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.