Lake Forests 
 Semicentennial 
 
 1857=1907 
 
 -EGE 
 
ME 
 
 a ( lege much larger than we now have 
 
 gh to bring to consciousness a proper college spirit; 
 
 propei >11< " ■■ •■.■■ i l ; iol : m ; lai e enough bo save 
 
 i in d( n to tmaU numbers; and yel never 
 
 id professors may knov, each student 
 
 what its head, if he happen to be 
 
 C . . j now I h< ;a ■. may aol oj ly be its president, but, 
 
 o be the college preacher, and in sonv real n I helpful 
 
 Ben u i pastor 1 fch I ii e i Ueg< i ommunity ; and ; e1 never bo large but 
 
 i racy ich » d< lightful and wholesome a feature of 
 
 the i coll be a dominant factor, unspoiled and unbi >ken by 
 
 "We arc rue COLLEGE and not an imperfect imitation 
 
 of i u v i le ■'■ liberal culture rather than an in I I ition for Bpecial 
 
 research hich call! foi lai < I boratories than are possible or even neces- 
 
 colle jllege where we can tea i! few la things 
 
 ■,«. )ll, n he irj ve matteri of manj hings; a c >U< ■<■ v. here we 
 
 shall c< ubine e ils of the old methods with the be th new; 
 
 acter shall be the true end and final test of education; 
 
 i >llege where we shall n< i] icl ai but men and women; 
 
 liege which shall be a nursery of patriotism, which is an essential phase 
 
 of religion." — Inaugural Address of President Harlan. 
 
 LAKE FORESTS CHANGE OF POLICY 
 
 ■ President Harlan has had the full com, ■•• oi his conviction that it is 
 : u . ! dii under for a good college to stop calling itself 
 
 came; and moreover, he has so impressed his judg- 
 ment the Trustees that he title ' Lake Forest University I no longer 
 to be i i for legal purposes, but in the future will give place to 
 Lake Forest College. 
 
 "So that i he whole world is in plain terms advised that LAKE 
 
 FOREST COLLEGE does not aspire to compete with the great universities 
 
 ional and post-graduate learning, but finds its 
 duty ide offering the opportunities of a well-rouiwlcd general 
 
 cultur ider Christian influence and a wholesome atmosphere, to young 
 men ; rho belie in laying foundations before they begin the 
 
 superstru- And therein Lake Forest magnifies its office, without 
 
 apolog: —The Interior of August 12, 1902. 
 
1857-1907 
 
 LAKE FOREST'S 
 
 SEMI-CENTENNIAL 
 
 UNIVERSITY OF ILLINOIS 
 
 AUG 1 1915 
 
 PRESIDENTS OffiCt 
 
 LAKE FOREST COLLEGE 
 
 PRESIDENT'S OFFICE 
 OCTOBER. 1905 
 
PAST AND PRESENT 
 
 The year 1907 will mark the fiftieth anniversary of 
 the granting of the original charter to "Lake Forest Uni- 
 versity. " As that occasion draws near it is highly proper 
 to review the past, to make a just estimate of the present, 
 and to plan wisely for the future. 
 
 In its three departments Lake Forest has always 
 stood for high and sound scholarship; its growth has been 
 normal and constant ; it has excited the interest and devo- 
 tion of many noble men and women; it commands the 
 constant affection and loyal support of its alumni and 
 former students ; and it faces its second half-century with 
 high aims. 
 
 It is proposed in this pamphlet to set before its constit- 
 uents, patrons, and friends, in its near and wider com- 
 munity, a brief summary of its history and purpose, and a 
 clear statement of its present resources and equipment, 
 and its needs; to show, in concise form, just what pro- 
 gress the institution has made in its first half-century; 
 what it has done in the training of youth; what are its 
 assets in the way of campus, buildings and endowment; 
 what is its present financial condition ; what is its peculiar 
 purpose, and its special opportunity in the region where 
 it lies; and, finally, what it ought to have, in the way 
 of further endowment and equipment, in order to enable 
 it more quickly and completely to fulfil its function and 
 live up to its opportunities. 
 
 A BRIEF HISTORICAL SKETCH 
 
 During the decade preceding the Civil War, certain 
 far-sighted citizens of Chicago conceived the plan of estab- 
 lishing, near the Western metropolis, and yet amid the 
 quiet and charm of semi-rural surroundings, an institution 
 of liberal learning, which was, first of all, to offer prepara- 
 tory and collegiate courses, and, afterwards, as the way 
 might open, to provide for graduate and professional study, 
 along true university lines. 
 
With that end in view, they selected the choicest part of 
 this lovely North Shore, where now stands the delightful 
 country town of Lake Forest. Forming, in 1856, what was 
 known as the Lake Forest Association, they purchased a 
 large tract of land, part of which they reserved for the pur- 
 pose of their educational enterprise, disposing of the 
 remainder to people of culture, for suburban homes. The 
 charter for the corporation now known as Lake Forest Uni- 
 versity was finally taken out in 1857. At first, its charter 
 name was "Lind University" ; but in 1865 this was changed 
 to "Lake Forest University." 
 
 In 1858, the Trustees opened a preparatory department 
 for boys, Lake Forest Academy, followed, eleven years 
 later (1869), by the establishment of Ferry Hall, a sepa- 
 rate school for girls and young women. 
 
 Finally, in 1876, the most important stage in the 
 development of their undertaking was reached in the 
 opening of Lake Forest College, which is co-educational. 
 
 During the following decade the effort was made to add 
 the university features called for by the charter, by form- 
 ing alliances with professional schools of law, medicine and 
 dentistry, situated in Chicago. But finally, in 1900, the 
 Trustees, abandoning the attempt at expansion along 
 university lines, dissolved the alliance with the Chicago 
 professional schools, and decided to confine their efforts to 
 the work of developing a strong college for undergraduate work 
 in the Liberal Arts and Sciences, and to improving still further 
 the tivo preparatory schools. 
 
 The entire institution is now in Lake Forest, in fact 
 as well as in name, and consists of Lake Forest College, 
 Lake Forest Academy, and Ferry Hall. 
 
 SERVICE TO EDUCATION 
 
 As the usefulness of any enterprise is measured by its 
 methods and products, so the chief tests of an educational 
 institution are found in the character of its leadership, 
 in the composition of its teaching force, in the spirit and 
 intellectual vigor of its students, and in the records of 
 those who have profited by its training. 
 
(a) Lake Forest has not lacked in effective leader- 
 ship. Each of its former Presidents has made a distinct 
 and permanent contribution to its life and to the solution 
 of its problems. 
 
 The first President of the completed institution, Dr. 1875-1878 
 Robert W. Patterson, was, in a real sense, the chief founder 
 of Lake Forest. With far-sighted statesmanship, his 
 keen prophetic eye, over 25 years before, had recognized the 
 strategic value of this beautiful North Shore as an ideal 
 centre for a group of educational institutions doing under- 
 graduate and preparatory work, and it was under his 
 enthusiastic leadership that the Lake Forest Associa- 
 tion, already referred to, was organized in 1856. 
 
 To President Gregory's passionate devotion and i878-i«ki 
 scholarly ideals we owe the high educational standards 
 that, from the beginning, have given Lake Forest such 
 an honourable place among the colleges of the Middle- West. 
 
 The constructive work of President Roberts admini- ie86-ia» 
 stration lifted Lake Forest to an entirely new level of 
 distinction, and laid the major part of the financial founda- 
 tion upon which we are now building. 
 
 President Coulter improved and enriched the cur- ls^-ia* 
 riculum by the still larger introduction of the elective sys- 
 tem, and a decided development of the departments of 
 Science. 
 
 With patient self-sacrifice, President McClure brought 1897-1901 
 the institution through a period of financial stress and, by 
 large additions to our endowment and equipment, quietly 
 prepared for our present opportunity. 
 
 Two members of the faculty, Professor John H.Hewitt, i 8 78 
 now of Williams, and Professor John J. Halsey, whose term 1896_1897 
 of notable service to the College has extended through 
 nearly all administrations, have served effectively as acting 
 Presidents. 
 
 (b) The faculty of the College now numbers 21: the 
 President, 14 full professors, 15 instructors, and a librarian. 
 In 1880 the faculty numbered 8; in 1885, 12; in 1895, 19. 
 
 In point of numbers, the present faculty provides fairly 
 well for the departments necessary for giving that gen- 
 eral training which the College stands for. With perhaps 
 
two additional professors and two or three additional in- 
 structors, the faculty would be able to provide adequate in- 
 struction for twice the present number of students. 
 
 The College has sent from its teaching force a number 
 of men to professorships in larger institutions, — to Mich- 
 igan, Chicago, Wisconsin, Yale, Princeton, Columbia, 
 Williams, Stanford, Toronto and Johns Hopkins. The 
 faculty has always been strong in actual teaching power, 
 and has consistently maintained a standard of scholarship 
 that has given the institution an honorable rank among 
 colleges. 
 
 In the faculties of the two allied preparatory schools 
 there have always been forceful men and women, who have 
 given to those schools a real distinction, and have con- 
 tributed their potent influences to moulding the character 
 and training the minds of many who are now leaders in 
 various walks of life throughout the country. 
 
 Lake Forest Academy has a teaching staff of 9 
 masters, including the Head-master. 
 
 The faculty of Ferry Hall numbers 19 teachers, in- 
 cluding the Principal. 
 
 (c) The average number of students in the College, 
 during the decade beginning in 1880, was 67; from 1890 
 to 1903 it was 104; but in the last three years the numbers have 
 greatly increased, so that the enrollment for the present year is 
 180, a number which is quite beyond the capacity of the 
 dormitories now on the campus, not to speak of its pressure up- 
 on laboratories and one or two departments of instruction. So 
 far as further increase of numbers is concerned, the faculty 
 are ready to pledge that it will come, so soon as more 
 accommodations are provided. 
 
 Our present students come from a wide territory; 
 from Indiana, Iowa, and Wisconsin, as well as Illinois ; five 
 come from New York, four from Ohio and five from Oregon; 
 — seventeen states in all being represented. 
 
 The tone of the college life is healthy; there is activity 
 in athletics, debating and fraternal life, as well as faith- 
 fulness in study; and there have been no serious cases 
 of discipline, or abuses difficult to cope with, for several 
 
years. The students are warmly interested in the welfare 
 of the institution, and the pressure for expansion comes 
 most of all from them. They recognize that a decided 
 further addition to the number of students — which would 
 easily follow material provision for the increase — would 
 enrich their collegiate life in many directions, and they are 
 anxious to contribute in every possible way to that growth. 
 To disappoint them in their efforts and hopes would be a 
 dangerous arrest of development. 
 
 (d) The graduates of the College number 349, about 
 one-third of them being women. 
 
 In addition, 670 others have attended the College for 
 longer or shorter periods, making the total number who 
 have been in attendance more than 1,000. Within the past 
 two or three years we have secured, and now keep up to 
 date, the life history of most of these persons, so far as 
 they can be found, and we keep in constant touch with 
 them, not only by sending them our current publications, 
 but also by frequent correspondence. 
 
 Lake Forest was perhaps the first college to make a 
 systematic record of non-graduates, though other institu- 
 tions are now beginning to do this. A large proportion of 
 these non-graduates have no other collegiate connections, 
 and look to Lake Forest with affection and loyalty. 
 
 Perhaps the best evidence of Lake Forest's place in 
 the hearts of her former students is the fact that already, 
 so early in her history, they have created an Alumni Fund, 
 which is to continue from year to year. 
 
 Of the 349 graduates, the following table, necessarily in- 
 complete, will show how large a proportion have chosen 
 those walks in life where achievement is measured not so 
 much by gain as by influence. 
 
 Teachers, including two Journalists 13 
 
 College Presidents and Missionaries 12 
 
 seven Professors. . . . 180 Physicians 13 
 
 Clergymen 68 Graduate students 6 
 
 Business 48 Engineers 5 
 
 Lawyers 30 Writers 7 
 
We have similar information about a large percentage 
 of the non-graduates. Among these the number now in 
 business is greater in proportion ; and yet, very many are 
 engaged in teaching and in the ministry. 
 
 During the longer period of its history, the prepa- 
 ratory Academy has sent out into college, or directly into 
 the work of life, over 2,300 students, of whom 332 have been 
 formally graduated. 
 
 In Ferry Hall there has been a total of 2,039 students, 
 of whom 240 have been graduated from the six-years full 
 course. A large number have taken simply the four-years 
 preparatory course and have then entered college, generally 
 the womens' colleges of the East ; quite a large number, as 
 is common in girls' schools throughout the country, have 
 only taken a partial course of two or three years, but look 
 to Ferry Hall as their chief educational influence. 
 
 Since 1858, therefore, in all the three departments of 
 Lake Forest, there have been, approximately, 5,309 stu- 
 dents in attendance, of whom 921 have been formally 
 graduated. 
 
 On the basis, then, of what it has done in actual educa- 
 tion, Lake Forest asks for more opportunity. 
 
 THE PRESENT EQUIPMENT 
 
 The College 
 The College campus consists of nearly 50 acres of 
 beautifully wooded land in the heart of the choicest resi- 
 dential district of Lake Forest, about one-third of a mile 
 from Lake Michigan, and is bounded on two sides by deep 
 ravines ; a third ravine divides the campus into two parts : 
 
 (a) The larger campus, of 40 acres, containing the two 
 dormitories for men, College Hall and North Hall; the men's 
 temporary dining hall, a frame building; the Gymnasium; 
 the Library and Chapel; four residences for professors; 
 and the central heating plant ; 
 
 (b) The smaller campus, of 10 acres, containing the 
 women's dormitory, Lois Durand Hall; the Durand Art 
 Institute; and the Infirmary. Owing to the quiet nature 
 of the uses to which the Institute is put, and [the isolation 
 of this portion of the College grounds, divided, as it is, 
 
from the other 40 acres by a deep ravine, this smaller campus is 
 peculiarly fitted to be the center of the women's side of the 
 College life. It might welljbe called the " Women's Campus. " 
 
 College Hall, built in 1878, and North Hall, built in 
 1880 and remodeled in 1897, are men's dormitories. The 
 lower floor in North Hall, and the two lower floors and 
 basement in College Hall, are used for recitation rooms 
 and laboratories, the other recitations being held in the 
 basement of the Durand Institute, on the a Women's 
 Campus." 
 
 North Hall and College Hall provide dormitory ac- 
 commodations for about 60 men; there are rooms for 
 10 additional men on the second floor of the temporary 
 dining hall. The growth in numbers in the past three years 
 has given us more men students than we have rooms for, 
 and we are now renting two extra houses off the campus 
 as lodging places for students. 
 
 The Gymnasium, built in 1890, is a handsome brown 
 stone building, well adapted for its purpose. At present, 
 however, the College men are compelled to share their 
 gymnasium with the boys from the Academy; hence, 
 the pressing demand for a separate gymnasium for the 
 Academy (see page 25). In the course of time there 
 ought to be a separate gymnasium for the women, some- 
 where near their own dormitory. When such a provision 
 is made, the present College gymnasium will be adequate 
 for the use of 200 or more men. 
 
 The Reid Memorial Library and Chapel, erected in 
 1899 by Mrs. Simon S. Reid and her family, are beautiful 
 Gothic buildings of white Bedford stone. The Library con- 
 tains 18,000 volumes; with the addition of a second 
 tier of book cases in the stack room, its capacity would be 
 increased to 30,000. The Chapel will seat over 300 
 people. 
 
 Lois Durand Hall, a handsome brick building in Eliza- 
 bethan style, was erected in 1898 by the late Henry C. 
 Durand, as a dormitory for women. The lower floor con- 
 tains offices, small parlors, and a dining hall and reception 
 room of generous proportions. On the two upper floors 
 are attractive rooms for 55 women students. For 
 
two years every room has been occupied. It is supplied 
 with all the modern improvements for the health, safety, 
 and comfort of its residents. 
 
 The Alice Home, the gift of Mrs. Henry C. Durand, 
 was erected in 1898 as a hospital for the special use of the 
 College and the two schools. It is an attractive building 
 in old English style, as daintily furnished as a private home, 
 and is equipped with the best modern apparatus for the 
 care of the sick. 
 
 The Art Institute, a large and impressive brown stone 
 building, was erected in 1891 by the late Henry C. Durand. 
 As its name indicates, it was originally intended by its 
 donor as a place for collections of art. That hope has not 
 yet been realized. In the meantime a portion of the 
 building is used for recitation rooms and for the offices of 
 administration. It also contains a large Assembly Hall, 
 which is used as a temporary Gymnasium for the women 
 students, and for concerts, lectures and miscellaneous social 
 functions. 
 
 At a short distance from the campus is Farwell Field, 
 named in honor of the late Charles B. Farwell, whose 
 generous gift of land has added to the College equipment 
 an athletic field of ample size. To give us a perfect field, 
 there is still needed an athletic Club House, containing 
 lockers, shower baths, and a large, covered court for in- 
 door base-ball practice and running, during the winter, and 
 the addition of a covered grand stand for spectators, and a 
 suitable fence. 
 
 Lake Forest Academy 
 
 The campus of Lake Forest Academy consists of ten 
 and a half acres, lying to the south and west of the 
 College campus. Its present equipment is thoroughly 
 modern. It consists of a central building, erected in 1892 
 by the late Simon S. Reid and his wife, containing ample 
 recitation rooms, the office of the Head-master and a small 
 chapel; three " Houses," or dormitories, under the charge 
 of House-masters — Durand House, erected in 1892 by the 
 late Henry C. Durand; Remsen House, erected in 1895 by 
 Mr. Ezra J. Warner; and East House, erected in 1892. 
 here are dormitory accommodations for 90 boys. 
 
The Academy also has an excellent Athletic Field of its 
 own. A separate Gymnasium is obviously a pressing neces- 
 sity. (See page 25.) 
 
 Ferry Hall 
 
 The campus of the separate school for girls and young 
 women is situated on the lake front, about one-third of a 
 mile south east of the College. It is a beautiful park of 13 
 acres, in the centre of which is the original Ferry Hall, a 
 large dormitory with accommodations for 115 students, 
 and the faculty ; a Chapel; and George Smith Hall. 
 
 The latter is a splendid new Recitation Building erected 
 in 1902, and was the gift of James Henry Smith, of New 
 York City. It is fully equipped with ample, well lighted, 
 recitation rooms, laboratories and offices, and has also 
 a large concert and lecture hall. 
 
 Smith Hall has transformed the school and greatly 
 strengthened its position. It has, however, set a new stand- 
 ard for Ferry Hall, in equipment and architecturally, 
 and has all the more emphasized the need of the other 
 buildings mentioned on page 25. 
 
 SOME FINANCIAL STATISTICS 
 
 College Grounds and Buildings 
 
 In 1885 In 1895 In 1905 
 
 Grounds valued at $ 93,650 $124,975 $139,975 
 Buildings valued at 89,000 202, 100 297, 100 
 
 $182,650 $327,075 $437,075 
 
 Total present value of College Grounds and Buildings $437,075 
 
 ACADEMY GROUNDS AND BUILDINGS 
 
 In 1905. 
 
 Grounds valued at $14,691 
 
 Buildings valued at 99,000 
 
 Total $113,691 
 
 Total present values of Academy Grounds and Buildings $113,691 
 
10 
 
 FERRY HALL GROUNDS AND BUILDINGS 
 
 In 1905. 
 
 Grounds valued at $ 38,160 
 
 Buildings valued at 183,600 
 
 Total .$221,760 
 
 Total present value of Ferry Hall Grounds and Buildings $221,760 
 
 Grand Total of 'present value of Grounds and Buildings of the ^^ nCi C o^ 
 College and both Schools $ 77^,0^0 
 
 College Endowment Funds 
 
 (a) For Salaries and Current Expenses 
 
 In 1885 $ 60,000 
 
 In 1895 357,000 
 
 In 1905 481,000 
 
 The present fund for Salaries and Current Expenses is 
 divided as follows : 
 
 Bonds and Mortgages $391,000 
 
 Productive Real Estate 90,000 
 
 Total " "$481,000 
 
 (b) Special Endowment Funds 
 (1905) 
 
 For Scholarships $28,000 
 
 For Library 2,000 
 
 For McPherson Prizes 3,000 
 
 Loan Fund's undivided half of Pearsons' 
 
 Real Estate Endowment 50,000 
 
 Total $ 83,000 
 
 Grand Total of General and Special Endowment Funds for the c^mA r\r\n 
 
 College in 1905 3l>5b4,000 
 
 In addition, there is the Bross Special Fund of $40,000 
 for the Bross Lectures and Prizes. 
 
11 
 
 ACADEMY AND FERRY HALL ENDOWMENT FUNDS 
 
 For a Scholarship in the Academy $1,000 
 
 For Scholarships in Ferry Hall 6,000 
 
 The question is often asked, rather impatiently, "why 
 should colleges always have a deficit?" If the conditions 
 mentioned at the close of the next section, on "Lake Forest's 
 Purposes," are fulfilled, then, in our judgment, there would 
 be no justification of any further deficit in the accounts of 
 this college. In order that our friends and patrons may 
 clearly see with what economy the affairs of the College 
 are administered, and that, under present conditions, 
 a large deficit is inevitable, the following summary of 
 expenses and income for the academic year 1903-04 is given: 
 
 EXPENSES 
 
 Salaries of Faculty $27,357 17 
 
 Miscellaneous Salaries 1,463 33 
 
 Wages of Janitors and Workmen 4,817 73 
 
 Clerical expenses 1,200 00 
 
 Library 1,047 96 
 
 Laboratories 1,154 12 
 
 Catalogues 499 93 
 
 Commencement expenses 494 05 
 
 Advertising 300 00 
 
 Coal and light 4,493 77 
 
 Water 699 88 
 
 Special assessments 420 09 
 
 Insurance * 382 49 
 
 Furnishings and Improvements 707 18 
 
 Repairs 2,787 33 
 
 Teaming 589 63 
 
 General and Miscellaneous Expenses . . . 1,679 04 
 
 Total Expenses, 1904-05 $50,093 70 
 
 INCOME 
 
 From Endowment $25,089 27 
 
 Receipts from Students 12,554 64 
 
 Total Income 37,643 91 
 
 Net Loss in College Account (1904-05) . . . $12,449 79 
 
12 
 
 With an increased income, due to the larger number 
 of students for 1905-06, and a still further reduction of 
 expenses, the net deficit in the College account now stands 
 at about $10,000 a year. 
 
 The expenses, however, have now been cut down to the 
 irreducible minimum. That being the case, the income must 
 be increased in one of two ways : 
 
 1. We might follow the plan under consideration at 
 certain Eastern universities, and increase our tuition fee 
 from $50 to $100. If our 180 students could pay $100 
 a year, we should have an additional income of $9,000, 
 which is nearly the amount of the present deficit ; but, when 
 it is remembered that the other colleges of the Middle- West 
 charge only from $40 to $50 a year for tution, while the State 
 universities make no charge at all, it can readily be seen 
 that, in view of the slender income of the majority of our 
 students, such a solution of the problem of the deficit is 
 impossible. 
 
 2. The only other solution is a sufficient increase of 
 the endowment (see pp. 18 and 19). 
 
13 
 
 PURPOSE AND OPPORTUNITY 
 
 LAKE FOREST'S PURPOSES 
 
 We come now to a statement of facts less concrete, but 
 none the less real. 
 
 The purpose of Lake Forest College can be defined 
 in the light of experience and results, and with the full 
 agreement of those who control its policy. It aims to 
 make men and women, not specialists; to teach method, 
 not its application; to seek the development of character 
 as well as the sharpening of ability. 
 
 It offers a course of study, partly required, partly elec- 
 tive. In some instances the required studies oblige the 
 student to do, as in life, what is distasteful to him — which is 
 not without profit ; and in general they touch those fields 
 of knowledge which, in the judgment of the faculty, every 
 educated man should enter. 
 
 The elective studies, coming chiefly in the later years 
 of the course, allow the student to follow his bent, and to 
 prepare himself for well-grounded special or professional 
 studies a little later. The College now offers a moderately 
 wide choice of study, although work in two or three additional 
 departments — such as Geology or Botany, the Fine Arts, and 
 possibly Spanish — should be given to bring Lake Forest 
 up to the best standards of its own type. 
 
 The law of any healthy organism is growth. Though 
 a college may never aspire to be a university, yet, through 
 the possession of some special resources or the power of a 
 great teacher, it may have the ability to do work of re- 
 search along one or two particular lines of its own, and 
 thus make its due contribution to the sum of human 
 knowledge. This development will come to Lake Forest 
 in the fullness of time. 
 
 To the discipline of study and learning the College must 
 add discipline in conduct, applied with a broad sympathy 
 and judgment, but setting a high standard of good manners 
 
14 
 
 and social behaviour. The student must recognize, and 
 welcome the fact, that he is a citizen. In every way the 
 College must foster citizenship. 
 
 Again, the College recognizes the social needs of its 
 constituent members. It welcomes and encourages the 
 natural activities of its students, such as musical clubs, 
 athletics, literary and social fraternities. And it will fail to 
 fulfil one of its chief functions unless it offers much oppor- 
 tunity for social intercourse between faculty and students. 
 
 In order to develop a well-rounded organic life, the 
 College should have, at least, from 250 to 300 students. 
 This would insure healthy competition in studies and 
 student organizations, and a working force which would 
 give every one a chance, and yet not make too great 
 demands upon the individual. It has already been said 
 that our numbers will rise to this level when once a Science 
 Building and sufficient dormitories are provided. It is our 
 purpose to reach this limit, but not to go much beyond it. 
 
 One other thing must be added : Certain conditions in 
 the past and the shrinkage in the earning power of endow- 
 ments, have made an annual deficit inevitable ; but the day 
 has come when colleges, as well as individuals and public 
 institutions, must resolve to live within their income. If 
 the present deficit can now be capitalized by a sufficient 
 increase in the endowment for the professor's chairs, as 
 suggested in the concluding portion of this pamphlet, there 
 would, in our judgment, be no reason for, or justification of, 
 any further deficits. 
 
 We would place on record here as a definite purpose of 
 the Trustees the following rule : " No Further Expansion 
 Without Assured Revenue"; and to that purpose we 
 earnestly pledge ourselves to our friends and patrons. 
 
 THE PRESENT OPPORTUNITY 
 
 The opportunity of an individual lies in his ability for 
 service, founded on his equipment, his situation, his pur- 
 pose in life. 
 
 The opportunity for a college lies in its natural and 
 acquired endowment, its strategic location, its value to the 
 individual and to society. 
 
15 
 
 The natural endowment of Lake Forest consists in 
 some advantages that money values cannot measure: — a 
 central situation, combining close proximity to the Western 
 metropolis, with removal from the distractions of a great 
 city; an ideal environment of lake, forest and beautiful 
 homes, to which the memory will always turn with delight ; 
 while the thoughtful character, refinement, and general 
 culture of the community surrounding the College and 
 the two Schools, furnish just such an atmosphere as one 
 would wish for an institution of liberal learning. 
 
 The acquired endowment is, as already indicated : — an 
 adequate campus; a considerable group of buildings; an 
 income-bearing fund of over $560,000, which puts it already 
 on a strong foundation, quite beyond that of most of the 
 colleges in the West. It also has a large body of loyal 
 graduates, former students, and undergraduates ; a con- 
 siderable number of financial supporters ; an able force of 
 teachers; and a strong body of trustees. 
 
 The College rests its appeal for further support and 
 expansion upon its record of the past thirty years, and 
 upon the belief that there is a real demand for such an 
 institution in the region where it lies. 
 
 The Middle- West has long recognized the importance, 
 to the State and to the individual, of sound education. It 
 has developed a series of State universities, which already 
 take rank, in size and in achievement, with the older uni- 
 versities of the East. Mr. Rockefeller has seen and seized 
 the strategic importance of Chicago as a centre for a great 
 comprehensive institution. By the side of these universities, 
 as in the East, there is a place and a demand for strong 
 colleges, where the individual may have elbow-room, and 
 where the formation of character may be influenced by 
 personal touch. 
 
 No one would now say that there is not in New England 
 or the Middle States an important use for smaller colleges, 
 such as Williams, Amherst, Bowdoin, Hamilton and Lafay- 
 ette. So in the West, in addition to the great univer- 
 sities, there is a present and growing field of usefulness 
 for such colleges as Beloit, Wabash, Grinnell, Knox and Lake 
 Eorest. There is indeed a strong reaction in their favor, 
 
16 
 
 as being better adapted to the needs of the young student. 
 He is but a short-sighted prophet who does not look for- 
 ward to the day when the great and prosperous and pop- 
 ulous Middle- West will demand, not fewer, but more, 
 strong colleges than now exist in this region. 
 
 Knowledge alone cannot save the State ; but a true and 
 sound education, making for character as well as learning, 
 impressed upon a great and increasing body of young men 
 and women, will do more than anything else to maintain 
 high ideals and bring about better citizenship. 
 
 Every region of the country must offer wide opportunity 
 in education. Many of the young men and women of this 
 region now go to Eastern colleges. This is well; but many 
 from the less wealthy classes cannot afford to do this, and 
 the West must provide for the great majority of its own. 
 The time has come when students from the East are 
 seeking Western colleges, and this interchange of students, 
 which is sure to grow, will be favorable to the national 
 life. The tuition fees in the West are, on the average, 
 less than one-half those in the Eastern colleges; while 
 this tends to attract desirable students from both regions, 
 it requires that the endowments of Western institutions 
 should be greater. 
 
 In her brief history Lake Forest has accomplished 
 what would have been regarded as great results, a hundred 
 years ago. For the future, she can afford to be patient. 
 But she longs for freedom from the bonds which hamper 
 her, and for opportunity to carry out her definite purpose. 
 It lies with her friends, and the friends of liberal learn- 
 ing, especially those who believe in the small college, to give 
 her new spirit and power for her second half century. 
 
17 
 
 WHAT LAKE FOREST NEEDS 
 
 Such being the opportunity confronting Lake Forest, 
 what does she need, in the way of additional endowment 
 and equipment, in order to do the work demanded of her 
 and seize the opportunity that is within her reach? 
 
 Before answering that question in detail, mention 
 should be made of the three most pressing needs of the 
 College. Stated in the order of their relative importance 
 they are as follows: 
 
 (1) Additional endowment for the professorial chairs, 
 providing indirectly for the present annual deficit. 
 (See pages 17, 18 and 19.) 
 
 (2) A Science Building with modern laboratories. 
 (See page 22.) 
 
 (3) Additional dormitory accommodations for the men 
 students (page 22). 
 
 The grand total of the amount asked for in the follow- 
 ing lists may at first sight seem surprisingly large to those 
 friends who have not fully realized to what a splendid oppor- 
 tunity the slow but steady growth of its first half century 
 has brought Lake Forest. It is believed that a careful 
 examination of these lists will show that the plan herein 
 outlined for the new and larger Lake Forest is by no 
 means an extravagant one ; but that the additional endow- 
 ment and equipment asked for is all needed in order to 
 enable the College to do effective work, and become a well 
 equipped institution of its own type, even upon its present 
 lines. 
 
 For convenience of reference, the various items of en- 
 dowment and equipment are put into two separate groups, 
 the most important in each group coming first. 
 
 1. ADDITIONAL ENDOWMENT NEEDED FOR 
 THE COLLEGE. 
 
 (Calculated on the basis of 4 per cent.) 
 (1) To provide permanently for the annual deficit 
 
 of about $10,000 $ 250,000 
 
18 
 
 After practicing the most rigid economy — even to the 
 reduction of the professors' salaries to a point where the 
 problem of living has become acute for men with fam- 
 ilies — the necessary annual expenses of Lake Forest 
 College exceed the income from endowments and the 
 receipts from students by about ten thousand dollars 
 a year. Heretofore, the net deficit has had to be made 
 good each year, by subscription from friends of Lake 
 Forest. 
 
 The proposed capitalization of the deficit can,be brought 
 about indirectly by endowment for professorial chairs, to 
 be named after the respective donors; see next section. 
 
 (2) To raise the salaries of all the professors to at least 
 
 $2,500 a year $ 230,000 
 
 One professor, whose chair is specially endowed, re- 
 ceives about $2,300 a year; of the full professors ten get 
 only $1,800; one receives $1,500 and one other only 
 $1,400. 
 
 To add to each of the present salaries the amount 
 needed to bring them all up to $2,500 would require an 
 additional $9,100 a year, which is the income of about 
 $230,000, at 4 per cent., as stated above. 
 
 The slender salary of $1,800 means perpertual finan- 
 cial anxiety, if not debt; it renders it impossible for the 
 professor, unless he has means of his own, to provide, 
 by means of life insurance, for his wife and children 
 in the event of his death; it cuts him off from the pur- 
 chase of new books for his library, and from subscrip- 
 tions to professional magazines for his own use ; and he 
 is unable, on such a salary, to do anything for the 
 students, socially. 
 
 As a result, instead of all his energies going freely and 
 vigorously into his own studies and growth as a scholar, 
 and into the writing of occasional books that would 
 bring prestige to the institution — with a reasonable 
 amount of time and strength and resource left for the 
 practical expression of that personal interest which the 
 professor wishes to take in his students, socially, and 
 which may be so large and helpful a factor in the small 
 college — those energies are to a large extent distracted 
 by, and are often absorbed in, the problem of " making 
 both ends meet." 
 
19 
 
 It is sometimes impossible to keep good men unless 
 
 we can offer them a living salary. And yet the profes- 
 sors make the College; the professors are the College. 
 An additional permanent endowment, enabling the 
 Trustees to raise all the professons' salaries to at least 
 $2,500, would guarantee the future growth and influence 
 of the College, beyond all risk. 
 
 Looking at the increase of the professors' salaries and the 
 elimination of the deficit as one problem, it may be said 
 that an additional General Endowment of $480,000 (or 
 $500,000 in round numbers) providing a specific endow- 
 ment of $60,000 for EIGHT of the ten chairs that are now 
 un-endowed, would serve a double purpose, viz". 
 
 (1) All of the Thirteen professors 7 
 salaries could then be raised to $2,500 a year. 
 
 (2) The present annual deficit would dis- 
 appear entirely. 
 
 Or, to put it even more concretely, the full endowment 
 of any one chair would not only raise that particular pro- 
 fessor's salary to the minimum of $2,500, but would, 
 at the same time, liberate the amount of his present salary 
 for use towards eliminating the annual deficit. 
 
 (3) For a Library Endowment, to provide a sufficient 
 salary for a thoroughly trained librarian, and the 
 purchase of an adequate annual addition of books $ 100,000 
 
 Our present income for the library admits of spending 
 only $30 a year for each department. 
 
 What scholar in private life, who expects to grow as a 
 scholar, could do effective work with an expenditure 
 of so small an amount as $30 a year on his own 
 library? But a college like Lake Forest has to 
 provide, not only a certain number of books of a more 
 or less technical character for its professors and more 
 advanced students, but also books of a more general kind 
 for the rank and file of the students. A proper library, 
 generously supplied with a steady supply of new books 
 each year, is to the College what the heart is to the 
 human body. 
 
 Partial endowments for any amount would be most 
 welcome and useful. The donor of only $500 could have 
 the satisfaction of knowing that, within about seven 
 years, there would be in the Library one hundred books 
 
20 
 
 bearing his name. The number of books thus represent- 
 ing him would increase every year, becoming gradually 
 a little library in itself; and thus his gift would be a 
 perennial source of quickening to the intellectual life 
 of the College. 
 
 It is hoped that, here and there, a friend may be will- 
 ing to give $2,000 to the Library Fund for the endow- 
 ment of an alcove. 
 
 (4) An additional Endowment for Scholarships $ 50,000 
 
 The Scholarship Endowment Fund amounts at present 
 to only $28,000. If the number of the students in the 
 College grows beyond 250, a Scholarship Fund of 
 $100,000 would be none too large for the purpose; but 
 even at its present numbers an additional fund of $25,000 
 is needed immediately. Certain good students with 
 slender incomes often need only a little assistance to 
 supplement their own efforts in winning an education. 
 
 In view of the fact that the great State Universities make 
 no charge for tuition, the Scholarship Fund will play a very 
 important and legitimate part in the growth of the College. 
 
 At Lake Forest it is proposed that these Scholarships 
 shall never be granted solely on the ground of financial 
 need. The element of need will, in one sense, be the 
 fundamental consideration; but, need being proved, the 
 Scholarships will then be given primarily on the ground 
 of good scholarship and character. 
 
 There is a rigidly enforced system of graded Schol- 
 arships (from $50 to $75 a year) which are proportioned 
 to the quality of the student's work as a scholar. 
 
 These awards are made at the end of each semester, 
 and a failure to maintain a fair standing in one's 
 studies results in an immediate forfeiture of the Scholar- 
 arship. Moreover, the recipient of a Scholarship is ex- ' . 
 
 pected, in return, to render some service to the institu- 
 tion, which, on a generous estimate of the value of the 
 student's time, is intended to be the money equivalent of 
 the tuition fee ($50) that is remitted. 
 
 As a result, the list of holders of Scholarships, in a 
 wholesome sense, is a real Honour Roll. 
 
 $1,250 will found a Scholarship giving the student 
 his tuition free ($50). 
 
21 
 
 (5) Four Instructorships, at $1,200 each $ 120,000 
 
 At the present there are three instructorships: one in 
 
 English, Oratory and Debate; one in Mathema- 
 tics and Mechanical Drawing; and one in Biology. 
 
 The money for these has been provided each year by 
 special contributions; they should now be provided for 
 permanently by an increase of endowment. 
 
 (6) For two additional full professors $ 100,000 
 
 With even a moderate increase of numbers, another 
 professor in Science would be needed in order that we 
 may add courses in Botany and Zoology, or Geology. 
 There might well be added, also, a professor of the Fine 
 Arts or an additional one in the Romance languages. 
 
 (7) For prizes in the various departments, endow- 
 ments aggregating at least $ 10,000 
 
 (8) For Fellowships, say, for five of the main general 
 departments, yielding not less than $300 a year, 
 
 ($8,000 Endowment for each Fellowship) $ 40,000 
 
 At present the College has no Fellowships. We ought 
 to be in a position to encourage a few gifted students to 
 remain in Lake Forest for a year after graduation, for 
 more special study. 
 
 Besides furnishing a wholesome incentive to the pro- 
 fessors of the departments in question these Fellows 
 would form an invaluable link between the faculty and 
 the student body. They might be utilized to some ex- 
 tent as assistant instructors. 
 
 SUMMARY 
 
 To capitalize the present deficit $250,000 
 
 To raise present salaries of professors .... 230,000 
 
 Library Endowment 100,000 
 
 Additional Scholarship Fund 50,000 
 
 Endowment for Instructorships 120,000 
 
 Two additional professors 100,000 
 
 Endowment for Prizes 10,000 
 
 Endowment for Fellowships 40,000 
 
 Total Additional Endowment needed for 
 
 the College $ 900,000 
 
22 
 
 II. NEW BUILDINGS NEEDED FOR THE 
 COLLEGE. 
 
 Each large building would add from $600 to $1,000 for 
 heat, light and care to the annual expense of the institu- 
 tion. It is desirable, therefore, that the donors of any 
 building give sufficient money, beyond the actual cost of the 
 building, to cover this expense; otherwise, the gift of a 
 new building would only add another heavy annual burden. 
 
 (1) A large General Science Hall (or perhaps two sep- 
 arate ones would be better), equipped with good 
 modern laboratories adapted to undergraduate 
 
 work $ 100,000 
 
 Endowment for heat, light and care of the same . . $ 25,000 
 
 While in some respects our Scientific equipment is 
 really excellent, yet, even where it is good, it is so 
 badly housed and unattractively arranged, and, on the 
 whole, is so inadequate, that graduates from the best of 
 our accredited High Schools find that in some respects 
 the scientific equipment of the College is not as good as 
 what they have had at home . Hence it is difficult to 
 attract a certain class of students to Lake Forest; and it 
 is sometimes more difficult to hold them after they come . 
 
 Lake Forest can never grow very much, or be sure of 
 holding its scientific students through the entire four 
 years, until it has a thoroughly up-to-date Science Hall. 
 
 (2) An additional dormitory for men $ 30,000 
 
 Endowment for heat, light and care of the same . . $ 20,000 
 
 This additional dormitory is needed immediately. 
 We have already outgrown our present capacity, and 
 shall have serious difficulty in arranging for moderate 
 priced lodgings off the campus for the additional students 
 that are knocking at our doors. To arrest the present 
 increase in numbers would be dangerous to the growth 
 of the College. 
 
 (3) A Central Recitation and Administration Building.$ 75,000 
 Endowment for heat, light and care of same 25,000 
 
 At present the recitations are held in three different 
 buildings, one of which is in the " Women's Campus/ 
 at some distance from the other two. 
 
 It would add much to the quantity and quality 
 of the students' work if, (with the exception of the recita- 
 
23 
 
 tions in Science, which would be held in the new Science 
 Hall), all the recitations could take place under one roof. 
 If, in addition, this Central Recitation Building were 
 made large enough to include in it the offices of the 
 President, Treasurer, Registrar, and Secretary, and a 
 suitable room for the meetings of the faculty, such a 
 combination would result in a decided increase in effi- 
 ciency and promptness of administration, a greater ease 
 of access to all the officials of the College, and an in- 
 creased solidarity in the life of the whole institution. 
 
 (4) A College Commons (dining hall for the men stu- 
 dents) $ 30,000 
 
 Endowment for heat, light and care of the same . . $ 20,000 
 
 It is highly desirable that a still larger endowment for 
 the College Commons be provided, large enough to cover not 
 only light, heat and care, but also the wages of cooks and 
 waiters. 
 
 This would enable the College to supply good, whole- 
 some meals at the bare cost of the food itself. This 
 would be very desirable, in view of the slender incomes of 
 many of the students attending the College. In all the 
 future growth of Lake Forest we are specially anxious 
 to make it more and more easy for people of the smallest 
 means to send their sons here to be educated. 
 
 Such a building — where the students could get good 
 meals at moderate cost, amid refined surroundings, hav- 
 ing in it, also, an attractive reading room, and suitable 
 quarters for the men's debating societies — could be 
 made the real centre of the student life, where the men, 
 in the midst of thoroughly wholesome conditions, could 
 enjoy the good fellowship which is so vital a part of a col- 
 lege education. 
 
 As Lake Forest grows in numbers, the undesirable 
 tendency of American college students to divide into 
 small groups or cliques will be liable to assert itself, 
 more and more; and nothing fosters that tendency so 
 much as the formation of a number of small, and more 
 or less exclusive, "Dining Clubs." 
 
 On the other hand, a well established "College Com- 
 mons," which could furnish better food at far lower 
 prices than would be possible in the smaller separate 
 clubs, would take away all temptation to form such 
 coteries. 
 
24 
 
 The " Commons," in which men of all types, and mem- 
 bers of all four classes, from Senior to Freshman, could 
 meet three times a day, about a common board, would thus 
 be a potent antidote against cliques ; it would foster a 
 wholesome type of college spirit, and conserve that demo- 
 cratic solidarity which is at once the greatest charm 
 and one of the most valuable features of College life. 
 
 We are already promised a worthy beginning of so 
 desirable a building. Calvin Durand, Esq., of Lake 
 Forest, has offered us $15,000 with which to build the 
 central section of such a Commons. This would provide a 
 Dining Hall and Kitchen, sufficient for perhaps 175 or 
 200 men students. This gift is offered on the condition 
 that a new dormitory for men be first secured . 
 
 The rooms for the various socie ties referred to above — 
 which are greatly desired and ought to be added — and 
 any additional dining-room and kitchen accommoda- 
 tions that would be needed so soon as the numbers of 
 men students increased beyond 200, will have to be pro- 
 vided for by other friends of the College, as the situation 
 may demand. 
 
 (5) Central Heating and Lighting Plant $ 75,000 
 
 A modern heating and lighting plant, properly located, 
 
 and constructed with some regard to architectural 
 effects, would not only remove a hideous eye-sore from the 
 very centre of the College campus, but, if made large 
 enough, would provide the additional heating capacity 
 which will be needed so soon as any one of the new 
 buildings mentioned in this pamphlet is erected. 
 
 If thought desirable, it might be made large enough 
 to heat all of the buildings of the Boys' School (where 
 there are now three separate furnaces), and also the 
 buildings at Ferry Hall, thus effecting a great saving 
 in coal and wages. 
 
 And, as it is always economical to generate light and 
 heat together, it would be desirable to combine an elec- 
 tric light plant with the heating plant, enabling us to 
 substitute electricity for gas throughout the entire insti- 
 tution, in all of its three departments. 
 
 (6) A Small Observatory .$ 30,000 
 
 A small observatory, with a moderate sized telescope 
 
 and other apparatus, and the usual special astronomical 
 library, is all that is called for in undergraduate work, 
 and could be supplied for the above mentioned amount. 
 
25 
 
 SUMMARY 
 
 Science Hall, and Endowment for same. .$125,000 
 Additional Dormitory for men, and 
 
 Endowment for the same 50,000 
 
 Recitation and Administration Building, 
 
 and Endowment 100,000 
 
 College Commons, and Endowment 150,000 
 
 Central Heating and Lighting Plant 75,000 
 
 Observatory 30,000 
 
 TOTAL of New Buildings for the College $ 430,000 
 
 TOTAL Additional Endowment for the College 
 
 (as above) 900,000 
 
 TOTAL ADDITIONAL ENDOWMENT AND"" 
 
 EQUIPMENT FOR THE COLLEGE $ 1,320,000 
 
 III. BUILDINGS NEEDED FOR THE SCHOOLS 
 
 (a) For Lake Forest Academy 
 
 A Gymnasium $ 50,000 
 
 Endowment for heat, light and care of same $ 20,000 
 
 At present the Boys of the Academy are compelled 
 to use the College Gymnasium, which is at some distance 
 from the Academy campus. With the increase in the 
 number of students in the College, the state of conges- 
 tion in the Gymnasium has become very serious, and 
 is interfering with the growth of both College and Academy. 
 
 Not only is it an unwholesome arrangement thus to 
 mix up the younger boys of theAcademywith the older men 
 of the College, but Lake Forest Academy can never be a 
 complete school, nor attain to a sure and permanent 
 position of its own, until it has a gymnasium upon its 
 own campus. 
 
26 
 
 (b) For Ferry Hall. 
 
 The following additional buildings are the ones most pressingly needed: 
 
 (1) A Refectory Building $ 30,000 
 
 The present dining room is in the basement of the 
 
 main dormitory, and, while entirely sanitary, is very 
 inconvenient and unattractive, and has always proved 
 a great drawback to the institution. 
 
 (2) Gymnasium $ 30,000 
 
 Endowment for heat, light and care of the same . . $ 20,000 
 
 At present there is only a large basement room in 
 the main building, which is used for the purpose of a 
 gymnasium. 
 
 (3) A Music Building $ 20,000 
 
 This building would contain a number of small 
 sound-proof rooms for piano practice, and proper 
 quarters for the teaching of vocal and instrumental 
 music. At present this work has to be carried on in 
 the main dormitory, seriously disturbing its quiet. 
 
 The possession of such a building would put the music 
 department of Ferry Hall upon a proper basis. Even 
 now, it is a source of actual revenue to the institution. 
 This income would be very much increased, if proper 
 facilities were afforded. 
 
 TOTAL needed for Buildings in the two Prepara- 
 tory Schools $ 180,000 
 
 TOTAL needed for Endowment and Buildings for 
 
 the College $ 1,320,000 
 
 GRAND TOTAL needed for Endowment and 
 Equipment of the College and the two Prepara- 
 tory Schools $ 1,510,000 
 
27 
 
 SHALL THE SUPERSTRUCTURE BE WORTHY 
 OF THE FOUNDATION? 
 
 In any great educational enterprise, those who are near 
 enough to realize its possibilities are the only ones with 
 sufficient faith in its future to contribute the large amount 
 of money needed in order to lay its foundations and begin 
 its superstructure. That is just what has been done for 
 Lake Forest by a small and devoted group of founders 
 and friends, who were in a position to recognize its rare 
 possibilities. In the earlier stages of such a work, the 
 stranger, when asked to contribute, could not help feeling 
 that he would be pouring his money through a sieve, so 
 great was the amount of money that had to be spent before 
 any visible results could be obtained. 
 
 In the erection of a great building in Chicago or New 
 York, where the conditions of building are difficult, 
 there is alwa}^s much arduous labor and heavy and costly 
 construction below the surface. It is just so with a college 
 in the first decades of its history : an immense sum of money 
 must, so to speak, be spent underground, below the surface, 
 before there are any very notable results to show to the 
 casual observer. 
 
 Just this kind of work has had to be done at Lake 
 Forest since the granting of the Charter in 1857. In bring- 
 ing Lake Forest College and the two allied Schools to 
 their present worthy position and unique opportunity, over 
 a million and a half of dollars have been put into the broad, 
 strong foundations, and the beginnings of the superstructure. 
 
 The splendid work done in Dr. McClure's administra- 
 tion (1897-1901)— during which over $300,000 were added 
 to Lake Forest's endowment and equipment — has brought 
 the institution entirely out of the region of experiment and 
 beyond the point of danger. Its future is now assured 
 and its opportunity is admittedly unique. It has a rich 
 natural endo -vment which money could not buy. All that 
 is needed to make it a great institution of a much 
 needed type — i. e., an ideal, strong small college, having 
 
28 
 
 from 250 or 300 students, an adequate material equipment, 
 and a properly supported faculty of the ablest men, — is a 
 generous addition to its funds, for the purposes mentioned 
 in this pamphlet. 
 
 The time has come when it can truthfully be 
 said to those lovers of liberal learning who believe in 
 the smaller colleges, that, in the case of Lake Forest, the 
 preliminary work has practically all been done; and that, 
 from now on, whatever is done for Lake Forest College, 
 Lake Forest Academy, and Ferry Hall, will immediately 
 yield large and very visible results. 
 
 Any new benefactor can invest his money with a degree 
 of satisfaction to himself and a confidence that the gift will 
 be immediately effective, such as would not have been pos- 
 sible before Dr. McClure's administration. With all this 
 difficult and tedious preliminary work done, with the broad 
 and strong foundations laid, and a goodly superstructure 
 begun, we can now appeal to the friends of liberal culture, 
 especially to those in the Middle and North- West, to com- 
 plete this superstructure in a way that will not only be 
 worthy of the foundation, but will match the needs of this 
 populous, intelligent and prosperous section of the country. 
 
 The period of foundation-building has ended. 
 
 Shall the superstructure be now finished, and in a way that 
 shall be worthy of so noble a foundation? 
 
 THE SEMI-CENTENNIAL OF THE CHARTER 
 
 In connection with the commencement exercises in 
 June, 1907, we expect to celebrate the semi-centennial of the 
 granting of the charter under which Lake Forest College, 
 Lake Forest Academy, and Ferry Hall are now being 
 administered. With that celebration in view, it is proposed 
 that a vigorous and concerted effort now be made to raise 
 — in money or good subscriptions — as large a portion as 
 possible of the funds that are needed to carry out the pro- 
 gramme of this pamphlet, and, more particularly, to make 
 such a substantial addition to the permanent Endowment 
 Fund for Lake Forest College as will put it in the fore- 
 front of the purely collegiate institutions of the West. 
 
 Richard D. Harlan. 
 
 President's Office, 
 Lake Forest College, 
 
 October, 1905. 
 
29 
 
 LEGACIES TO LAKE FOREST 
 
 Those who contemplate making educational bequests 
 in their wills could not find an institution in the entire 
 Middle-West that is more certain than LAKE FOREST 
 is of exercising a beneficent influence upon this region 
 for all time, and where any money that was given for 
 educational purposes would be more quickly and effect- 
 ively transmuted into good men and good women, who 
 after all are the hope of the Republic. 
 
 FORM OF BEQUEST 
 
 Neither " Lake Forest College " nor " Lake Forest 
 Academy," nor " Ferry Hall " is a corporation by itself, 
 but each is a department of that corporation known in 
 law as " Lake Forest University." Hence, all gifts, 
 legacies, and devises for either Lake Forest College, or 
 Lake Forest Academy, or Ferry Hall, should be made pay- 
 able to " LAKE FOREST UNIVERSITY, a corporation 
 organized under the laws of the State of Illinois." 
 
WH 
 
 WP 
 
 T is "i instil u on where > - ; 
 
 uly great subjects, undV I d 
 which is not license, and a ore 
 with unselfish particip; n In a i ramc 
 de vo\ :" : i to ainoi groups w thin 
 special interests inside the general aim; conscious that 
 they an critically watched by fri ndly eyes that are I 
 kind i \ sr to take ui ' in h m i o heir weakn< 
 < m >rs, yet too keer > ; Leceived. 
 
 1 ident Hyde, Bowdoin Collet 
 
 THE SMALL COLLEGE 
 
 " For combining sound scholarship with solid character, for ma, 
 both intellectually and spirituall' free, ting the pursuit of truth v 
 
 reverence for duty, the 'Small College' (and the large as well) 
 the worthy graduates of ev< ry ood High School; presenting a course suffl- 
 ciently rigid to give symmetrical development, and sufficiently elastn 
 encourage individuality along congenial lines; taught by professors who are 
 men first and scholars afterward; governed by kindly personal influence 
 and secluded from too frequent contact with social distractions — has a mission 
 which no change of educational conditions can take away, and a policy which 
 no Bentimenl of vanity or jealousy should be permitted bo 
 President Hyde, of Bowdoin College. 
 
 THE DIFFERENCE BETWEEN GENERAL CULTURE 
 SPECIAL TRAINING. 
 
 AND 
 
 The one process should make iron into steel; the other makes steel into 
 
 tools. Special 
 
 ultu • ;;ta to 
 
 put an edge on pot iron. — President Stryker, Hamilton Coll 
 
 DOES A COLLEGE EDUCATION PAT 
 
 To be at home in all lands and all ages; to count Nature a familiar ac~ 
 and Art an intimate friend; to gain a standard for the apprecia- 
 lei men's work and the criticism of one's own, y the keys 
 
 rid librarj in one's pocket, and feel its resources behind one in 
 task he undertakes; to make hosts of friends among the men of 
 own age who are to be leaders in all walks of life; to lose one's 
 rous enthusiasms, and co-operate with others for common ends; to learn 
 manners from '.undents who are gentlemen, and form character uiv pre 
 lessors who are Christians— these are the returns a i ollege for the best 
 four yearn of one's life. — President Hyde, Bowdoin College.