows that an in- 
 
 structor at $1200 today can purchase with that 
 sum only 40 per cent of what he could ten years 
 ago and only 60 per cent of what he could six 
 years ago. To other men, faculty members of 
 higher rank, the pressure is no less serious. An 
 assistant professor, who ten years ago at the age 
 of thirty was receiving $2,000, and has since been 
 promoted to a full professorship, at $3,500 let us 
 say, is from the financial point of view worse off 
 today than he was at that time. In the case of the 
 members of the faculty with families, their chil- 
 dren are now growing up and the demands upon 
 them are far heavier than they were then. 
 
 This situation is already showins 
 
 EflFect on , . i i . i . i 
 
 Teaching rcsults, which thosc mtcrcstcd m edu- 
 ro ession catiou cauuot vicw with equanimity. 
 In the case of a large number of professors it 
 has forced them to devote much of their time and 
 a great deal of their energy to outside and often 
 uncongenial tasks in order to support their fami- 
 lies. This makes it impossible for them to con- 
 tinue their own researches and develop in their 
 chosen specialities. The sacrifice of their ener- 
 gies to such pressing tasks has likewise lessened 
 their efiiciency and enthusiasm for teaching. 
 Some of them, unable to continue in academic 
 
22 Princeton 
 
 life because of their inadequate remuneration and 
 readily able to command larger salaries in other 
 fields, have left teaching against their wills and 
 during the last four years Princeton has lost sev- 
 eral men of promise for this reason. 
 
 Not only are some of our trained and success- 
 ful teachers forced to leave their chosen profes- 
 sions, but it has been impossible to fill the ranks 
 by men of equal training and ability. The best 
 qualified young graduates cannot now be per- 
 suaded to enter upon this work. This situation 
 is not something in the future. It is already here. 
 In certain fields almost no qualified men are avail- 
 able for teaching positions. Chairmen of cer- 
 tain departments report that they have had re- 
 quests for some eight or ten times as many men as 
 they had upon their lists. A similar report 
 comes from the Bureau of Appointments. 
 
 Professors in general do not expect the same 
 financial reward that is given to men of like abil- 
 ity, training and proficiency in other learned pro- 
 fessions. Their position and function are, how- 
 ever, such that they must be given a remunera- 
 tion which will make it possible to live in an aca- 
 demic community and provide their children with 
 the advantages which they themselves enjoyed. 
 
 The members of the Princeton f ac- 
 Education in ulty would rcscnt having any appeal 
 General made for them on sentimental 
 
Princeton 23 
 
 grounds. In justice to them, however, and in the 
 interest of education in general, it is necessary 
 that an immediate and very substantial increase 
 in salaries at Princeton should be put into effect. 
 It is necessary that the country at large as well as 
 Princeton restore the professor to the relative 
 standing in the professions which he enjoyed in 
 1900. 
 
 In the last resort the character of 
 
 The Faculty -.it i i 
 
 and a a univcrsity depends upon the char- 
 
 mng age ^^^.^j. q£ ||.g faculty and President 
 
 Hibben summed up the situation in his state- 
 ment to the alumni at Commencement in 1919: 
 
 "We have come to a point in the history 
 of the University when these men must be 
 paid a living wage. That is why we are 
 starting this endowment, and the verj^^ first 
 money given is to be set aside for increas- 
 ing the salaries of the faculty. I am not 
 in favor of erecting any building on our 
 campus (unless it be a dormitory that 
 yields income) until we have squared our 
 account with the faculty." 
 
CHAPTER TWO 
 
 Summary of Specific Needs 
 1. Endowment of Professorships 
 
 It is no secret that Princeton's existing en- 
 dowment for professorships and assistant pro- 
 fessorships yields only about $107,000 annually, 
 while her salary budget reaches an amount more 
 than four times larger. 
 
 At present there are in the University 59 pro- 
 fessorships and 49 assistant professorships 
 which are unendowed and the salaries of which 
 therefore are drawn from general funds or from 
 annual gifts. Before progress can be made in 
 meeting the widened demands on Princeton's 
 type of instruction, due to the increased signifi- 
 cance of that instruction, the University must be 
 freed, by endowment for existing chairs, from the 
 drain on her current resources for general pur- 
 poses. 
 
 It is hoped that some of these professorships 
 may be endowed as memorials to Princeton men 
 fallen in the service of the country during the Eu- 
 ropean War. 
 
Piinceton 25 
 
 2. The Preceptorial Method of Instruction 
 
 The most distinctive feature of Princeton's 
 educational system has been the preceptorial 
 method of instruction, introduced under Presi- 
 dent Woodrow Wilson in 1905. 
 
 The preceptorial method was made possible by 
 the addition to the Princeton faculty of about 
 fifty preceptors, who were experienced and in- 
 spiring teachers and authorities in their respec- 
 tive subjects. They were appointed with the 
 rank of assistant-professor, and each was sup- 
 posed to be especially qualified to act as "guide, 
 philosopher and friend" to a certain number of 
 students in their work. 
 
 The preceptor met his students in small groups 
 of from five to eight, usually in his own rooms 
 and discussed with them the work assigned by 
 him for that week. 
 
 In a large imiversity much of the instruction 
 must necessarily be given by means of lectures, 
 delivered before large groups of students. In 
 such courses it is manifestly impossible for the 
 lecturer to come into personal contact with or to 
 give individual guidance to very many of his audi- 
 tors. In many cases, he does not even know them 
 by name, and under the old system there was no 
 method of checking the student's work, or of en- 
 couraging him to work independently and to do 
 his own thinking along the lines suggested. The 
 
26 Princeton 
 
 method was impersonal, formal and very often 
 ineffective. 
 
 The preceptorial method of meeting the stu- 
 dent at least once a week in an hour's conference 
 made it possible to follow and encourage him in 
 his progress, to give him experienced individual 
 guidance, and to adapt the work to his needs and 
 capacity. 
 
 This method proved itself highly successful. 
 All the so-called "reading departments" of the 
 University, such as those of philosophy, the liter- 
 atures and languages, history, economics, and 
 kindred departments introduced the method, and 
 without exception they have testified that under 
 it, it was possible to achieve results not formerly 
 deemed possible in the rapid development of the 
 student's interest and capacity for work. 
 
 The informality of the system made it possible 
 to adapt it to the individual needs of the student, 
 and friendly informal relations with a mature 
 man gave the undergraduate the intellectual stim- 
 ulus and the steadying guidance which he most 
 needed. Not only did it make for closer rela- 
 tions between student and teacher, but also it 
 served to bring the students more closely together 
 in their intellectual interest and to develop their 
 own esprit de corps. 
 
 An investigation carried on three years ago to 
 test the results of the system, showed that grad- 
 
Princeton 27 
 
 uates in all parts of the country and engaged in 
 all forms of activity, all virtually agreed that the 
 association and training developed under the pre- 
 ceptorial method were among the most valued re- 
 sults of their college course at Princeton. 
 
 "Every institution in this countiy," said Presi- 
 dent Lowell of Harvard at the inauguration of 
 President Hibben, "owes a debt of gratitude to 
 Princeton for the preceptorial system. There is 
 no college or university in this country whose 
 thought has not been affected by that move- 
 ment." 
 
 If this method of teaching is peculiarly effec- 
 tive, it is likewise expensive. It cannot be suc- 
 cessfully carried out except by picked teachers 
 of trained capacities. After fourteen years it 
 has been thoroughly tested. The financial con- 
 ditions of the University, especially since the war, 
 have made it impossible even to maintain this 
 method on its previous basis. 
 
 The departments in which it is used are unani- 
 mous in calling for its decided extension. To do 
 so, and to give this individual attention to stu- 
 dents and small groups of students, will call for 
 additions to the faculty of all departments and in 
 some cases, as in History and Economics, a doub- 
 ling of the staff. 
 
28 Princeton 
 
 3. Financial Aid for Students (Dormitory) 
 
 Since the founding of the University, it has 
 been a deHberate poUcy at Princeton to give fi- 
 nancial aid to students of limited means. Under 
 the system which has been operating for the last 
 fifteen years this aid is granted on the basis of 
 scholastic standing; a student of high standing in 
 need of assistance will receive greater considera- 
 tion than one of poorer standing; students who 
 stand below the middle of the class receive no fi- 
 nancial aid. 
 
 The University aids students either by partial 
 remission of tuition or by the grant of scholar- 
 ships, and in the case of ministerial candidates a 
 small endowed fund is also available. The schol- 
 arships are endowed so that they constitute no 
 actual drain on resources, but remission of the 
 tuition fee constitutes a severe drain inasmuch as 
 it means a postponement or loss of annual in- 
 come. The University remits annually tuition 
 fees to the amount of about $12,000. 
 
 This sum although covered in part by notes of 
 recipients, in which they agree to pay back event- 
 ually the amount remitted, virtually constitutes 
 an annual loss of income which the University can 
 ill afford. The University particularly desires to 
 encourage poor but deserving young men and to 
 increase these grants of aid. To relieve the Uni- 
 
Princeton 29 
 
 versity of this burden, a substantial endowment 
 is urgently needed. 
 
 This endowment may best be seciu*ed in the 
 form of an additional dormitory providing rooms 
 of moderate rental, the income from which would 
 be set aside as a fund to cover the financial aid 
 now given to needy students. 
 
 The proposal to erect such a dormitory would 
 conform with the long settled pohcy of the Uni- 
 versity to bring all of its students into the demo- 
 cratic community hfe of the campus by housing 
 them in campus dormitories. At present, even 
 with sixteen of these it is not possible to carry 
 out this policy completely because of lack of 
 rooms. 
 
 The proposed dormitory might well be erect- 
 ed as a memorial to one or more Princetonians 
 who lost their lives in the war. 
 
 4. Regional Scholarships 
 
 One of the main difficulties in extending the 
 national scope of the University is the increased 
 cost of education to young men compelled to trav- 
 el long distances. The University particularly de- 
 sires to increase its enrollment materially in the 
 West, Northwest and South, especially among 
 deserving young men, graduates of public high 
 schools of moderate means. 
 
 To make it possible for such young men to 
 
30 Princeton 
 
 come to Princeton, the University intends to es- 
 tablish about two hundi'cd scholarships, the in- 
 come of which would be sufficient to meet the 
 added cost of education at Princeton. 
 
 Such scholarships would provide for the hold- 
 er's tuition, his travelhng expenses, and in spe- 
 cial cases for a part of his living expenses. The 
 annual income of these scholarships would range 
 from three hundred to six hundred dollars, which 
 would make it possible for any young men of 
 special ability to come to Princeton without addi- 
 tional cost to himself. 
 
 Such regional scholarships will be granted by 
 competitive examination, thus bringing together 
 a picked group of representative students from 
 all sections of the country. 
 
 In most cases such holders of scholarships 
 would return to take up their life work in the 
 parts of the country from which they came, after 
 four years of association with representatives of 
 American constituencies in a distant part of the 
 Union which would otherwise have remained 
 strange to them. 
 
 It is believed that the training of such a group 
 of men will help to develop a "back pull toward 
 the center" and a stronger sense of common in- 
 terests in broadly American ideals. 
 
Princeton 31 
 
 5. Memorial Scholarships 
 
 The Trustees and the Graduate Council of the 
 University have decided that the most fitting 
 spot in which to establish a memorial to the one 
 hundred and thirty-seven Princetonians who laid 
 down their lives in the service, is Nassau Hall. 
 
 This Hall is beautiful in itself and is perhaps 
 more closely associated with the nation's history 
 than any other college building in America. 
 
 It has been decided to remodel the entrance 
 hall of this building and construct of it, directly 
 in front of the large Faculty Room, another spa- 
 cious room, fittingly panelled and decorated, in 
 which would be preserved Princeton memorials 
 and relics. On the marble panels of this hall will 
 be carved the names of Princeton's sons who made 
 the supreme sacrifice. 
 
 In addition, in order to perpetuate his spirit 
 and memory, each will have a scholarship estab- 
 lished in his name. The individual endowment of 
 these scholarships will range from five to ten 
 thousand dollars. 
 
 It is believed that a number of these scholar- 
 ships will be made available to men who might 
 otherwise have not been able to secure an educa- 
 tion or to come to Princeton. They will be 
 awarded to men in special sections of the country 
 after the manner of regional scholarships. 
 
32 Princeton 
 
 6. The University Library 
 
 A library is the heart of a university. In 
 1896 the hbrary of Princeton University con- 
 tained 102,000 volumes; today it has 405,000 and 
 yet it is by no means a properly equipped univer- 
 sity collection. For unlike a college library, a 
 university library must be adequately furnished 
 in all the higher branches of study embraced in 
 the university curriculum. 
 
 With the limited means available, and in spite 
 of the careful and painstaking endeavor that has 
 been expended, the library has been able to pur- 
 chase only a fraction of all the books recommend- 
 ed by the various departments. 
 
 This situation is felt most painfully in depart- 
 ments which may expect large numbers of stu- 
 dents as an indirect result of interest re-awak- 
 ened or originated by the war. 
 
 It is evident, for example, that the historical, 
 poUtical, social, economic, and modern language 
 departments will receive, and already are receiv- 
 ing, marked stimulus as a result of the war. 
 
 What the laboratory is to the departments of 
 physical science, the library is to the other depart- 
 ments. The increased activity and interest in the 
 latter will be made a living force of incalculable 
 future usefulness, or will be starved to death now 
 at birth, according to the expansion or the stric- 
 ture of the library's resources. 
 
Princeton 33 
 
 There is scarcely a department of the library 
 which does not need a large increase of endow- 
 ment to enable it to carry on its work, and espe- 
 cially true is this of the departments mentioned 
 in an earlier paragraph. 
 
 The absence of any large collections within 
 reach of the University, such as in all probabihty 
 would be the case were Princeton urban instead 
 of rural, makes only the more imperative the need 
 of assuring an adequate working equipment in 
 her library. 
 
 7. The Department of Chemistry 
 
 America is the great source of raw materials, 
 and prior to the European War supported to a 
 large extent the European chemical industries. 
 These in turn furnished many chemicals and fin- 
 ished products required by this country. Ger- 
 many in particular had led in these industries and 
 had acquired a commanding position in the fields 
 of science that form their background. 
 
 When the war cut America off from many 
 necessary products — the dye situation so fre- 
 quently cited was typical of a whole group of 
 problems — this country was confronted with the 
 necessity of developing new industries to meet 
 its needs, and these in turn required not only the 
 extension of existing chemical industries, furnish- 
 ing acids, alkahs, metallurgical products, and 
 
34i Princeton 
 
 intermediates of all kinds, but also enlarged lab- 
 oratories for the control of the products and raw 
 materials and for research and development. 
 And obviously the demand for highly trained 
 chemists was extraordinary, the universities al- 
 most without exception being drained of their 
 expert chemical staffs. The technical experience 
 thus gained is not to be discarded, but hereafter 
 America must remain independent of foreign re- 
 sources. Even before the war the demand for 
 technical chemists highly trained in their science 
 was far greater than the supply; the demands 
 made on the science by America's present oppor- 
 tunity render the need of trained men even 
 greater. 
 
 It is therefore with no selfish idea that Prince- 
 ton desires large development of her equipment in 
 the science of chemistry. Its vital importance 
 to national industries, their helplessness without 
 trained investigators, and the obvious duty of the 
 universities to supply the national need in this 
 direction, all justify Princeton's insistence on this 
 feature of her plans for greater service to the na- 
 tion. Not only is a new chemical laboratory 
 with proper modern equipment a pressing neces- 
 sity, but an enlargement of the staff of instruc- 
 tion and the foundation of several research fel- 
 lowships in the newer applications of chemical 
 science are imperative. The appointment of these 
 
Princeton 35 
 
 Fellows would, of course, also mean additional 
 strength to Princeton's Graduate School. 
 
 8. The School of Engineering 
 
 The Department of Civil Engineering at 
 Princeton as originally planned was part of a 
 larger scheme for a School of Engineering in the 
 John C. Green School of Science which has waited 
 until the present to be carried out. That there is 
 opportunity for national and even world service 
 in an engineering school which will so organize its 
 course that its students shall acquire a truer per- 
 spective of human life, a keener sense of values, 
 and a higher ideal of their profession and their 
 service to the commonwealth, seems to admit of 
 little question. 
 
 Possessing already what many technical schools 
 lack — the broadening influence of a university 
 environment and the intimate intermingling of 
 academic and engineering students, the Prince- 
 ton Engineering School has in the university 
 standards of liberal studies, its traditions, and its 
 geographical advantage of location in the heart 
 of an industrial region, the best possible basis 
 for a development such as is proposed. The true 
 type of an engineering education requires the 
 elements that Princeton is pre-eminently quah- 
 fied to contribute; for a professional engineer 
 needs not only soimd knowledge of fundamental 
 
36 Princeton 
 
 sciences and methods, but also the enlightenment 
 of a liberahzing spirit such as pervades and dom- 
 inates the University. It is not more engineers 
 that are needed but a better kind of engineer; and 
 the frank purpose of the present plan is to de- 
 velop the best kind of engineers, men of vision, 
 with disciphned minds, capable of leadership in 
 the industrial world. 
 
 No class of men is doing a larger part of the 
 work which is moving the world forward than the 
 engineers. The material problems of civilization 
 are largely engineering problems ; and more par- 
 ticularly is this true at the present time when the 
 scientific development of the resources of hitherto 
 imexploited regions of the world lies within the 
 power of American skill and energy, touched 
 with a sense of humanity. 
 
 Plans were accordingly drawn after long and 
 careful consultation with expert advice, and in 
 general were accepted before the war as a devel- 
 opment that was not only advisable but necessary. 
 The war has reenforced those opinions to such a 
 degree that any longer delay in putting the plans 
 into execution would seem negligent. The pro- 
 posal is to develop engineering education at 
 Princeton in the five principal branches of Civil, 
 Mechanical, Electrical, Mining and Chemical 
 Engineering, requiring four years of imdergrad- 
 uate work in the fundamental principles of en- 
 
Princeton 37 
 
 gineering science leading to the degree of Bache- 
 lor of Engineering, followed by a fifth year of 
 specialized work in one of the five branches of 
 engineering and leading to the degree in that 
 branch, of C.E., M.E., E.E., E.M., or Chem.E. 
 These plans await endowment. 
 
 9. The School of Architecture 
 
 For several years there has been developing 
 at Princeton a particular interest in the study of 
 architecture with a view to the profession of ar- 
 chitect. Steps have already been taken toward 
 founding a School of Architecture. This has 
 grown naturally out of the Department of Art at 
 Princeton, rather than out of the technical de- 
 partments as has been the case with so many 
 schools of architecture in America. This fact 
 gives its students a broad training in sculpture 
 and painting which are so intimately allied with 
 architecture, and also in languages, in politics and 
 in science. It thus tends to transform into a fine 
 art a profession which only too often has been 
 merely technical and barren. 
 
 Leading American architects, themselves also 
 artists, who have been consulted, agree enthus- 
 iastically that the influence of a School of Archi- 
 tecture thus liberally planned would not only be 
 far-reaching in American Kfe, but is something 
 urgently called for by the situation of art in this 
 
38 Princeton 
 
 country. The course will carry men who have 
 had the necessary undergraduate courses through 
 at least two years of graduate study leading to 
 the degree of architect or some equivalent, and 
 would call into aid the Departments of Art and 
 of Mathematics besides certain technical courses 
 given in the School of Civil Engineering. 
 
 The plans include the extension and comple- 
 tion of the present unfinished Museum of His- 
 toric Art for the proper training of these students, 
 as well as the enlarging of the staff of the Depart- 
 ment. They had been so far advanced before 
 the outbreak of the war that they may hardly be 
 withdrawn. 
 
 10. The Department of Astronomy 
 
 The need of the Department of Chemistry, 
 outlined in an earlier paragraph, is parallelled by 
 the need of the Department of Astronomy. 
 
 It might be supposed that this science is some- 
 what remote; but the best evidence to the con- 
 trary is found in the part which astronomers 
 were able to play in the recent war. Almost 
 every observatory contributed members of its 
 staif , and the Princeton Observatory had the hon- 
 or of a 100 per cent record. The five members 
 of the staff of September 1917 were a few months 
 later engaged in war wark; the two computers 
 (ladies) took commercial positions to release men 
 
Princeton 39 
 
 for military service ; the Thaw Fellow, physically 
 incapacitated for active service, became a compu- 
 ter at the Sandy Hook Proving Grounds; one of 
 the faculty devoted his whole time to instruction 
 of naval candidates for commissions, while the 
 director of the Observatory entered the service 
 of the War Department as a civilian engineer and 
 was engaged in technical problems such as anti- 
 aircraft defense and the navigation of airplanes. 
 The results obtained in the latter field are of value 
 in peace as well as war and have been communi- 
 cated to the British Air Service, at their request. 
 Thus in most of this war service the technical 
 training of the astronomer was directly useful. 
 
 Astronomy is becoming more and more inti- 
 mately related to the other sciences, notably to 
 physics. Merely as one example of this relation, it 
 may be pointed out that more than thirty years 
 ago astronomers announced the existence of a gas, 
 probably as light as hydrogen, in the sun, and 
 named it helium. Today this gas is used to fill 
 balloons and may solve the problem of the safe 
 navigation of dirigible airships. 
 
 The preeminent position of the United States 
 in the science of astronomy is generally recog- 
 nized, and in the attainment of this national po- 
 sition, Princeton, though possessing but a modest 
 equipment in comparison with the great western 
 observatories, has borne a worthy part. The 
 
40 Princeton 
 
 great name in our tradition is that of Professor 
 Charles Augustus Young whose researches on 
 the sun won for him high distinction. The tradi- 
 tion which he estabHshed has been continued in 
 recent years by the volumes of "Contributions 
 from the Princeton University Observatory," and 
 by numerous papers in scientific journals. Cer- 
 tain subjects have become the recognized special- 
 ties of this observatory, as for example the study 
 of double stars in which it is not too much to say 
 that a new branch of double-star astronomy has 
 been created by the work done at Princeton. 
 Mention may also be made of a theory of the evo- 
 lution of these stars which has aroused much in- 
 terest here and abroad. 
 
 If Princeton is to continue to do her part in 
 the advancement of astronomical science an as- 
 sured and increased income for the Department 
 is necessaiy. 
 
 The great telescope of the Halsted Observa- 
 tory is of excellent quality so far as the lenses 
 and the optical parts are concerned; but the me- 
 chanical parts are forty years old and so unsuited 
 to requirements of the present day that, of the 
 various lines of work open to a modern instru- 
 ment, hardly one in three can be here attempted. 
 A new mounting of the lenses would remove this 
 embarrassment and at least double the efficiency 
 of the instrument. 
 
Princeton 41 
 
 Various minoi* accessories for the larger instru- 
 ments are also needed, together with improve- 
 ments which have long been desired but could 
 not be purchased from the small annual appro- 
 priation the observatory now controls. 
 
 The removal of the observatory from its pres- 
 ent unfavorable position in the center of the 
 town to a freer location outside of it, and the con- 
 struction of a modern building are much to be de- 
 sired; but no appeal is made for this while the 
 other needs of the University are so pressing. 
 
 The present staff of the observatory is insuffi- 
 cient to carry on the work of teaching and of 
 theoretical research, and at the same time to use 
 the great telescope at its full capacity. The pro- 
 vision of salary for a trained assistant would en- 
 able the telescope to be used when it now stands 
 idle and would greatly increase the output of the 
 observatory. A cogent argument for such a pol- 
 icy is found in the case of a brilHant student who 
 came to Princeton some years ago as the Thaw 
 Fellow and was later appointed a Procter Fel- 
 low. On receiving his doctor's degree in astron- 
 omy he was offered a position at the Mount Wil- 
 son Observatory, and Princeton was unable to re- 
 tain him. His subsequent work has already won 
 him distinctions usually awarded to much older 
 men and he is likely to achieve lasting fame as an 
 astronomer. From the point of view of science 
 
42 Princeton 
 
 at Princeton the limitations which prevented the 
 retention of such a man amounted to a calamity. 
 
 It is also essential that funds be provided to 
 secure the services of computers to handle the 
 extensive and laborious numerical work incident 
 to researches in progress and planned, and of 
 stenographic and other clerical assistance such 
 as is available to any business man even in a sub- 
 ordinate position. The lack of these facilities has 
 been a serious hindrance. 
 
 Briefly then, the Department needs an endow- 
 ment if it is to continue to progress, or even to 
 hold its own, and to keep the members of the pres- 
 ent staff. This situation is emphasized by the 
 call recently extended by a sister university to the 
 present director. 
 
 11. McCosh Hall 
 
 The completion of McCosh Hall was contem- 
 plated at the time of its erection in 1907. Since 
 then the congestion of recitation and lecture 
 rooms on the campus has become acute, and ob- 
 viously will not grow less unless relief is afforded. 
 At certain hours of the day every recitation and 
 lecture room is occupied; several are over- 
 crowded. 
 
 In addition, the expanding work of several de- 
 partments is seriously hampered by the lack of 
 adequate quarters, especially for preceptorial 
 
Princeton 43 
 
 conferences. As an example, the Department of 
 History and Politics, one of the most important 
 in the University, both as regards its present 
 work and its future development, has for some 
 time past been in urgent need of additional quar- 
 ters in order to facilitate the work of its students 
 under the modern methods of instruction pur- 
 sued. 
 
 If there shall be growth in enrollment, as seems 
 to be indubitable, the completion of McCosh Hall 
 is a physical necessity which cannot be avoided. 
 
 An important feature of the proposed exten- 
 sion of McCosh Hall is the intention to provide 
 in the building adequate private offices for pro- 
 fessors who lack at present any quarters on the 
 campus wherein they may meet students privately 
 for consultation outside of the class rooms. 
 
 12. Graduate Fellowships 
 
 The increased difficulty of adequately supply- 
 ing the ranks of the teaching profession is a com- 
 monplace in educational circles and has become 
 the frequent topic of newspaper comment. Un- 
 der present circumstances, few of the best seniors 
 in our colleges and universities are giving any 
 consideration as a career to the life of the profes- 
 sor, the pure scholar, the teacher of the liberal 
 arts, the scientific investigator. Many a promis- 
 ing young student is compelled, because of the 
 
44 Princeton 
 
 financial question involved in the further prose- 
 cution of his studies, to relinquish his genuine 
 preferences and give up all thought of carrying 
 his studies on into graduate years. 
 
 Should this be allowed to continue, not only 
 will there result a marked decrease in the supply 
 of highly trained specialists on whose technical 
 and theoretical knowledge so many purely com- 
 mercial enterprises now largely depend, but, what 
 is of far graver national importance, the whole 
 future of American higher learning and Ameri- 
 can scholarship, in short the intellectual life of 
 the nation, will be jeopardized. 
 
 Princeton has hitherto been able, by means of 
 her system of fellowships, to maintain in her 
 Graduate School a picked body of advanced stu- 
 dents drawn by competitive process from every 
 part of the country, who have been willing to re- 
 sist the allurement of immediate business and 
 commercial openings with their prospectively 
 larger financial returns, and to prepare them- 
 selves for academic and scientific careers. 
 
 Her endowments for the purpose of encourag- 
 ing higher studies and the advancement of learn- 
 ing have, however, suffered grave shrinkage in 
 their purchasing value. A fund is urgently de- 
 sired whereby they may be brought up once more 
 to an adequate level. 
 
Princeton 45 
 
 13. University Religious Work 
 
 There has never been any endowment for our 
 chapel services and the work of the Y. M. C. A. 
 under the auspices of the Philadelphian Society. 
 Consequently it is highly desirable that we 
 should have some permanent fund which will as- 
 sure the wider scope and greater effectiveness of 
 the religious activities of the University. To pro- 
 vide for the University preachers at the Sunday 
 morning services in the chapel and for the conduct 
 of a weekday chapel throughout the year, to- 
 gether with the work of the Philadelphian So- 
 ciety, it has been estimated that a fund of $200,- 
 000 is needed. The authorities of the University 
 recognize the importance and significance of 
 making an especial effort at this time to maintain 
 all of the Christian activities of the University in 
 a manner befitting our religious tradition, and 
 in recognition of the faith and hope of those who 
 were the original founders of the College of New 
 Jersey, later to become Princeton University. 
 
CHAPTER THREE 
 
 Schedule of Desired Endowments 
 
 The following is a schedule of the endowments, 
 the purposes of which have been described in the 
 last two chapters. 
 
 1. Increase of Salaries. For the immediate 
 increase of salaries to a point more commensurate 
 with present conditions of living, an endowment 
 of $2,000,000 is imperative. 
 
 2. Professorships and Assistant Professor- 
 ships. In order to endow professorships and as- 
 sistant professorships at present dependent on 
 general funds, an endowment of $3,000,000 will 
 be necessary. This makes no provision for new 
 chairs. 
 
 3. Preceptorial Method of Instruction. In or- 
 der to place the preceptorial method on a footing 
 in which its potential value can be attained, an 
 endowment of $1,000,000 is desired. 
 
 4. Financial Aid for Students. (Dormitory.) 
 To erect the additional dormitory with which it 
 is planned to relieve the University of the burden 
 entailed in remitting the tuition fees of students 
 with limited means, approximately the sum of 
 $300,000 is necessary. 
 
Princeton 47 
 
 5. Regional Scholarships. In order to carry 
 out the national purpose of the scholarship plan, 
 a foundation of at least $1,000,000 is desired, in 
 addition to individual memorial endowments per- 
 petuating the names of Princetonians fallen in the 
 service of the country. 
 
 6. The University Library. An extremely 
 conservative estimate made by each department 
 in 1917 showed that to maintain the collections 
 in the various fields of literature, language, his- 
 tory, and science, would require the income of a 
 sum not less than $600,000. This makes no pro- 
 vision for administration. 
 
 7. The Department of Chemistry. It is esti- 
 mated that the sum of $2,000,000 would be neces- 
 sary to erect and equip a new laboratory and to 
 provide the requisite staff of instructors and fel- 
 lows to place the department on a par with mod- 
 ern developments. 
 
 8. The School of Engineering. The carefully 
 considered plans for completing the School of 
 Engineering along the lines suggested elsewhere 
 in these pages call for a fund of $3,000,000 to 
 cover buildings, equipment and maintenance and 
 to provide necessary additions to the staff. 
 
 9. The School of Architecture. The plans for 
 this development ask for the expenditure of 
 $350,000. 
 
 10. The Department of Astronomy. The 
 
48 Princeton 
 
 proposed plans for the equipment of the Obser- 
 vatory and for the increase of the staff call for a 
 sum not less than $250,000. 
 
 11. McCosh Hall. It is estimated that the 
 completion of an additional wing of McCosh 
 Hall would cost in the neighborhood of $250,000. 
 
 12. Graduate Fellowships. An additional in- 
 come of $15,000 for the increase of existing fel- 
 lowships is required to meet the effect of present 
 conditions on the value of stipends. This means 
 a special foundation of $375,000. It makes no 
 provision for additional fellowships. 
 
 13. University Religious Work. It is esti- 
 mated that a fund of $200,000 will be necessary 
 to assure the wider scope and greater effective- 
 ness of the religious activities of the University. 
 
 Summary of Endowments 
 
 1. Immediate increase of salaries. . $2,000,000 
 
 2. Professorships and assistant pro- 
 
 fessorships 3,000,000 
 
 3. Preceptorial Method 1,000,000 
 
 4. Financial aid for students (dor- 
 
 mitory) 300,000 
 
 5. Regional scholarships 1,000,000 
 
 6. The University Library (mini- 
 
 mum) 600,000 
 
 7. The Department of Chemistry. . 2,000,000 
 
Princeton 49 
 
 8. The School of Engineering 3,000,000 
 
 9. The School of Architecture 350,000 
 
 10. The Department of Astronomy. 250,000 
 
 11. Extension of McCosh Hall 250,000 
 
 12. Graduate Fellowships 375,000 
 
 13. University Religious Work 200,000 
 
 $14,325,000 
 
PART TWO 
 
 CHAPTER FOUR 
 
 Geographical Distribution of Students 
 ,,. ^ ^, The founding of institutions of 
 
 Higher Educa- , . , , - ■ a -it 
 
 tion in the higher learning in America has been 
 left entirely to individual states, lo- 
 calities, and denominations, or to the generosity 
 of philanthropists. The interest of the Ameri- 
 can people in education has from the first been 
 keen, and fortunately there is no lack of such in- 
 stitutions. The United States has a larger num- 
 ber of universities and colleges in proportion to 
 its population than any European nation. 
 
 Already in 1902 there were in the United 
 States 700 institutions of very unequal grade, 
 calling themselves colleges or miiversities. The 
 state of Ohio contained forty such colleges or 
 nearly twice as many as the entire German Em- 
 pire. Missouri, Pennsylvania, Tennessee and 
 Iowa contained considerably more than Germany 
 of before the war. This has had the advantage of 
 making it possible for young men of nearly every 
 
52 Princeton 
 
 section of the country to obtain collegiate instruc- 
 tion without traveling far from home. 
 
 So important had this localization 
 
 Localization of i i • i i 
 
 Higher of our higher education become that 
 
 Education ^^^ General Education Board made it 
 the subject of special consideration in its report 
 for 1902-14. 
 
 Is a University In its study of the laws of college 
 sco^e^"""''^ growth in America the Board's re- 
 impossibie? pQp|. statcs that wc cau have only such 
 a national system as results from adding together 
 the separate state systems. 
 
 Although the authorities at Princeton admit 
 that this tendency to localization is strongly 
 operative, they feel convinced that, in certain 
 cases at least, the subject of higher education 
 ought to be approached "from the standpoint of 
 the Union as a whole, not from that of separate 
 states or localities." 
 
 Areas of influ- The General Education Board fur- 
 can Colleges ^^^^^ states : 
 
 "The circle from which a college chiefly 
 obtains its students is rarely two hundred 
 miles, and usually not over one hundi'ed, 
 in diameter. If we draw circles around 
 each American college fifty and one hun- 
 dred miles from its halls, and trace every 
 student to his home, we shall most fre- 
 frequently find the homes of the majority 
 
Princeton 53 
 
 within these circles. Almost invariably 
 the homes will be thick about the base of 
 the institution, thinning out with distance. 
 This marked tendency is equally strong in 
 all sections of the country." 
 
 It is quite true that there is such a tendency in 
 American education. It can readily be explained 
 on economic grounds. The cost of education to 
 a young man increases directly with the distance, 
 and the increased cost of education to those com- 
 pelled to travel long distances is such as to make 
 it impossible for any but young men relatively 
 well-to-do. 
 
 The report continues: "Moreover state lines 
 have likewise counted heavily in determining the 
 area of college or university influence. The state 
 line is a formidable barrier." 
 _, , . The serious disadvantage of this 
 
 of the condition has been the fact that there 
 
 ^^ ^™ are very few institutions in our coun- 
 
 try where the yoimg man leaves his local atmos- 
 phere and puts himself into touch with a body of 
 students who represent America in its wider 
 sense, and in which the spirit of the instruction is 
 not in any sense influenced by the desire to satisfy 
 utilitarian claims or local demands. 
 
 Princeton is one of the relatively few institu- 
 tions possessing, she believes, particular advan- 
 tages in this regard. In her further development 
 
54s Princeton 
 
 it is intended to work for a still larger represen- 
 tation from the sections of the country not now 
 adequately represented in her student enroll- 
 ment. 
 
 Princeton The f ouudcrs of Princeton Univer- 
 
 Center of" sity Contemplated this larger useful- 
 Coionies j^^ss whcu in 1746 they located the col- 
 
 lege in what was then the center of population. 
 It was for this reason that they refrained from es- 
 tablishing it in any town or city of the Colonies, 
 but chose as its site a village in the open country 
 exactly midway between New York and Phila- 
 delphia. The college therefore still finds itself 
 in what is the most densely populated section of 
 America. It is also within four hours' ride of the 
 National Capitol at Washington. Already in 
 1772 Fithian speaks in his Journal of there being 
 students in the college "from almost every prov- 
 ince of the continent," and this statement is cor- 
 roborated in the correspondence of President 
 Witherspoon. Throughout Princeton's history 
 this feature has been noticeable. 
 Center of Princeton is one of the few insti- 
 
 state line tutions in America with a certain 
 momentum that do not readily fall 
 into the class of local institutions. The state 
 line in her case is not a "formidable barrier." Al- 
 though situated in New Jersey, the number of 
 students from New Jersey itself is surpassed by 
 
Princeton 55 
 
 the number enrolled from New York and fre- 
 quently by the number enrolled from Pennsyl- 
 vania. In 1915-16, for instance, there were 535 
 students from New York, 336 from Pennsyl- 
 vania, 333 from New Jersey. Important as dis- 
 tance is, it likewise has not been the determining 
 factor in Princeton's enrollment. In 1915-16 
 there were more students at Princeton from Colo- 
 rado than from Indiana or from Wisconsin, and 
 as many from California as from Indiana. Twen- 
 ty-two states were represented by more than ten 
 students, Missouri being represented by 45, Min- 
 nesota by 20, Illinois by 48. Forty-six states and 
 eighteen foreign countries were represented. 
 
 In its plans to make itself even 
 EnSen?^ morc national in scope, Princeton is 
 making a determined attempt to in- 
 crease its enrollment particularly in the South, 
 the Middle West and the West. 
 
 Regional trustees have recently 
 TrS^ been appointed to the board of trus- 
 
 tees, so that these sections are now 
 adequately represented in the governing body of 
 the University. 
 
 Princeton does not wish to have her 
 &dSiTr?hips students represent only one geo- 
 graphical section or one social strat- 
 um. She wishes to draw representative young 
 men from all sections in increasing numbers, 
 
56 Princeton 
 
 especially able young men who belong to the class 
 that could not now afford the expense of travel. 
 To this end it is intended to establish a large 
 number of regional scholarships in the South, the 
 Middle West and the West, the income of which 
 will be sufficient to make it possible for young 
 men to come to Princeton for their higher edu- 
 cation without increased cost to them. 
 
 Princeton aims therefore: 
 
 First : To bring together a body of picked stu- 
 dents who shall represent, even more fully than in 
 the past, all sections of the United States. 
 
 Second : To make the conditions of life in the 
 University and the character of its instruction 
 even more broadly national in spirit. 
 
 Aside from its historical traditions 
 
 Conditions fav- j ■ i ii i • i j* 
 
 oring Devei- ^^0 atmosphcrc the physical condi- 
 opment of tious at Priucctou are favorable to 
 
 Nahonal Spirit 
 
 these ends. 
 It is situated in the country on a ridge amid 
 beautiful natural surroundings, where the health 
 of the students and their physical development 
 are assured. 
 
 It is within ready access to great 
 t^o^Greft'cTties ccutcrs of population, like New York 
 
 and Philadelphia, where the social 
 conditions of modern life can be studied, as has 
 been done in the past in university courses, such 
 as those of social economics. 
 
Princeton 57 
 
 Spirit of The town of Princeton is small, 
 
 SpirfAIf^her with a population of about five thou- 
 students sand inhabitants. It is entirely domi- 
 
 nated by the university life. The atmosphere in 
 which her students live is that created by the stu- 
 dents themselves, as would be impossible if the 
 University were merely a part of a large center 
 of population. The conditions of life and asso- 
 ciations are those of the university campus and 
 all students live with their fellows from various 
 sections of the country in a student community 
 which is very largely self-governing. 
 
CHAPTER FIVE 
 
 Princeton's National Tradition 
 
 Princeton is not a sectarian insti- 
 Princeton tution. It stands on the broad basis 
 
 Non-sectarian 
 
 of Christian hberalism. The charter 
 creating the College of New Jersey in 1746 was 
 exceptional for those days in its latitudinarian 
 terms. The charter of 1748 was even more gen- 
 erous. It made the college for all time neither 
 a church nor a state affair; and, attaching it to 
 no denomination or region or locaHty, safeguard- 
 ed its free development and devoted it broadly 
 and simply to the promotion of "a liberal and 
 learned education" to be vouchsafed henceforth 
 to "those of every religious denomination" with 
 equal liberty, "any different sentiments in reli- 
 gion notwithstanding." 
 
 Princeton is fortunate in that its 
 Mctik)"£s history runs back into colonial days 
 
 and that it was privileged to play an 
 important part in the founding of the nation. 
 The town and campus are therefore crowded with 
 historic memories. In the Revolution it was the 
 scene of the Battle of Princeton of which Nas- 
 
Princeton 59 
 
 sau Hall was the pivot, and this famous old build- 
 ing was occupied by the British and American 
 armies in turn. In this building the Continental 
 Congress met at the close of the war. Here au- 
 dience was given to the first foreign minister reg- 
 ularly accredited to the United States, and here 
 General Washington received the thanks of the 
 nation for his service in the Revolution. 
 
 Washington himself was a frequent 
 ^^PriBcrton visitor. Hc maintained headquar- 
 ters at Princeton during the summer 
 of 1783, honored the college with a gift "in token 
 of his esteem," and later sent his adopted son to 
 Princeton. 
 
 1. Princeton in the Service of the Nation 
 
 The spirit which pervades her past is well ex- 
 pressed in one of the last addresses of President 
 Grover Cleveland, delivered on the opening of 
 the new Faculty Room in Nassau Hall: 
 
 "I almost fear to speak here lest I may 
 by some ill-selected word or ill-considered 
 thought disturb the spell created by the 
 associations of this place. I am pro- 
 foundly impressed by the thought that the 
 spirit which built our nation and which in 
 Revolutionary days was here more than a 
 visitant has not altogether departed, and 
 that the consecration of this room by the 
 apostles of liberty and free government 
 
60 Princeton 
 
 has not faded away. This spirit and this 
 consecration span the chasm of more than 
 a century of years and by mysterious 
 guidance make easy the journey of our 
 thought to the time when Washington 
 and other immortals within these walls 
 watched and nurtured the promise of a 
 new Republic. To recall these things is 
 to remember that we who have gathered 
 in Nassau Hall today hold in trust her 
 precious traditions and her heritage of 
 splendid patriotism. . . . From these 
 conditions arises an inescapable duty. 
 This room has been changed to better suit 
 the use of the University; but its spirit 
 and atmosphere, derived from its distin- 
 guished past, cannot be changed without 
 unfaithfulness. The teachers that meet 
 in this room for counsel may adopt im- 
 proved methods of education; but they 
 cannot without recreancy change the cur- 
 rent or purpose of Princeton's teaching." 
 
 „ . , . Nor was it the accident of geo- 
 
 Pnnceton m ^ ^ ^ ^ 
 
 the Nation's graphical position that gave Prince- 
 ^^"^ ^ ton this prominence in Revolutionary 
 
 days. To indicate her role briefly one cannot do 
 better than to quote from President (then Pro- 
 fessor) Woodrow Wilson's notable address, 
 "Princeton in the Nation's Service," delivered in 
 1896 at the one hundred and fiftieth anniversary 
 of its founding. Speaking of the early days, he 
 said: 
 
Princeton 61 
 
 "One thing is certain; Princeton sent 
 upon the public stage an extraordinary 
 number of men of notable quality; be- 
 came herself for a time, in some visible 
 sort, the academic centre of the Revolu- 
 tion; fitted among the rest the man in 
 whom the country was one day to recog- 
 nize the chief author of the federal consti- 
 tution. ... It would be absurd to pre- 
 tend that we can distinguish Princeton's 
 touch and method in the Revolution, or her 
 distinctive handiwork in the Constitution 
 of the Union. We can show nothing more 
 of historical fact than that her president 
 took a place of leadership in that time of 
 change, and became one of the first figures 
 of the age; that the college which he led 
 and to which he gave his spirit contributed 
 more than her share of public men to the 
 making of the nation ; outranked her older 
 rivals in the roll call of the constitutional 
 convention, and seemed for a little while a 
 seminary of statesmen rather than a quiet 
 seat of academic learning. What takes 
 our admiration and engages our fancy in 
 looking back to that time is the generous 
 union then established in the college be- 
 tween the life of philosophy and the life of 
 the State. 
 
 "It moves her sons very deeply to find 
 Princeton to have been from the first what 
 they know her to have been in their own 
 day, a school of duty. . . . Her rolls read 
 
62 Princeton 
 
 like a roster of trustees, a list of the silent 
 men who carry the honorable burdens of 
 business and social obligation — of such 
 names as keep credit and confidence in 
 her. ... It has been Princeton's work 
 in all ordinary seasons not to change but 
 to strengthen society, to give not yeast but 
 bread for the raising." 
 
 In a sense this role was the natural outgrowth 
 of the tradition that dated to colonial times. 
 Even then the college was spoken of as a center 
 of the new spirit of Americanism bom of the 
 French and Indian War. It had been strength- 
 ened in the stormy days that preceded the Revo- 
 lution. President Witherspoon served steadily 
 in the Continental Congress and with two other 
 Princetonians signed the Declaration of Inde- 
 pendence. The activity of Princeton's president 
 doubtless served to render even more keen the 
 spirit of her sons, and it is perhaps for this rea- 
 son that we find the names of so many of her 
 yoimg graduates, like that of "Light Horse 
 Harry" Lee, of the class of 1773, high in the ros- 
 ters of the Revolutionary Army. 
 
 The impetus for patriotic service which had as- 
 serted itself so powerfully in the days of the Rev- 
 olutionary War naturally made itself felt on the 
 return of peace. The predominance of Prince- 
 tonians in the Federal Convention is illustrated 
 by the fact that ten of the twenty-five college 
 
Princeton 68 
 
 graduates in that body held Princeton diplomas ; 
 that the two rival plans debated were drawn up 
 by William Paterson (class of 1763) and James 
 Madison (class of 1771) respectively; that com- 
 promises were offered by two other Princeton- 
 ians only to yield finally to the proposal of Madi- 
 son. In twelve of the thirteen original states 
 Princeton graduates were leaders in the conven- 
 tions securing popular sanction for the national 
 charter. 
 
 The outstandiug role which Princeton had 
 played in the days of the founding of the nation 
 not only gave her a rich store of historic memor- 
 ies, but served also to create that spirit of service 
 to the nation which has been exemphfied in her 
 later history. Its various phases can be studied in 
 Princeton's record during the War of 1812, the 
 Civil War, and the War with Spain, 
 ^j^ As was likewise true of other edu- 
 
 Enropean catioual institutions of the country 
 
 War 
 
 the most recent and striking test of 
 Princeton's patriotic spirit is to be found in 
 her response to the nation's appeal in the Eu- 
 ropean War. The University did not await 
 the formal entry of the United States into 
 the conflict to show where its sympathies lay. 
 A majority of the faculty signed formal pro- 
 tests against the sack of Louvain, the destruc- 
 tion of the Cathedral at Rheims, and the sink- 
 
64 Princeton 
 
 ing of the Lusitania. President Hibben's 
 scathing reply in 1914 to Professor Eucken, the 
 German philosopher, on Germany's trespass in 
 Belgium, was widely quoted. His denunciation 
 of German inhumanity and his insistent demand 
 for preparedness since 1914 aroused public atten- 
 tion as the message of few other private citizens 
 had done. 
 
 Long before they could fight in their own 
 army, Princetonians were working for or fight- 
 ing in the armies of the AUies. On the Commis- 
 sion for the Relief of Belgium, organized before 
 this country's entrance into the War, there were 
 proportionately more men from Princeton Uni- 
 versity than from any other American institution 
 of higher learning. The American Ambulance 
 Field Service, organized by A. Piatt Andrew, of 
 the class of 1893, naturally enlisted a large num- 
 ber of men from his college, four of whom re- 
 ceived the French Medaille Militaire and twenty- 
 five others the Croix de Guerre from the French 
 Army before American troops reached France. 
 
 Scores of students left the University to vol- 
 unteer in the service of the Young Men's Chris- 
 tian Association among our own troops on the 
 Mexican Border, among Chinese soldiers in Pe- 
 king, and with British and Indian forces in Meso- 
 potamia. They were present at the fall of Bag- 
 dad and at the capture of Jerusalem. 
 
 When steps were taken to shape the voluntary 
 
Princeton 65 
 
 military courses given in 1916 for the first time 
 at Princeton and correlate them with the work of 
 the summer camps so urgently advocated by 
 President Hibben, the University in answer to 
 severe criticism officially replied that it was "try- 
 ing in obedience to its cherished traditions to ful- 
 fil its obligations to the Nation as well as to the 
 undergraduates on whose disciplined loyalty the 
 country in time of emergency must rely." 
 
 The spirit of service to the nation expressed 
 itself not only among the undergraduates but 
 among the alumni as well. The University has 
 kept a record of the alumni and students who 
 gave all of their time to the government during 
 the war and took part in some active branch of the 
 nation's work. The records thus far received 
 show that 4625 were in active service, with 1300 
 still to be reported. Of those whose reports are 
 not yet received, it is known indirectly that more 
 than half were enrolled. When the record is com- 
 plete it will be found that considerably over 5000 
 Princeton men were in service. 
 
 The returns already filed indicate that close to 
 3000 Princetonians earned promotion to officer 
 rank and served as such during the war. Among 
 these were 4 brigadier generals, 4 colonels, 2 com- 
 manders, 37 lieutenant colonels, 5 lieutenant 
 commanders, 161 majors, 321 captains, and 1475 
 lieutenants. 
 
 The records at present show that 231 were dec- 
 
66 Princeton 
 
 orated for distinguished service, and that 137 
 laid down their hves. 
 
 In February 1917, on severance of diplomatic 
 relations, a volunteer Princeton Provisional Bat- 
 tery was organized under command of Captain 
 (now Brigadier General) Stuart Heintzelman. 
 Half the undergraduate body enrolled forthwith, 
 500 of them on the first day. By the end of April 
 over 1000 undergraduates were drilling or other- 
 wise receiving military instruction. Before Com- 
 mencement, 741 had left college for active ser- 
 vice or for officers' training camps. At that time 
 the official university records showed that of an 
 undergraduate enrollment of 1409, all but 15 
 were either already in service, or were drilling, or 
 receiving other military instruction at Princeton. 
 
 The effect on the university enrollment was ap- 
 parent in the following fall and winter. The cus- 
 tomary undergraduate enrollment of approxi- 
 mately 1400 had dropped to 793. Practically all 
 of the men old enough to enter the aviation schools 
 or training camps had volunteered. 
 
 At the opening of the college year 
 of'*i9rr' 1916-17 the senior class of 1917 had 
 numbered 337 men. Three months 
 after the declaration of war, at their Commence- 
 ment 232 or 68.8 per cent were known to be in 
 service. A year after graduation the percen- 
 tage of this class had risen to 79.2 per cent, and 
 
Princeton 67 
 
 two years after graduation (June 1919) 323 or 
 96.7 per cent had been in some branch of service. 
 This means virtually every man physically quali- 
 fied. Of this class, 20 died in service and 20 were 
 decorated for valor. 
 
 By June 1917, while the class of 
 oM9?8^'' 1918 were still juniors, 173 of the 287 
 men in the class, or 60 per cent, had 
 volunteered. At the opening of the next col- 
 lege year (1917-18) when this class had become 
 seniors, 193 or 67 per cent were recorded as ab- 
 sent in service, only 94 having returned to col- 
 lege. By June 1918, 74 had completed the course 
 but only 61 were present at Commencement to 
 receive their degrees. By January 1919, or six 
 months after graduation, 284 of the class had 
 been in service, 7 had fallen and 7 had received 
 decorations. 
 
 As accurately as could be figured from existing 
 data in January 1918, 54 per cent of the under- 
 graduates who had been in college at the break of 
 diplomatic relations in February 1917 were in the 
 service of the country. This accounts for prac- 
 tically all undergraduates old enough or physi- 
 cally qualified for service. 
 
 Of the 184 members of the faculty 
 
 Faculty . , , * 
 
 ' m 1916-17, 80 (or 43 per cent) were 
 
 in war service, more than half of these (48) in 
 uniformed service. Twelve members of the forty- 
 
68 Princeton 
 
 eight received decorations, 3 were taken prison- 
 ers, 4 were wounded, and 3 died in service, 2 be- 
 ing killed in action and one dying of wounds re- 
 ceived in action. 
 
 The preceding statistics refer to the 
 Scho^o?*^ faculty and the undergraduate body. 
 
 The record of the graduate school is 
 equally notable. Except a small handful ex- 
 empted by government regulation, all graduate 
 students in residence in 1916-17 and 1917-18 
 were in the military or naval service of the United 
 States or in recognized government war work. 
 A partial record of the graduate school shows 
 that of the 107 graduate students in residence in 
 1916-17, 97 joined the training corps organized 
 in the spring of 1917. Of these, in 1918, 80 were 
 in the uniformed service of the United States, 
 4 in Y. M. C. A. work, 4 in ununiformed govern- 
 ment service. Among them were 51 commis- 
 sioned officers. Of the graduate students of 
 1917-18, 80 per cent are known to have been in 
 service, and the record is still incomplete. 
 
 As soon as this country declared 
 
 war, the University put at the dispo- 
 sal of the government its entire equipment. Be- 
 fore the government could act, however, a group 
 of alumni and friends, foreseeing the need there 
 would be of trained aviators, immediately started 
 at Princeton an aviation school which was con- 
 
Princeton 69 
 
 tinued until the government had perfected its 
 plans and took charge of this branch of training. 
 As a result of the start already made and the ex- 
 ceptional advantages offered, the government 
 took over the school and established at Princeton 
 one of the foremost ground-schools of military 
 aeronautics in the country, which continued for 
 over two years and from which more than 3700 
 aviators were graduated. The character and 
 spirit of this work are evident in the record of the 
 first class, graduated in midsummer of 1917, 
 which numbered 27 men, all but two of whom 
 were Princeton undergraduates. All of them be- 
 came officers in the aviation service ; 5 were killed 
 in action ; 3 lost their lives by accidents in line of 
 duty ; 4 became American aces ; and 5 won decor- 
 ations. 
 
 In order that the school might be comfortably 
 housed, the University vacated two of its larger 
 dormitories, gave it the use of laboratories and 
 recitation rooms, and for two years its students 
 were fed at the University Dining Halls. 
 
 The quadrangle of buildings 
 Officeis^*^ which constitutes the Graduate Col- 
 lege was turned over to the Naval 
 Department for the establishment of a Naval 
 Pay Officers School, where more than 1200 men 
 were trained as officers. 
 
70 Princeton 
 
 For the study of gas warfare a re- 
 Warfare scarcli division of the Chemical War- 
 
 fare Service was estabhshed in the 
 Chemical Laboratory. A radio station of re- 
 search was established as well as a bureau of 
 medical research. The laboratories for the study 
 of physics, engineering, chemistry and biology 
 were therefore given over to government work. 
 
 ^ , , The entire facilities of the uni- 
 
 Data for . i t 
 
 Peace vcrsity library were placed at the dis- 
 
 mmi. sion pQs^i Qf i\^q National Board for His- 
 torical Research, and under Professor Dana C. 
 Munro of the Princeton faculty chairman of the 
 board, a corps of historians prepared at Prince- 
 ton material for our State Department and for 
 the use of the Peace Conference in Paris. 
 
 On its own initiative, the University 
 CarTs^"^ established courses for the training of 
 
 men entering the Navy as well as 
 the Army. During the two summers military 
 camps were maintained on the campus. When 
 the Students Army Training Corps was organ- 
 ized in the autumn of 1918, Princeton was able, 
 in addition to the men training for the aviation 
 and the pay officer corps, to accommodate about 
 a thousand men preparing for the Army and 
 Navy at the time the armistice was signed. 
 
Princeton 71 
 
 It would be impossible here to give 
 War^Ser^ce ^ record of individual Princetonians 
 who rendered important service; but 
 it may be well to mention a few names merely to 
 illustrate the diversity of the types of service 
 which the University and her sons rendered to 
 their country. 
 
 As President of the United States, Woodrow 
 Wilson of the class of 1879 was Commander-in- 
 Chief of the Army and Navy. It was under his 
 leadership that the country entered the war and 
 helped bring it to a victorious conclusion. He 
 was a leader at the Peace Conference and with 
 Mr. Lloyd George and M. Clemenceau was large- 
 ly instrumental in formulating the peace which 
 it is believed and hoped will mark a new era in 
 history. 
 
 In the Princeton Physical Laboratory Profes- 
 sor Augustus Trowbridge of the University per- 
 fected a device for locating hidden enemy batter- 
 ies and registering their cahbre. This proved of 
 such value behind the Allied lines that Professor 
 Trowbridge was made Chief of the Sound and 
 Flash Ranging Service of the Second American 
 Army and was ordered abroad as Lieutenant Col- 
 onel of Engineers, serving in that capacity. For 
 his work he was awarded the Distinguished Ser- 
 vice Cross and the Distinguished Service Medal. 
 
 On the medical side. Brigadier General John 
 
72 Princeton 
 
 M. T. Finney (class of 1884), the well known 
 surgeon and a trustee of the University, was ap- 
 pointed head of the Surgical Division of the Al- 
 lied Hospitals. He received the Distinguished 
 Service Medal and the Cross of the Legion of 
 Honor. 
 
 The difficult problem of debarkation of Amer- 
 ican troops and their transportation to training 
 camps in England was in charge of Lieutenant 
 Colonel M. C. Kennedy, a classmate of Dr. 
 Finney. 
 
 Mr. Raymond B. Fosdick (class of 1905), was 
 head of the War Department's Commission on 
 Training Camp Activities. He has recently 
 taken up his new duties as American representa- 
 tive in the secretariat of the League of Nations. 
 
 Professor Joseph E. Ray croft of the faculty 
 was chairman of the Athletic Division of this 
 commission and had charge of the physical fitness 
 of the men in the camps. 
 
 Princetonians were to be found in every form 
 of service, military, naval, or civilian. They 
 served on relief commissions, food and fuel com- 
 missions, in hospitals and ambulance work and in 
 the Y. M. C. A. They were found in all parts of 
 the world, in France, England, Belgium, Rou- 
 mania, Russia, China, Jtaly, Greece, Serbia, 
 Turkey, Palestine, Persia, Siberia and Manchu- 
 ria; in the North Sea, the Atlantic, the Pacific, 
 
Princeton 73 
 
 and in South American waters ; in the air, on 
 land and sea, and under the sea. 
 
 Of hardly less importance than the work of the 
 men in active service was that of Princeton's 
 sons in the branches of humanitarian and social 
 cooperation. It is only necessary to mention the 
 aid and inspiration, furnished to the American 
 Red Cross by men like Mr. Cleveland H. 
 Dodge and to the Y. M. C. A. by Mr. Cyrus 
 H. McCormick, both graduates of President 
 Wilson's class (1879). Mr. McCormick was 
 also a member of the Mission to Russia in 1918. 
 
 Dr. Livingston Farrand (class of 1888), after 
 serving abroad on the Tuberculosis Commission, 
 is the present head of the American Red Cross 
 (1919). 
 
 Paul van Dyke (class of 1881), served as As- 
 sociate Director of the American University 
 Union in Paris during the War. Henry B. 
 Thompson (class of 1877), was Treasurer and a 
 member of the Executive Committee of the Uni- 
 versity Union. 
 
 The spirit of service which permeated Prince- 
 ton's board of trustees is illustrated by the fact 
 that four members of that body, all graduates 
 of the University, were members of the National 
 War Work Council of the Y. M. C. A. 
 
 Princeton has always prided her- 
 
 Princeton and ,- ,11 ii ni 
 
 the Nation's Sell on the broad character of her 
 ^* training. It is for this reason that 
 
74 Princeton 
 
 her graduates were prepared to serve in so many 
 diverse fields during the national crisis. The 
 same characteristic of her training has made it 
 possible for her in times of peace to send out men 
 into virtually every department of national life. 
 Her history is therefore interwoven with that of 
 every phase of the country's development and it 
 is impossible to go back through American annals 
 in politics, science, theology, or letters without 
 somewhere crossing the path of her influence. 
 
 Two presidents of the United States, James 
 Madison (class of 1771) and Woodrow Wilson 
 (class of 1879) have been graduates of the col- 
 lege and a third president, Grover Cleveland 
 (hon. 1897), was one of its devoted friends and 
 trustees. Two vice-presidents and one chief 
 justice of the United States have also been 
 Princeton alumni. 
 
 The annals of American diplo- 
 macy show that Princetonians have 
 frequently represented their country in the capi- 
 tals of Europe and Asia. Three times have grad- 
 uates been ministers plenipotentiary at the Court 
 of St. James, while the number of lesser appoint- 
 ments runs into scores. During the recent war, 
 Princeton men were stationed in the American 
 embassies at each of the Allied capitals. The most 
 arduous neutral post, that at the Hague, was at 
 first occupied by Henry van Dyke (class of 
 
Princeton 75 
 
 1873), and then by John W. Garrett (class of 
 1895). The present ambassador to Japan is 
 Roland S. Morris, class of 1896. 
 
 The history of American jurispru- 
 dence is shot through with Princeton 
 names, from Chief Justice Oliver Ellsworth and 
 Justice William Paterson of the eighteenth cen- 
 tury to Justice Mahlon Pitney of the present 
 time. They are found in the records of bench and 
 bar in nearly every state in the Union. In New 
 Jersey half of the jurists who have occupied the 
 seats of highest legal authority have been gradu- 
 ates of Nassau Hall; since 1776 twelve of the 
 twenty-four attornies general of the State, thir- 
 ty-one of the seventy associate justices, seven of 
 the thirteen chief justices of the supreme court, 
 and seven of the nine chancellors of the state have 
 received their education at Princeton. 
 
 The history of the American church 
 at home and abroad tells a similar 
 Princeton story. Early American Protestant 
 Episcopal bishops, like Clagget, Meade, Mcll- 
 vaine, Johns, and Hobart, stand side by side with 
 great leaders of the Presbyterian Church, like 
 Edwards and Hodge, Alexander, Green, and 
 Warfield. 
 
 Not less characteristic are the 
 
 Education . . 
 
 scores, it not hundreds, ot mmisters 
 of the gospel who, not only in religion but also in 
 
76 Princeton 
 
 education were pioneers, torch-bearers of lib- 
 eral learning, founders or presidents of colleges 
 in the South and West, patterned often after 
 Nassau Hall in curriculum and sometimes in ex- 
 ternal form. 
 
 Princeton has been a mother of 
 College ^' colleges, among them Brown Uni- 
 versity and Dartmouth College in 
 New England, Union College in New York, 
 Washington and Jefferson College in Pennsyl- 
 vania, the University of North Carolina, and 
 Hampden Sidney College in Virgina. Several 
 others were founded or first presided over by 
 graduates of Nassau Hall. Four American col- 
 leges and universities and three theological semi- 
 naries have within recent years drawn members 
 of the Princeton faculty to their presidential of- 
 fices. 
 
 The story of foreign missions bears 
 MiSSs witness to Princeton's service in the 
 
 double cause of religion and educa- 
 tion. Hepburn (1832) and MacCauley (1864) 
 in Japan, Nassau (1854) and Owen (1835) in 
 India, Gulick (1825) in Hawaii, Baldwin (1841) 
 and Wherry (1858) in China, are names that 
 stand high in the pages of missionary history; 
 and with these may be coupled that of Robert W. 
 Gailey (1896), head of the "Princeton Center 
 in Peking," the Chinese Y. M. C. A. organization 
 
Princeton 77 
 
 whose influence is spreading so widely and which 
 is manned and financed entirely by Princeton. 
 How strong is the call to such service is indicated 
 by the fact that before the war there were more 
 Princeton alumni living in China than in any 
 other foreign country, virtually all of them en- 
 gaged in branches of humanitarian service. 
 
 Princeton names have not been 
 lacking in the history of American 
 literature. From the days of Philip Freneau 
 (1771), the poet of the Revolution, through 
 Charles Godfrey Leland or "Hans Breit- 
 mann" (1845), down to Henry van Dyke 
 (1873) and the later school of Booth Tarkington 
 (1893), Jesse Lynch Williams (1892), and the 
 present generation such as Ernest Poole (1902), 
 and Maxwell Struthers Burt (1904), Princeton's 
 authors seem to have caught and expressed dif- 
 ferent phases of the nation's life and spirit. 
 
 In science, the writings of Benia- 
 
 Science •-ni/ \ n ii 
 
 mm Hush (1760) loreshadowed mod- 
 ern researches,while the names of David Hosack 
 (1769), and Professors Torrey, Maclean and 
 Stephen Alexander in the realm of natural sci- 
 ences, Arnold Guyot, the geographer, Joseph 
 Henry and Cyrus F. Brackett, the physicists, and 
 Charles Augustus Young, the astronomer, are 
 inevitably associated with Princeton class rooms 
 and laboratories. Chemistry as a separate sci- 
 
78 Princeton 
 
 ence was first taught to American college stu- 
 dents by Maclean of Princeton, the pupil of 
 Priestley, himself the teacher of Silhman ; and to 
 the same professor fell the first course in natural 
 science ever placed in an American college cur- 
 riculum. 
 
 These distinctions belong to the 
 CharatSistics University's intellectual history. 
 There are others which relate to the 
 present day and to its material side. Apart 
 from the appealing natural beauty of its campus 
 and of its setting within a girdle of green fields 
 and woodland, the characteristics of Princeton 
 are the signal stamp of the communal dormitory 
 life that marks the daily existence of the place, 
 its highly developed form of undergraduate self- 
 government, its honor system so closely treasured 
 by the student body, its well known preceptorial 
 method of instruction combining the advantages 
 of the large university with the intimate associa- 
 tion between teacher and pupil that characterizes 
 the smaller college, and finally its residential 
 graduate college, unique in America, and not only 
 affording to graduate students at Princeton ade- 
 quate living quarters but also giving them a com- 
 mon scholarly life and the beneficent spur of 
 daily democratic contact with one another and 
 with the University as a whole. These were the 
 features of Princeton's graduate college which 
 
Princeton 79 
 
 appealed with peculiar strength to that sturdy 
 American, Ex-President Cleveland, in whose 
 memory the great tower of the graduate college 
 was erected by the subscriptions of the people 
 of the United States. 
 
 2. Princeton's Organization and Administration 
 
 Within recent years changes have been made in 
 the administration and organization of Prince- 
 ton, all of which have had as their aim a higher 
 degree of cooperation. 
 
 The fundamental conception underlying 
 Princeton's plan of organization is that it is a 
 university consisting of trustees, faculty, alumni 
 and students. To do its work most effectively 
 there must be the closest cooperation between 
 these four factors. 
 
 The Board of Trustees 
 
 The board of trustees consists naturally in 
 very large part of Princeton alumni. They rep- 
 resent nearly all of the important professions and 
 careers, and include educators, doctors, divines, 
 men of affairs, lawyers, and engineers. Various 
 religious denominations are represented. Until 
 1901 the board was self -perpetuating. In order 
 that alumni, however, might be more 
 Alumni dircctlv represented, in that year 
 
 Representation J r ^ j 
 
 Princeton initiated the system of hav- 
 
80 Princeton 
 
 ing members elected to the board by vote of the 
 alumni. At present there are five such alumni 
 trustees, each elected for a term of years. 
 
 The election of alumni trustees 
 ch*^**"t^ made for democracy in representa- 
 
 tion. The board has recently taken 
 action to make the governing body of Princeton 
 University more national in character. For this 
 purpose three regional trustees are now elected 
 who represent sections of the United States not 
 adequately represented in the personnel of the 
 board. There are now such trustees representing 
 the Northwest, the Far West and the South, sec- 
 tions from which the University is making an 
 especial effort to increase its enrollment. 
 
 The board of trustees, consisting 
 CoiSSt?M ^^* as it does of numerous representatives 
 from all parts of the country, is able 
 to meet in full session only four times a year, 
 and most of the work is necessarily done in com- 
 mittees. In order to bring the work of the various 
 committees into harmony and to make it more 
 consecutive, an Administrative Committee, con- 
 sisting of the chairmen of the finance, curriculum, 
 and grounds and buildings committees, with three 
 members chosen at large, meets with the President 
 once every month. 
 
Princeton 81 
 
 The Faculty 
 
 Recognizing that the strength of the Univer- 
 sity depends upon the character of its faculty 
 and that the faculty is the body best qualified to 
 speak upon matters pertaining to education, the 
 Princeton trustees have committed themselves 
 "not to take any action affecting academic policy 
 without consulting the faculty." 
 
 In order that the trustees and fac- 
 
 Cbopcration i ■ i i 
 
 and Trusteed ulty might work together, a stand- 
 a« *y ing committee was appointed in 1912 
 which marked an important step in American 
 university administration. This Committee of 
 Conference, as it is called, consists of five mem- 
 bers of the faculty elected by that body, to discuss 
 with the curriculum committee of the trustees all 
 questions affecting educational policy before such 
 matters are submitted to the board. This plan 
 had worked so well that it has been followed in 
 many other institutions. 
 
 Joint Committees of Faculty and Students 
 
 Just as important as mutual understanding 
 between trustees and faculty is mutual under- 
 standing between faculty and students. Here 
 likewise important steps have recently been 
 taken. 
 
82 Princeton 
 
 Discipline is no longer being en- 
 forced by the faculty alone. The 
 committee on discipline has been so reconstructed 
 as to include undergraduate representatives. 
 
 The athletic affairs of the Univer- 
 ShktiSi"" °" sity are controlled by a committee 
 representing alumni, faculty and 
 students. 
 
 A similar committee composed of 
 
 Committee on . . , 
 
 Student faculty and students is now m charge 
 
 c m les ^^ ^jj matters pertaining to the non- 
 athletic extra-curriculum activities of the campus. 
 Questions involving a man's per- 
 Sy^tem soual houor and honesty in examina- 
 
 tions have for more than twenty-six 
 years been left entirely in the hands of the stu- 
 dents. The Princeton Honor System is one of 
 the features of Princeton life and has successfully 
 entrusted the student with a responsibility not 
 usually left in his charge elsewhere. 
 
 Advisory Council of Faculty 
 
 Special committees of the faculty deal with 
 special questions, such as entrance, course of 
 study, standing, etc. In order to discuss ques- 
 tions of a general nature, an Advisory Council 
 of the Faculty has been created. It consists of 
 the chairmen of all the various departments and 
 meets on call of the President. 
 
Princeton 83 
 
 The changes enumerated above indicate 
 changes in the spirit of campus life. The rela- 
 tions between professors and students and the 
 sense of their alliance in a common cause have of 
 recent years become much closer. The profes- 
 sor who is an efficient teacher gives far more of 
 his time to his students than formerly. In most 
 cases he wishes to be accessible to them during the 
 hours of the working day. For this reason, the 
 University plans to provide in its new recitation 
 halls offices for every professor, so that he may 
 do his work on the campus. 
 
 Alumni Organization 
 
 The most important factor in the University's 
 life has been the body of her alumni. They are of 
 course represented on the board of trustees and in 
 the faculty. In addition they are at present being 
 organized into a national body. In this way they 
 are in touch with the nation's problems and needs 
 in every section of America. Every effort is 
 made to keep them in closest possible touch with 
 affairs at the University. To this end they have 
 had for many years a special alumni organiza- 
 tion, the Graduate Council, meeting 
 S^cu** twice a year. The Council strength- 
 ens in every way the relations be- 
 tween the alumni and the University. It encour- 
 ages, for example, the class organization on which 
 
84 Princeton 
 
 Princeton alumni loyalty rests; it promotes the 
 establishment of regional alumni associations, 
 supervises the University's publicity in the press 
 and among the preparatory schools, keeps in 
 touch with undergraduate activities and the life 
 of the campus, and has been instrumental in rais- 
 ing several hundred thousand dollars for the bene- 
 fit of the University in the past years. Further- 
 more, the Council frequently appoints special 
 committees to consider problems of policy and 
 organization in connection with committees of the 
 trustees and of the faculty. 
 
 In addition to the annual reports of the Presi- 
 dent and the Treasurer of the University, alumni 
 are informed on university matters through an or- 
 gan of their own, the Princeton Alumni Weekly. 
 This is organized and directed by the Graduate 
 Council. 
 
CHAPTER SIX 
 
 Princeton's Educationai. Policy 
 
 The range of subjects taught at 
 cScuhun the University is naturally large, for 
 
 it embraces nearly every field of hu- 
 man endeavor. The list of courses offered to the 
 student and the conditions under which they are 
 to be taken cannot therefore be given in detail 
 here. During the past year the curriculum of 
 the University has been thoroughly revised, the 
 details of the new scheme of studies may be ob- 
 tained from the university catalogue and a book- 
 let which will be forwarded on application to the 
 Secretary's Office. 
 
 Aside from the tendencies which 
 Intelligence have already been mentioned, the 
 
 University is not committed to in- 
 culcate any particular doctrine or any one school 
 of thought. It aims to give the student such an 
 education as will make him familiar with human 
 achievement in the past and place him in a posi- 
 tion to understand and appraise critically the 
 cross currents of the present. Its course of study 
 is designed to teach men as far as possible to see 
 life "steadily and whole." 
 
86 Princeton 
 
 Special The University believes that its 
 
 in^One'* students should be afforded ample op- 
 
 Divisiou portunity to prepare along general 
 
 lines for their chosen professions, and to this end 
 it allows, especially to the upper classes, a wide 
 range of election. But it refuses to permit this 
 freedom of individual preference either to de- 
 stroy the substance of a thorough education or to 
 prevent the acquisition of a proper mental disci- 
 pline. It therefore makes two requirements of 
 all its students. It stipulates that each of them 
 shall, in his underclass years, master certain sub- 
 jects which it deems fundamental to all real edu- 
 cation, and that in his upperclass electives he shall 
 take some special continuous training in one of 
 the three divisions of studies : Philosophy, Liter- 
 ature, and Art; History, Politics, and Econom- 
 ics; Mathematics, and the Sciences. 
 
 Princeton has long been recog- 
 jiized as a center of classical studies. 
 The comprehensive series of courses in Greek 
 and Latin which were designed to give the stu- 
 dent a thorough mastery of the languages, liter- 
 atures, and philosophy underlying so much of 
 modern culture will not in any way be cur- 
 tailed; indeed, new courses on Greek life and 
 literature are to be introduced. The recent re- 
 vision of the curriculum and entrance require- 
 ments which made Greek no longer required for 
 
Princeton 87 
 
 entrance to the A.B. course is designed to give 
 the system of study greater flexibility and to al- 
 low larger freedom to students of different types 
 of mind. Without in any way lowering its stand- 
 ard the University wishes to put itself into closer 
 touch with secondary education throughout the 
 country, especially that provided in high schools 
 of various states. 
 
 The changes made, though they provide for in- 
 struction in all important contemporary phases 
 of history and movements of thought, were in 
 no way designed to provide vocational or techni- 
 cal education in the four years' college course. 
 The spirit underlying these changes may be made 
 more intelligible by a statement of the principles 
 which were brought out in the faculty committees 
 and discussions. 
 r., , Vocational education without the 
 
 Liberal vs. 
 
 Vocational foundation of liberal training and dis- 
 cipline tends to limit the student to 
 one line of thought and technical activity. He 
 may become the master of his specialty, acquiring 
 the art of doing one thing well and even supreme- 
 ly well ; but his mental powers have never broken 
 through the inevitable barriers of his narrowing 
 studies and pursuits. 
 
 On the other hand, a liberal education, as its 
 very name implies, tends to free the inquiring 
 spirit of the limitations of special interests and 
 
88 Princeton 
 
 habits of thought, and to present a varied field of 
 intellectual challenge which is well calculated to 
 produce an alert, wide-ranging, resourceful mind. 
 When the mind is thus liberated, there are no 
 limitations which can stay its progressive develop- 
 ment and accumulating power. With such an in- 
 tellectual basis, the student can naturally turn 
 his attention to special courses of study and in- 
 vestigation in any field which he may choose for 
 his life's work. He is then prepared not only to 
 perform adequately the daily tasks of his voca- 
 tional routine, but is equal to the emergencies and 
 the crises that may arise in his professional or 
 technical experience. In situations wholly un- 
 familiar and unexpected he is not found wanting 
 in wise initiative and resourceful effort. The test 
 of a well trained man is his ability to deal with 
 the unexpected. 
 
 In educational policy and departmental organ- 
 ization, therefore, Princeton aims to give liberal 
 rather than vocational education, as defined 
 above. 
 
 The four years of a student's col- 
 stages of * ... 
 
 student lege coursc represent stages in his in- 
 
 rogress tcllcctual growth. It has been the 
 
 experience of most college teachers that the stu- 
 dent's intellectual awakening occurs usually in 
 his junior or senior year. Naturally his work 
 would be most effective if this period of stimula- 
 
Princeton 89 
 
 tion could be brought down to an earlier stage of 
 his college life. Therefore, at Princeton every- 
 thing possible is being done to strengthen the 
 first year of the student's university work. 
 
 Freshman Year 
 
 It is essential that the student 
 inteUectuai should be made to feel as early as 
 
 stimulation ^ ^ *' 
 
 may be that he is in an atmosphere 
 radically different from that in which he hved 
 in the time of his preparation for college. He is 
 not so much a pupil who is being taught, as an 
 independent learner. Certain subjects of study 
 are introduced which invite questions and involve 
 methods which he has not yet encountered in pre- 
 paratory school. 
 
 Best Teachers ^^ Order to Stimulate his awaken- 
 in Freshman jng, therefore, the best teachers of the 
 
 University are to devote some of their 
 time to teaching in freshman subjects. 
 
 For the same reason, he is allowed 
 
 considerable latitude in choosing sub- 
 jects that appeal to his new interests and thus 
 arouse in him an immediate motive to learn. But 
 in order that his selection may be intelligent and 
 profitable, guidance is given him by an adviser, a 
 member of the faculty whom he can consult in- 
 formally at any time, with whom he can maintain 
 unofficial and friendly relations, and with whose 
 
90 Princeton 
 
 assistance he maps out his courses of study. He 
 continues throughout his college course with the 
 same adviser. 
 
 .. ...^ An important purpose of the fresh- 
 
 Responsibility ^ ^ r r 
 
 to World of man work is also to create in the stu- 
 ^ *^ dent a sense of his responsibility to 
 
 the world of today, of which he is a part. A brief 
 statement of the plan of one of the new courses 
 introduced into the freshman year will illustrate 
 Princeton's method of attaining this object. The 
 course known as the Historical Introduction to 
 Politics and Economics is specially designed to 
 foster this sense of responsibility, by developing 
 intelligent interest in the questions of today, their 
 background, and the proper method of approach- 
 ing them. The elements of history, polities, and 
 economics will be taught by a study of existing 
 peoples in various stages of development. Geo- 
 graphical factors will be emphasized as a back- 
 ground. Conditions of life and government and 
 their evolution by contact with more advanced 
 civilization will be discussed. The necessity of 
 understanding the history and point of view of 
 the peoples, the importance of transportation and 
 of scientific inventions, and the responsibilities of 
 the more advanced nations will be some of the 
 subjects treated. 
 
Princeton 91 
 
 Sophomore Year 
 . The sophomore year is the period 
 
 Special in which students generally are con- 
 
 fronted with the problem of deciding 
 the special field of their life work. The nature 
 of intellectual problems generally is put before 
 them in a course in philosophy required of all stu- 
 dents. Aside from this they are given a very 
 wide field of choice. 
 
 Each department of the University is repre- 
 sented by a course open to all sophomores which 
 presents the field covered by the department and 
 the general principles of the subject. In this way 
 the sophomore has the opportunity of learning 
 the general range and character of each depart- 
 ment and his aptitude for it. The only checks put 
 upon his liberty of choice are designed to prevent 
 the dissipation of his energy and to give him some 
 solid preparation for later work in one of the 
 three divisions of study already mentioned : Phil- 
 osophy, Literature, and Art; History, Politics, 
 and Economics ; or Mathematics and the Sciences. 
 
 Junior and Senior Years 
 ^ . . ^ In his upperclass years the T.mder- 
 
 Traimng for . 
 
 Future graduate's studies are usually concen- 
 
 trated in that special field which will 
 afford most adequate training for his future 
 career. The junior chooses a department or a di- 
 
92 Princeton 
 
 vision in which he elects at least two subjects and 
 must continue these in his senior year. 
 
 The work of each department in these upper 
 years is planned not to train specialists but to give 
 the student a thorough grounding and discipline 
 in a particular field of study. The aim is not only 
 to impart information, but also to teach methods 
 of investigation which will prove useful in the 
 pursuits of later life. 
 
 Princeton believes that in connection with those 
 subjects which are of most immediate and press- 
 ing importance today her tradition of liberal edu- 
 cation should be continued. 
 
 It has become necessary therefore to intro- 
 duce many new courses to cover the various types 
 of problems confronting the modem student and 
 to illustrate different methods of approaching 
 them. 
 
 An example of the extension of the 
 
 Courses work in many departments is the case 
 
 of the Department of Economics and 
 
 Social Institutions. The plans call for seven 
 
 types of course : 
 
 1. Courses which deal with fundamental prin- 
 ciples and the history of economic theory; 
 
 2. Courses in finance which deal with the sub- 
 jects of money, banking, and public and govern- 
 mental finance ; 
 
 3. Courses in labor problems which deal espe- 
 
Princeton 93 
 
 cially with the history and present status of the 
 relations between capital and labor; 
 
 4. Courses in transportation which deal with 
 the history, management and pubhc relations of 
 railroads and with movements of domestic and 
 foreign trade ; 
 
 5. Courses which deal with the principles of 
 accounting, corporation finance and public utiH- 
 ties; 
 
 6. Courses in statistics which deal with statisti- 
 cal methods in their application to governmental, 
 business, and social pr(>blems; 
 
 7. Courses in social institutions which deal with 
 the origin and history of human culture, with the 
 family, the race problems of color and immigra- 
 tion, with crime, degeneracy, and social progress. 
 
 In all of these courses the aim will be to teach 
 fundamental principles and to put before the stu- 
 dent the problems involving their application, 
 without attempting to give him technical knowl- 
 edge primarily. 
 
 Spirit of "^^^ spirit and purpose of the in- 
 
 Princeton structiou at Princctou cannot be set 
 forth in any form. Its general tenor 
 may be gathered, however, from a statement of 
 President Hibben to the graduating class in 
 June, 1919: 
 
 "Whatever, develops and magnifies the 
 spirit of man makes for the progress of the 
 
94 Princeton 
 
 race; whatever starves and confines that 
 spirit, lowers humanity in the scale. Lead- 
 ers of men who are themselves led by the 
 spirit, move forward in the progressive 
 evolution of a higher type of manhood. 
 When they are blind to the vision of the 
 spirit and deaf to its call, mankind is there- 
 by degraded and becomes slave to its 
 brute inheritance. All history is a com- 
 mentary upon these two propositions. . . . 
 
 "The new world opening before you, the 
 world of your generation particularly, 
 calls for idealists, not the idealist who 
 dreams dreams and sees visions forever 
 unrealized and unrealizable, but the true 
 idealist, who will not weakly yield to the 
 materialistic drift of his age, but who be- 
 lieves in an enterprise and purpose in life 
 which will make the possibility of a better 
 world something more of a reality. . . . 
 
 "I appreciate the fact that life does not 
 consist solely of great emergencies and 
 startling events. Much of it is given 
 necessarily to the daily routine and 
 drudgery. Life is an integration of many 
 small and often petty elements. But we 
 can bring to these little things a big 
 purpose, and through the multiplicity 
 of wearying and often annoying de- 
 tails move steadily towards an inspiring 
 goal. . . . 
 
 "Whatever be your station, you will be 
 sooner or later called upon to deal at close 
 
Princeton 95 
 
 quarters with your fellow men. Your 
 success in life will depend upon your abil- 
 ity to work with them and through them 
 in mutual understanding and cooperation. 
 The restlessness of the great masses of 
 mankind today which is a constantly in- 
 creasing menace to all our political, social 
 and economic life, challenges the atten- 
 tion and serious study of the college man. 
 The problems created by this condition 
 cannot be solved until they are understood. 
 Who can understand, if not the man of 
 trained mind? There is no solution which 
 is content to palliate symptoms merely — 
 the causes must be discovered and the 
 spring healed at its source." 
 

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