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 Stanford tiniversity 
 with text by-Oavid 
 tarr OoJ'dan and 
 Orrin Keslie Qlliott 
 
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"WHERE THE ROLLING 
 FOOTHILLS RISE" 
 
COPYRIGHTED, 1919 
 EDWARD R. MARTIN 
 STANFORD UNIVERSITY 
 
Comprising scenes in color 
 ana duotone, on and near 
 me Stanford Campus, wim a 
 poem h-p David Starr Jordan 
 and a historical sketch loy 
 Orrin Leslie Elliott 
 
 PUBLISHED BY THE STANFORD 
 BOOKSTORE ON THE CAMPUS 
 

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 [here the roUtnp 
 
 foothilb me 
 
 _^p toward mountamd hiphcr 
 Clhere at eue the Goa^t Range Yxee 
 
 In the sxxnect fire, 
 ^lushing deep and paling, 
 
 ^ii>ere wc rai$e our voices, hailing 
 ^hee, our ^Ima /Etater. 
 
 Befrain^ 
 Emm the foothilb to the bag 
 
 jit ahall ring. 
 
 fid uie aing, 
 Jt dhall ring and float auiag 
 
 Sari. jSftanf ord, hail! 
 
 JRail, Stanford, hail! 
 
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WHERE THE ROLLING FOOTHILLS RISE ^^ 
 
 A CASTLE IN SPAIN 
 
 By 
 
 DAVID STARR JORDAN 
 
 I Kave a castle in ^e Keart of Spain, 
 Builded of stone as to stand for ages, 
 Wi^ tile roofs red beneatK {Ke azure sky, 
 For skies are bluest in ^e Keart of Spain. 
 So fair a castle men build not again, 
 Benea^ its arcKes, {KrougK its patio rare, 
 And ^rougK its cloisters open everywhere, 
 I wander as I will, in sun and rain. 
 For mine {Ke castle is, nor mine alone. 
 'Tis {Kine, dear Keart, to Kave and Kold alwa]? ; 
 *Tis all {\ne world's as well as mine and tKine, 
 For wKoso enters its broad gates sKall say, 
 I dwell wifKin {Kis castle, it is mine ! " 
 
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 HISTORICAL SKETCH 
 
 By ORRIN LESLIE ELLIOTT 
 
 Stanford University opened its doors to students in October, 1891. 
 Its inception goes back seven years earlier. In March, 1884, the only 
 child of the Stanfords, a boy of 16, met an untimely death while on a 
 pleasure trip abroad. In the midst of this crushing sorrow, the thought 
 of the parents turned to some form of memorial to which their great 
 wealth might be devoted, and through which they could make over to 
 other young lives the best they had cherished for theu* own son. That 
 they should choose education as this greatest gift was perhaps not 
 strange ; yet there were many who doubted the wisdom and the practi- 
 cability of such a university as the Stanfords planned. Were there 
 not universities enough? Why duplicate what the state was akeady 
 doing, divide the friends of education in California, cut in half the 
 meager student body at Berkeley, and bring in the element of un- 
 wholesome competition and rivalry? 
 
 There was another reason for hesitation. The Stanfords proposed 
 to emphasize the practical nature of the higher education. In univer- 
 sity circles of a generation ago this was an attitude very much under 
 suspicion. Lowell would have a university where nothing that is use- 
 ful is taught. The Stanfords seemed to want an institution where 
 nothing that is not useful would find a place. The intention of the 
 student as to what he proposed to do in life was to be early declared 
 and steadily kept in view. Yet the charter was broadly, if vaguely, 
 drawn, and all that the professional educator thinks of as the "human- 
 ities" was included as contributing to the preparation and development 
 of the practical individual. The Stanfords, however, were not college 
 trained and not practiced in any of the details of collegiate organiza- 
 tion and processes. And there was enough that was flexible in the 
 Founding Grant to render it possible to make ahnost anything out of the 
 new institution. 
 
 The choice of its first president determined the aims and scope 
 of Stanford University and fixed, for a generation at least, possibly for 
 all time, the sort of institution which was to grow upon this far western 
 rim of the continent. For it was Dr. Jordan who made Stanford Uni- 
 versity in all its essential features and who gave it those characteristics 
 which we instinctively associate with the Stanford way, the Stanford 
 spirit, the Stanford life on the Farm and in the world of affairs. The 
 internal organization of the University was modeled upon Cornell and 
 
Indiana, a combination which maintained the classical American form 
 of education and exalted the ideal of scholarship and scholarly train- 
 ing. But with characteristic western audacity, the dead weight of 
 tradition was cast aside and modem problems approached wholly in the 
 modem spirit. Dr. Jordan chose a faculty of young men with their 
 spurs yet to win. He gave them complete independence, and freedom 
 of thinking and acting. He set up the equality of subjects. He inspked 
 each department to propose for itself a definite goal of attainment and 
 to train its major students, from the beginning, toward that goal. He 
 acted out in his own relations with faculty and students a frank dem- 
 ocratic comradery which gave to Stanford society a notable distinc- 
 tion and charm. 
 
 The society thus formed was the ideal environment for straight 
 thinking and genuine scholarly ambition. If it failed, like other Utopias, 
 to realize all its possibilities, it was because it had its charm as well 
 for loose thinking and for irresponsibility. There were some rude 
 shocks in those early days, enough to keep glowing idealisms fairly 
 close to the ground. There was wise counsel also, enough to keep the 
 mstitution fairly clear of dismtegrating entanglements. The life was 
 fundamentally joyous, the progress steady. The essential featiu-es 
 of the Stanford democracy persisted and have become fixed character- 
 istics of the University. 
 
 The history of the University, in outward events, divides itself easily 
 into a number of quite distinct periods. The first covers that of the 
 two mitial years, from 1891 to 1893, ending with the death of Senator 
 Stanford in June of the latter year. This was preeminently the Golden 
 Age. It was the period of discovery, of unlimited possibilities; and 
 if of unexpected obstructions also, these only added to the zest of 
 existence. Excepting only the Business Oflace, no cloud larger than 
 a man's hand showed on the horizon. The enrollment of the first year 
 was larger than that of the State University, then nearly a quarter of 
 a century old; that of the second year increased by 40 per cent. 
 There was pioneering in the dormitories and on the Row, unexpected 
 limitations, mistakes, misunderstandings, misfits; but the glo\y of 
 achievement and of promise spread over everything that is comprised 
 within these two years. 
 
 The second period began with the death of Senator Stanford and 
 the mmiediate oncoming of the financial panic of 1893 and the hard 
 years that followed. Since the University's endowment was only 
 prospective, not actual, this calamity, by good rights, should have 
 wiped Stanford University off the map. Mrs. Stanford's steadfastness, 
 courage, resourcefulness, and personal sacrifice saved the financial 
 
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 situation. Dr. Jordan's unfaltering optimism, wise and daring ex- 
 pediency, together with the unwavering loyalty of faculty and student 
 body, brought the University through, unimpaired in ideals and prac- 
 tical accomplishment, retarded only in its development. At the end of 
 the period the government suit had been won, the returning wave of 
 financial prosperity had restored their former values to the Stanford 
 properties, the estate was at last out of the probate court and in the 
 hands of Mrs. Stanford, still sole trustee of the University. 
 
 The third period, 1895 to 1905, may be characterized, first, as the 
 age of expansion, of great building activity. Its second noteworthy 
 feature was the establishment of the rule of the trustees and the end 
 of the era of personal government. The whole of the Outer Quadrangle, 
 Memorial Church, the ill-fated Library and Gymnasium belong to this 
 period. All the dreams of the founders as to the external university 
 seemed about to be realized. It was the period also when the majority 
 of fraternity and sorority houses were constructed, when the University 
 generally seemed at the beginning of its greatest era of development. 
 It was also unhappily an era of disturbed faculty relations, of un- 
 pleasant newspaper prominence, and of some loss of prestige. It was 
 brought to a close by the death of Mrs. Stanford in February of 1905, 
 and the real beginning of the new order of government. 
 
 The fourth period had its beginning more properly perhaps with 
 the earthquake of 1906, and may be thought of as closing in 1913 
 when Dr. Jordan laid down the presidency he had held uninterruptedly 
 for twenty-two years. Outwardly this was a period of rebuilding, in- 
 wardly of bewilderment, of vanishing expectations, of student turmoil, 
 of many readjustments. The trustees were discovering financial limi- 
 tations. The general atmosphere was one of drifting rather than one 
 of constructing. Underneath, though, the Stanford spirit, the Stanford 
 viewpoint, the Stanford ideal remained untouched. There was actual 
 growth, even if the pace was not rapid, and a persisting faith that the 
 next turn in the road would bring the promised land again within the 
 range of vision. 
 
 The fifth period is still in the making. But it is really a-making. The 
 Great War has come and gone and left its impress upon the Stanford 
 life, on the Farm and outside ; and Stanford has made its contribution 
 to the settlement of world problems in no small way. There has come 
 again the comfortable feeling of stability, of confidence, a strengthening 
 of all the elements which conduce to high scholarship, clear purpose, 
 a better type of Stanford student and citizen. 
 
 
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PRESS OF 
 
 H. S. CROCKER COMPANY. INC. 
 
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 THIS BOOK ON THE DATE DUE. THE PENALTY 
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 THE UNIVERSITY OF CALIFORNIA LIBRARY