Oak Street 
 UNCLASSIFIED 
 
 Vol. VII APRIL— JUNE, 1921 Number 3 
 
 Published by Randolph-Macon Woman's College 
 Issued Quarterly 
 
 BULLETIN OF 
 
 RANDOLPH-MACON 
 WOMAN'S COLLEGE 
 
 LYNCHBURG, VA. 
 
 THE INAUGURATION 
 OF 
 
 DICE ROBINS ANDERSON 
 A. M., Ph.D. 
 
 AS PRESIDENT OF 
 Randolph-Macon Woman's College 
 
 Entered as second-class matter January 5, 1915, at the postofiice at Lynchburg, Virginia, 
 under the Act of August 24, 1912. 
 
PRtSIDENT DICE ROBINS ANDERSON 
 
BULLETIN OF 
 
 OF 
 
 RANDOLPH-MACON 
 WOMAN'S COLLEGE 
 
 THE INAUGURATION 
 OF 
 
 DICE ROBINS ANDERSON 
 A. M., Ph.D. 
 
 AS PRESIDENT OF 
 Randolph-Macon Woman's College 
 
 Published by Randolph-Macon Woman's College 
 lynchburg, va. 
 
TABLE OF CONTENTS 
 
 PAGE 
 
 1. Introduction 2 
 
 II. Program of the Inauguration 4 
 
 III. Inaugural Exercises : 
 
 1. Address by Harry Pratt Judson, A. M., LL. D., Presi- 
 
 dent University of Chicago 5 
 
 2. Induction of President Anderson Into Office, by Rev. 
 
 B. F. Lipscomb, D. D., Vice-President Board of 
 Trustees 13 
 
 3. Address by President Anderson 16 
 
 4. Address by Frank J. Goodnow, A. M., LL.D., Presi- 
 
 dent Johns-Hopkins University 30 
 
 5. Address by Emelie W. McVea, A. M., Litt.D., Presi- 
 
 dent Sweet Briar College 32 
 
 6. Address by John C. Metcalf, A. M., Ph. D., Professor 
 
 of Enghsli, University of Virginia 34 
 
 IV. The Academic Procession 36 
 
 V. The Inaugural Banquet 37 
 
 VI. Delegates from Colleges and Universities S2-SS 
 
INTRODUCTION 
 
 In the Fall of 1920 the Executive Committee of the Board of 
 Trustees for the Randolph-Macon Woman's College authorized the 
 Faculty of Randolph-Macon Woman's College to undertake and 
 proceed with plans for the formal inauguration of President Dice 
 Robins Anderson who, elected to the presidency on December 30, 
 1919, had entered upon the duties of that office April 1, 1920. 
 An Inaugural Committee was appointed consisting of Professors 
 Kilby, Martin and Lipscomb. This Committee set April 30, 1921, 
 as the day for the inauguration, the same being the date for the 
 annual May Day celebration, and appointed the following sub- 
 committees : 
 
 Invitation Committee: Professors Peake, Davis, Kern; Entertain- 
 ment Committee: Misses Belding, Powell, Larew; Receiving Com- 
 mittee: Professors Crooks, Zdanowicz, Ayers; Luncheon Committee: 
 Misses Whiteside, Russell, Cornelius, Forbes; Reception Committee: 
 Misses Powell, Larew, Whiteside; Banquet Committee: Misses Mary 
 Westall, Annie Westall, Nan Thornton, Bess Masten. 
 
 It was decided that all the exercises should be held at the College 
 and should take place in the following order: (1) The Inauguration 
 of the President, Saturday morning April 30, at 10 o'clock, in the 
 College Chapel; (2) Luncheon to delegates and alumnae at 12:30 
 o'clock in Smith Hall Dining Room; (3) May Day Exercises 4:30 
 P. M., on the Campus; (4) Reception 7:00 P. M., Smith Hall 
 Parlor; (5) Banquet 8:00 P. M., Smith Hall Dining Room. 
 
INAUGURAL EXERCISES 
 
 (Procession will form in Smith Hall Corridor, towards East Hall, at 9.40 A. M. 
 Exercises Will Begin at 10:00 A. M. 
 
 PROGRAM 
 
 INVOCATION 
 ADDRESS 
 
 HARRY PRATT JUDSON, A. M., LL.D., 
 
 President University of Chicago 
 
 Music 
 
 INDUCTION OF THE PRESIDENT INTO OFFICE 
 REV. B. F. LIPSCOMB, D. D. 
 Vice-President Board of Trustees 
 
 INAUGURAL ADDRESS 
 PRESIDENT DICE ROBINS ANDERSON, A. M., PH. D. 
 
 Music 
 
 GREETINGS FROM THE COLLEGES 
 BENEDICTION 
 
ADDRESS 
 
 President Harry Prati Judson 
 University of Chicago 
 
 There never has been a time when membership in a college faculty 
 has meant so much as it does today and therefore the leadership of 
 a college faculty has a new significance. The exact relationship of 
 faculty, President and Trustees has been made the matter of more 
 or less acrimonious discussion — but after all a discussion essen- 
 tially trivial. In any event the President is the leader of the college, 
 and the influence of the President is just the power of the man who 
 holds the office. Statutes and regulations and limitations are ropes 
 which bind a pigmy, but are cobwebs to a giant. Democracy longs 
 for leadership and follows with resistless power where it has given 
 its confidence. 
 
 Why does the college mean so much today? There has been of 
 late years a great increase of interest in education. The state ol 
 Wisconsin may be taken as fairly typical. In the last ten years the 
 population has increased about twelve percent, the enrollment in 
 the state university has increased one hundred percent while the 
 attendance at the high schools has increased more than one hundred 
 percent. Meanwhile the same story comes from the small colleges 
 of the state and to some extent from the normal schools. No doubt 
 the war for many reasons gave an impetus to the movement whicn 
 therefore may be temporary. But the process began long before 
 the war and bids fair to go on for years to come. The next genera- 
 tion of adults will have far more schooling than we have. Whether 
 they prove more energetic, more efficient, more intelligent, more wise 
 than this generation will depend largely on the teaching we give 
 them — on the leadership in thought and in training which our 
 college faculties are now prepared to aff"ord. 
 
 What shall be the substance of this teaching? Shall it be 
 knowledge? 
 
 But the forms of knowledge multiply with the years. At best in 
 the short time of youth there can be but a few things learned from 
 the vast ocean of human lore. Perhaps what the college senior 
 
6 Bulletin 
 
 knows compared with what that same mind contained a few years 
 earlier may bulk rather large. But what the college senior knows 
 contrasted with mature attainments is at best but a vulgar fraction. 
 
 Shall it be the training of mental faculties? 
 
 Doubtless. Unless one is able to think in a straight line, to judge 
 sanely without being swayed by prejudice or emotion, surely school 
 and college are of little avail. 
 
 Still, without presuming to select the essence of education, what 
 seems to me most worth while in it all is the adjustment of the 
 whole person to truth as a ruling motive. Knowledge and training, 
 memory and judgment come to little unless the attainment of truth 
 is a primary motive, unless the perception of truth is a matter of 
 unerring accuracy, unless truth becomes an instinct of life. 
 
 What is truth? 
 
 Our test, we say, is certainty. We are certain of what we know 
 to be true. We may be strongly convinced of the truth of what we 
 believe. We doubt the truth of what seems to bring less evidence. 
 This, of course, is a subjective test. It depends on a state of mind — 
 nnd different minds have very different attitudes toward evidence. 
 Here too, is the very heart of education. The untrained mind is 
 not able to discriminate between knowledge and belief, is not able 
 to sift and weigh evidence, is unduly swayed by prepossessions, is 
 easily affected by the bias of personal interest, of friendship or of 
 ill-will. Certainty and knowledge are easily asserted on the flim- 
 siest grounds, if only the desire precedes. We are all eager to be- 
 lieve what we wish to believe. On the other hand the trained mind 
 holds judgment in suspense until the evidence is all in, and can be 
 deliberately weipfhed; distinguishes carefully between certainty and 
 probability; and estimates justly the different classes of evidence. 
 Few things would be a greater contribution from our educational 
 institutions to the social well-being of the republic than a thorough 
 training of our people in the character and weight of evidence. 
 The fantastic notions, social, political and religious, which run like 
 wildfire through a f;ommunily; the hasty credence so widely given 
 to tlif- most improbable rumors; the (|ueer persistence in the i)ul)lic 
 rriind of totally crrorurous beliefs — these are a tribute to our indis- 
 crirnifiat in;.' cajjacity of rrc^dulitv. It was one of the humorists of 
 
Randolph-Macon Woman's College 7 
 
 the past generation who spoke of the American boy as "knowing 
 so many things that aint so." Barnum, the matchless showman, 
 made several fortunes, in part because as he said, the American 
 people dearly love to be humbugged. We still find many who be- 
 lieve that at his first inauguration Jefferson rode unattended to the 
 Capitol and with his own hands tied his horse to the fence — a quaint 
 story of democracy long exploded by* historical investigation. Some 
 years ago a morning paper in Minnesota announced with great 
 headlines that during the preceding night a steel bridge over the 
 Mississippi had been struck by lightning and burned to ashes, and 
 people came hurrying to see the ruins. Among other things which 
 they had not noticed was the date, April 1st. 
 
 In fact what we call knowledge falls into two classes, knowledge 
 actual and knowledge approximate. Few' things we really know, 
 and those few are within the domain of our individual consciousness. 
 But the great mass of our mental store are matters of inference — 
 of belief. I do not know that Mr. Harding is President of the United 
 States: who can tell what has happened in Washington since we 
 gathered in this place? I do not know that George Washington 
 *!ver lived; but my belief in his existence is based on evidence so 
 overwhelming that it approximates knowledge. In other words, the 
 probability is so great as to approximate certainty. It is idle to 
 suppose that we can attain absolute certainty in most matters, and 
 it is the ill-trained mind which is so ready with unqualified asser- 
 tion. Nearly the whole subject matter of our life is based on belief 
 not on knowledge; on probability duly weighed. The thoughtful 
 mind realizes then that truth which is a matter of inference is quite 
 as valuable, providing only that the evidence is adequate, as what 
 we so rashly claim as certain knowledge. 
 
 An ignorant person often cannot understand evidence. How can 
 it then have any weight on his mind? Why attempt to argue great 
 and complicated questions of national finance or of public economy 
 with an electorate which does not read and which could not tell 
 political economy from an eclipse? Why discuss profound ques- 
 tions of metaphysical theology with a people to whom its very 
 phraseology is an unknown tongue? Still, democracy in state and 
 in church implies the settlement of just such questions by minds 
 
8 Bulletin 
 
 which are by no means fully trained either in economics, in public 
 law, or in theological philosophy — the settlement, of course, not 
 so far as the ascertaining of truth is concerned, but in the practical 
 application of truths to human affairs. Evidently democracy is 
 impossible without a rather high degree of general intelligence, 
 without a reasonable degree of self-control, and without a prevalent 
 sense of social obligation. With these three essential elements 
 present a democratic state is entirely practicable, and is in fact the 
 highest form of political evolution. In such a state it is possible 
 to carry on a "campaign of education" on questions which seem 
 the most abstruse, and to such campaigns our American democracy 
 is in the long run accurately responsive. Such truths as affect human 
 conduct can be comprehended and applied by the common man. 
 Otherwise a republic on, a democratic basis would be an idle dream. 
 One of the most serious difficulties in the way of public enlighten- 
 ment on most questions it must be said is not so much the lack of 
 knowledge as the existence of an abundance of prejudice. Prejudice 
 is an opinion antecedent to evidence and which is itself usually not 
 amenable to reason. Such prepossessions, and their influence in 
 warping logical thought, are the commonest thing in the world. 
 There is the good man who is convinced that the evil genius of all 
 things, social and political, is the Masonic Order. There is the 
 worthy soul who sees the money power looming lurid on every 
 horizon. There is the man who never sees anything good in an 
 Irishman or a "Dutchman" or a Jew. All these and countless other 
 fixed ideas are unresponsive to any of the changing conditions of 
 human knowledge and human experience. But the man whose intel- 
 lectual vitality is real, finds himself living in the world, breathing 
 the air, changing and developing in accordance with environment, 
 resjjonding to every wave of life that pulsates through his veins. 
 Truth is living, and life means change. Truth is many-sided, and 
 it is far from easy to grasp at once all its implications; hence the 
 grievous misunderstanding of so many truths. Intellectual shal- 
 lowness is content with a hasty apprehension of things, and partial 
 ;i|)j>rf;hension is often little more than misapprehension. It is well 
 for us to rcincrnbcr lliat error consists oUc.u not so much in a 
 fiO'-itivcly vvrori^' riolion as in afi ina(l(Mjualc nolion. 1 sup|)os(; it 
 
Randolph-Macon Woman's College 9 
 
 is true that ours is not a reflective age. We are always in a hurry, 
 and usually in too much of a hurry to think. To apprehend the 
 truth adequately requires patience and time and thought. Few of 
 us are patient — few of us have time enough for real thought 
 
 Another consideration often ignored is that a particular truth 
 when found is not all truth. It may or may not be an important 
 part of truth. It may or may not be more important than other 
 specific truths. It may be important for some things and trivial 
 for others. In short the relativity of truth is one of the most vital 
 considerations of human thought. Our scientific investigators are 
 busy seeking for truth. One discovers a new law for the iota sub- 
 script in Greek. Another finds and describes a new species of but- 
 terfly. Another isolates the microorganism which causes a particular 
 form of disease. Still another discovers a heretofore unknown 
 manuscript of one of the gospels. Are all facts when established of 
 equal importance? Does it at all matter what the form of truth 
 may be which is added to human knowledge? That depends alto- 
 gether on the end in view. So far as human health and life are 
 concerned no one can doubt the transcendent importance of the dis- 
 covery of the bacteriologist. The great blessings which have come 
 to humanity from the work of Pasteur and Koch and their co-laborers 
 throughout the world can hardly be put adequately into words, and 
 well warrant the great expenditure in money and time and eff^ort 
 which are now so marked a feature of our modern scientific life. 
 From this point of view Greek scholarship is a trifling matter, but- 
 terflies are of little account and the gospels may well rest as they 
 have been known to us for ages. 
 
 Yet human life, precious as it is, is of little importance in com- 
 parison with what one does with it. Is life worth living? That 
 depends on what the life is. It is well that medical science should 
 rescue a little child from a disease heretofore invariably fatal. But 
 if all that follows is for the child to grow up under conditions of 
 poverty and vice which inevitably imprint the stamp of misery and 
 crime, what after all is the gain? On the whole is either the in- 
 dividual or society enriched by the life that science has given? 
 Hardly. Here then we see the relative value of another form of 
 truth, attained by another science, that of human society. If prin- 
 
10 Bulletin 
 
 ciples can be reached whose application will drain the unwholesome 
 morasses of our modern crowded populations, if the little ones can 
 be saved not merely from physical danger but from moral pestilence 
 as well, then we have not merely life saved, but also life made clean 
 and useful and happy. These truths of mental and moral sanitation, 
 therefore, at once seem to transcend those of medical scierce. The 
 physician turns the children over to the parent and the school and 
 the church; medicine is a means to a further and more significant 
 end. 
 
 Thus the truths of human thought are interwoven with one an- 
 other; one depends on another; their importance is a matter of 
 relative values. And here is the field for the true wisdom which 
 education, whether of school or of life, should bring to the thought- 
 ful and well-balanced mind. The test of wisdom is the power to 
 evaluate truths, to assign to each its own place and its relative worth. 
 On the other hand, the half educated mind has no such sense of 
 proportion. Convictions are disjointed, taken each by itself with 
 no thought of its bearing on others. Such an attitude toward life 
 gives it a sort of Chinese perspective. 
 
 To this category we are apt to assign the men of one idea who 
 have wrought so much for the world. We say, perhaps, that Crom- 
 well and John Knox enormously exaggerated one phase of religion 
 and politics, and Ignatius Loyola another; we may call them fa- 
 natics. Palissy, the potter, Stephenson, the inventor, Wilberforce, 
 the prison reformer, were dominated each by one idea. We hear 
 in our time of adherents of the free coinage of silver, of the single 
 tax, of socialism, and of a thousand other social or political pro- 
 grams, who seem to find each in his pet theory the solution of every 
 recurring question. Whether we may call them reformers or merely 
 cranks perhaps depends somewhat on our point of view. There 
 can be no doubt that there are times when one truth at least for the 
 time being, ri<.dilly suljordinales all others. Such a question was the 
 naltjrf of our ffflcr-il union in 1861. Such a question was the rights 
 of the Knglish Parliament in 1640 ard in 1688. Possibly we may 
 say tfiat a fanatic is one who unduly exa'jjgerates the importance 
 of any part if iil.ir form of linlfi u'lil it bccornf^s an obsession. But 
 it bv no means follows tFiat ;ill who arc called fanalics ar(^ for that 
 
Randolph-Macon Woman's College 11 
 
 reason in the category of great reformers. Some dreamers of great 
 ideas for social regeneration have been deemed crazy. We are not 
 for that reason going to open the doors of our insane asylums. Fur- 
 ther, we by no means shut up in these asylums all the crazy people, 
 but merely those who are dangerous. Many more are at large. The 
 test of insanity, we remember is the existence of mental delusions. 
 The crank is not necessarily insane. He merely has an incorrigible 
 twist in his way of looking at truth, which is next door, perhaps, 
 to having an insane delusion. He is like the little river steamboat, 
 described by Lincoln — the boiler was so small that when the whistle 
 blew the boat had to stop; there was not steam enough for both the 
 wheel and the whistle. 
 Or may we put it this way: 
 
 A wise man is one who, be his knowledge great or small, has a 
 just sense of the relative importance of what he knows and guides 
 his conduct accordingly. A fanatic is one who unduly exaggerates 
 relative values. A crank is an unimportant fanatic. 
 
 The old adage runs, "Truth is mighty and will prevail." Doubt- 
 less that expresses what is substantially correct. In the long run we 
 may perhaps depend on it that truth will win its way. And yet it 
 is not truth alone which is victorious. Truth in itself is imbecile; 
 it has won no victories; it has established no great cause; it has 
 overthrown no error. 
 
 Truth does indeed become mighty, but in the main only when 
 incarnate in a human soul. A true man is always and everywhere 
 a power for righteousness. Martin Luther was the truth that man 
 is accountable to God directly, without human intervention. Crom- 
 well was the truth that kings are the servants of the state, not mas- 
 ters. Apostle and prophet and hero, poet and painter and scholar 
 — all are great and sway the souls of men just in the proportion 
 that truth breathes through their lips and is embodied in their deeds 
 and in their words. Truth is a creative and a plastic power, then, 
 only when men love it and act it and live it. 
 
 The college owes it to its students then, to make truth, in all these 
 senses the soul of its technique and of its life. If in the years they 
 give to alma mater, they can learn to choose truth as their chief aim 
 
12 Bulletin 
 
 in life, to seek to know what is true and to speak what is true, but 
 above all to be the incarnation of truth, then the college will de- 
 serve well of the republic. 
 
INDUCTION OF 
 PRESIDENT ANDERSON INTO OFFICE 
 
 BY 
 
 Rev. B. F. Lipscomb, D. D., 
 First Vice-President Board of Trustees 
 
 One of the cheering signs of the time, especially in our Southland, 
 is the wide spread revival of interest in the subject of education. 
 More and more our people are coming to realize its great value and 
 to covet for their boys and girls better advantages than their fathers 
 and mothers possessed. 
 
 A striking manifestation of this educational awakening is the 
 inauguration of the Christian Education Movement in our Church. 
 We are calling upon our people to contribute in the next five years 
 the sum of thirty-three million dollars for the strengthening and 
 enlargement of our educational institutions. 
 
 In this forward movement Randolph-Macon has played an im- 
 portant part, for she was a pioneer in the field of higher education 
 for the young women of the South. That able, energetic and for- 
 ward-looking man, William Waugh Smith, founder and first presi- 
 dent of this college, builded better than he knew when upon these 
 picturesque hills he established this noble institution. Not only did 
 he found a school of incalculable value to this and to coming genera- 
 tions of young women, and incidentally erect a monument to its 
 founder more enduring than bronze or marble, but by his heroic 
 example he inspired others to go and do likewise. The Randolph- 
 Macon System, splendid product of the genius of this gifted man, 
 is a shining illustration of what faith and courage can accomplish 
 in the teeth of adverse circumstances. 
 
 What Randolph-Macon stands for is character plus culture, the 
 training of both mind and spirit. She holds with Phillips Brooks 
 that this life is the workshop where God makes men, and the life 
 to come the palace hall where he shows them. She believes, too, 
 that this work of shaping character is committed in large part to 
 the teacher. 
 
14 Bulletin 
 
 The thing of paramount importance therefore, in a college is not 
 its grounds and buildings, its library and its laboratories, valuable 
 as they may be, but rather its personnel. Of what sort are the men 
 and women into whose hands our boys and girls are committed? 
 Arnold of Rugby and Webb of Bell Buckle might have taught in 
 log school houses and they would still have been mighty factors in 
 the educational life of their respective countries. In the school, as 
 everywhere, personality is the thing of greatest worth. Diogenes is 
 still going up and down in the earth looking for a man. 
 
 Not long ago it fell to my lot to serve on a committee charged 
 with this Diogenean task. In the providence of God the genial and 
 scholarly gentleman who succeeded Dr. Smith in the presidency of 
 this college had been called up higher. And where should we find 
 a worthy successor, a man of high character, of ripe scholarship, of 
 proven executive ability? The nominating committee looked the 
 field over and looked above for guidance, and presently the star 
 stood over the seven-hilled city on the James. There we found what 
 we sought — a man born and bred in a Methodist parsonage, trained 
 in a Christian college and in one of our great universities, well 
 versed in the traditions of Randolph-Macon and imbued with her 
 spirit, a gentleman, a scholar and an executive of no mean ability. 
 God gave us favor in his eyes as he had first found favor with us, 
 and after a short, but ardent courtship the bargain was sealed. 
 And, ladies and gentlemen, the marriage ceremony is now being 
 performed. 
 
 Permit me to congratulate you, Dr. Anderson, upon coming to 
 your kingdom at a time like this. A magnificent opportunity is 
 yours. A great door and efTeclual is set before you, and though 
 adversaries of one sort or another may abound, I bid you believe 
 that your helpers are more numerous and more powerful than they. 
 Sup})orting you heartily in all your activities is a sympathetic Board 
 of Trustees, an able and loyal faculty, and enthusiastic student body, 
 alumna? of which any inslitution nii^dil well be |)rou(l, and an 
 awakened (church bearing in her hands largf; offerings for the cause 
 of Glirislian Kducatioti. And over all (lie greal God whose you are 
 .iimI uliorii von serve. Willi ^iif Ii ,i backing vou carMiol fail. Ihil 
 i(. uridfM ill*- |»rc*>-ijrc ol ardiinii-- dulics and coni rorilcd by for- 
 
Randolph-Macon Woman's College 15 
 
 midable obstacles, you shall some day become doubtful and afraid, 
 my prayer for you is that your eyes, like those of the prophet's 
 servant of old, may then be opened to see the mighty hosts that are 
 round about you, and that you may find strength and comfort in the 
 thought that they who are for you are more than all that can be 
 against you. "Deal courageously and the Lord shall be with the 
 good." 
 
 And now, sir, as the representative of the Board of Trustees of 
 Randolph-Macon College, and by its authority, I commit to your 
 keeping the charter and seal of this college, to the presidency of 
 which you have been elected, and invest you with all the dignity and 
 prerogatives pertaining to your office. Cherish the traditions of this 
 .institution, maintain its standards and lead it on to yet higher things. 
 And may God abundantly bless your labors. 
 
INAUGURAL ADDRESS 
 
 President Dice Robins Anderson 
 
 Mr. Chairman, Ladies and Gentlemen: 
 
 I appreciate the action of the Executive Committee of the Ran- 
 dolph-^Iacon Woman's College in authorizing these exercises of 
 installation, the kind and enthusiastic activity of the Faculty and 
 their Committees in arranging them, and the courteous consideration 
 on the part of delegates from other Colleges and many friends, 
 manifested in their attendance. I am particularly grateful for the 
 presence here, despite his many other obligations and important 
 duties, of the learned and distinguished President of the University 
 of Chicago, to which a number of us are so much indebted and I 
 cherish his wise and noble utterance. I wish to thank the Vice 
 President of the Board of Trustees for presiding and for speaking 
 words of inspiration, gathering weight not only from his official 
 position on the Board of Trustees and in the Church but also from 
 his own helpfulness in counsel, greatness of spirit, consecration to 
 the cause of education and the welfare of young men and young 
 women — from his wise and gracious understanding of College prob- 
 lems and his gentlemanly reasonableness. I recognize the large 
 responsibility to which Dr. Lipscomb and his colleagues have in 
 their discretion seen fit to call me and the sacred obligations which 
 they have committed to my care. No position makes larger demands 
 on a greater variety of desirable talents than the position of the 
 Presidency of a growing and ambitious institution of higher learn- 
 ing. He who in the whirl of circumstance is called to discharge the 
 duties of this office is expected to be an educator of experience and 
 originality, who can unravel all of the mysteries of pedagogical 
 science, who is a scholar, knowing himself well some field of human 
 knowledge and acquainted by actual laborious effort with methods 
 of research; an administrator capable of co-ordinating the various 
 elements and departments of a College world, securing efficient action 
 and maintaining harmony and good will; a financier, if not techni- 
 cally versed in all the details of bookkeeping, statistics, markets and 
 inve»tments, at any rate able to |)ropos(' plans of economy, of wise 
 expenditure and expansion of in( ornc and not unskilled in the gentle 
 
Randolph-Macon Woman's College 17 
 
 art of coaxing coin from the reluctant pockets of those who would 
 be known as friends of education and of the arts; if not an orator 
 and a literary artist, at least an effective speaker and a clear and 
 logical writer who can present the cause of the College and of 
 scholarship at any time and to any audience, night or day, and night 
 and day, as well as preach on Sunday, address Chambers of Com- 
 merce, Bankers' Conventions, and all manner of Woman's Clubs on 
 any subject hinted at in the college cuirriculum or referred to in 
 current periodicals, and to do so in such a manner that each auditor 
 will feel that you agree with him; of unlimited physical endurance, 
 mental alertness, unerring good taste, moral courage, good-will anO 
 charity, religious conviction and devotion; and most important a 
 lover of people, a maker and a cherisher of friends, and, above all, 
 a sympathetic, broad minded, patient, self-abandoning comrade of 
 young men and young women. These are a few of the many fields 
 in which a College President is supposed to excel and must excel to 
 make certain of the greatest success. (My friend Dr. Henry Louis 
 Smith has a different list — which must be added to my own.) Now, 
 Mr. Chairman, these qualities, all of them, are demanded and are 
 needed. But before asking you to accept my resignation I want to 
 add in defense that, unless some of those present are an exception, 
 no human beings now living excel in each of these qualities. All 
 that one can do is to consecrate without stint the capacities with 
 which one is endowed and pray that the Bestower of all Gifts may 
 increase these, and add others, that the work of God in such a place 
 may be worthily done. 
 
 It is not necessary this morning for me to attempt to instruct my 
 fellow educators on the latest tendencies of educational theory and 
 practice, or to re-examine the foundation of scholarship and higher 
 learning. It may not, however, be out of place for one at this time 
 to affirm his educational convictions and to indicate his appreciation 
 of the fundamental principles underlying the establishment of Col- 
 leges. But, after all, I presume that our interest today is more 
 particularly in this College, in this place, in its spirit and problems, 
 and one may therefore not improperly relate his remarks, directly 
 or indirectly, to the Randolph-Macon Woman's College. 
 
18 Bulletin 
 
 In calling one to accept the Presidency of Randolph-Macon 
 Woman's College, the Trustees are calling him to accept responsi- 
 bility for carrying on a great tradition. For this institution in its 
 present state of growth sends its roots down into a rich and fertile 
 past. It draws strength and adornment from the vision, ideals, 
 achievements, and personalities of former days. It may not be 
 familiar history to all here that the rooting of the enterprise, of 
 which this institution is a part, was in days when there was a strange 
 working of the spirit of man in this country. On February 3, 1830, 
 a charter was granted by the General Assembly of Virginia to the 
 Trustees of Randolph-Macon College and in 1832 was founded, at 
 Boydton, Virginia, the Randolph-Macon College — the oldest existing 
 Methodist College by date of charter. It is not inappropriate on a 
 day like this to recall the names of Rev. Hezekiah G. Leigh, who 
 seems to have had the heavenly vision to plan this thing, and Gabriel 
 P. Disosway, a prominent business man of Petersburg, Virginia, 
 formerly and later also of New York. The first Chairman of the 
 Board of Trustees of Randolph-Macon College was the Reverend 
 John Early, later Bishop John Early, whose remains lie buried in 
 the city of Lynchburg, Virginia. The first President of Randolph- 
 Macon College was the Rev. Stephen Olin, a native of Vermont, a 
 trained and experienced educator, of whom it has been said: "He 
 was of large and majestic form, a physical and intellectual giant, 
 a paragon of moral and religious excellence, a perfect model of a 
 Christian gentleman and scholar and pulpit orator." In succession 
 to him, through the years, have come men of ability and consecration 
 as heads of the old Mother Randolph-Macon College, surrounded 
 too, by skilled and patient and self-sacrificing associates until this 
 generation of ours, when the best traditions of Kaudolph-IVIacon 
 character, personality, taste, and consecration are represented in our 
 senior Colleague*, loved and honored everywhere, Dr. Robert Emory 
 Blackwell, President of Randolph-Macon College. The College, sir, 
 over uhirli my rlistinguished teacher and friend presides, is a small 
 College a> ific world defines size. It has only a dozen professors, a 
 few buildings, a meager income, a small endowment. Uul it is very 
 \Nf,dfli\ in llic (ju.'iJilN ol ils giiidin^ spirits, in llie ideals that control 
 its spirilij;d destiny, and in llx- tti.itdv pKxInri vvliicli it lias givcrj lo 
 
Randolph-Macon Woman's College 19 
 
 the world. In its history there have been only 945 degree graduates, 
 but there have gone from its halls 509 Ministers, 185 Attorneys-at- 
 law, 174 Physicians, 36 College Presidents, 129 College Professors 
 and instructors, besides 234 other teachers, 16 Missionaries, 30 heroes 
 who gave their lives in the War Between the States, 207 soldiers and 
 sailors in the late War, not including those enrolled in the Student 
 Army Corps, and 8 who made the supreme sacrifice in the defense 
 of the world's civilization. We may hope for our Mother College 
 a vast increase in the resources whereby her faithful servants may 
 the more readily do their work, but chiefly may we hope for her an 
 undeviating adherence to the ideals which have made her great, 
 though small, and the same devoted and successful effort to produce 
 strong and good men. 
 
 The Mother College has given birth to other institutions, which do 
 credit to the name — notably the Randolph-Macon Academy at Bed- 
 ford, Virginia, founded in 1890, the Randolph-Macon Academy at 
 Front Royal, Virginia, in 1892 and the Randolph-Macon Institute 
 in Danville, Virginia, in, 1897. These are respectively presided ovei 
 by our able and cherished friends, Principals E. Sumter Smith, 
 Charles L. Melton, and Charles G, Evans, who have done for Virginia 
 and the South invaluable service. The Randolph-Macon Woman's 
 College proceeded from a desire on the part of far seeing leaders, 
 in particular of one far seeing leader, to establish South of the 
 Mason and Dixon Line an institution for women which would offer 
 to our young women in this part of the land advantages equal to 
 those afforded by the better colleges for men and similar to those 
 offered by the noble colleges for women in the North — Vassar, Mt. 
 Holyoke, Smith, Wellesley, and others, which had proved that women 
 would appreciate and use to the fullest advantage in a manner at 
 least as successful as men the highest privileges of scholarly in- 
 struction. Many institutions for women in the South had done a 
 valuable servics for girls and young women, but by 1890 the time 
 had come when it was possible and wise to supplement this work 
 Ly an institution that would represent a culmination of educational 
 efforts for women in the South. Many doubted; conservatism was 
 strong in those days in these parts of the world; and the effects of 
 the Civil War had not disappeared in the continued poverty of our 
 
20 Bulletin 
 
 people. But into the spirit of one great soul had entered the deter- 
 mination to realize this ambition, and in his mind and character 
 were combined the strong and -appealing qualities that were needed 
 to conciliate, to persuade, to organize, and to build. The Randolph- 
 Macon Woman's College, therefore, is the product of the Randolph- 
 Macon ideal, of the educational efforts of the South for women, of 
 the example of large successful endeavor for woman's education in 
 other parts of the country, and of the greatness of one human soul. 
 In the Educational Pageant presented at this College last year 
 Randolph-Macon outlined her ideals and offered her homage to the 
 inspiring genius of Dr. William Waugh Smith ' in at least better 
 poetry than I can write: 
 
 The name of those things that I prize indeed 
 Is legion. Honor first and truth I do esteem 
 As do we all. Then lofty scholarship 
 That ever setting for itself a high 
 And still a higher goal doth find no rest, 
 No floweiy beds of ease on which to lie; 
 The government of students by themselves, 
 A true* and real democracy, I prize. 
 But most of all I prize the source of all 
 That Randolph-Macon proudly holds the best — 
 The will and trust and courage of one man 
 The love and self-denying faith of him 
 We name with pride our Founder — 
 Doctor Smith. 
 
 'Twas he that dreamed the dream and saw the vision, 
 
 'Twas he that still undaunted, undismayed 
 Believed in face of doubt, discouragement. 
 
 And gloom; 
 And saw a way to prove his faith to those 
 Who said the women of the South did need 
 Nf> higher echicalion than they had, 
 Tliat here no college such as that he planned 
 Could live — much less could grow and thrivr and prosper. 
 To those who 8[)oke in this objecting voice 
 He said that he woiiM iiotliing save tlx* bcsi, 
 Nauglit else he llionglil was worthy of his zeal 
 Nor of thoHC w«)mr-n |)iir|»oscftil anri strong 
 Wfiosf caiJHf .'itui rnlcrpi i/.r In- madr his own. 
 
R.\ndolph-Macon Woman's College 21 
 
 And in this presence today may I not pay homage to the scholarly, 
 patient, and devoted spirit of my immediate predecessor, the la- 
 mented President William Alexander Webb. 
 
 This College has since its beginning stood for sincere, reliable 
 work, that would command respect everywhere because of its thor- 
 oughness and quality. It has endeavored to be an inspiration in the 
 Southern States to those who sought to develop other institutions 
 of higher learning (for women. It has promoted the strengthening 
 of Secondary Education. It has sent 380 College trained teachers 
 to carry the best ideals of scholarship everywhere into the South 
 and into many places in different parts of the country. From it 
 have sailed to the foreign field more missionaries than it has sent 
 forth graduating classes. From it have gone nurses, social and 
 philanthropic workers, 'and public servants. In 27 years 1132 grad- 
 uates have gone to all the ends of the earth and 5000 young women 
 bear the impress of its instruction and influence. 'The Alumnae 
 records prove that learning and culture at this place at any rate 
 do not prevent young 'women from founding homes and rocking the 
 cradle. 
 
 Mr. Chairman, in calling me to accept this position you call upon 
 me to carry on the traditions of Leigh and Disosway, Olin, Duncan, 
 Bennett, and Blackwell; you ask me to accept the spiritual inheri- 
 tance left by Dr. Smith; you place in my charge this sincere devo- 
 tion to sound learning, this spirit of loyalty and friendliness; this 
 moral purpose and consecration to service; these religious convic- 
 tions, and that dynamic religious power that unite themselves to 
 this name. I shall endeavor to be true to the great traditions. 
 
 It is an inspiration to all engaged in the work of Education that 
 they labor not alone. They are cheered by the companionship of 
 other teachers, by other institutions animated by the same high pur- 
 pose and devoted to the same ideals. And so while Randolph-Macon 
 as is true of all other seats of high learning, has a distinctness of its 
 own, it claims no monopoly on the qualities mentioned above, and 
 is alike studious of the forces that influence educational progress. 
 No college can exist by and of itself. It cannot be altogether inde- 
 pendent of the practices of the educational world, and of the prev- 
 alent views of educational leaders and thinkers. It is a part of the 
 
22 Bulletin 
 
 educational agencies of the country, drawing from high schools and 
 academies and sending them back trained instructors; it must be 
 willing to learn of others, and should strive to do some things so 
 well as to teach others. It should be responsive to the demand of 
 the time that now is, with courtesy and reverence to the times that 
 have been. It should be willing to examine its work, conscientiously 
 and impartially, from year to year, testing it in the light of exper- 
 ience and thought and demand. There is no merit in dropping out 
 or adding on, breaking w^ith the past, or holding tenaciously to every 
 thing that has been. There is, however, distinct merit in the appli- 
 cation to educational processes and forms of the same spirit of im- 
 partial and objective examination and investigation that scholars 
 apply to all other systems of philosophy and to all other institutions 
 of society. A changeless college would be a dead college; a college 
 always changing would lack consistency of purpose and stability of 
 work. 
 
 However, it is comforting to all believers in a liberal education, 
 whatever their differences in detail, to believe that recent events have 
 tended to emphasize the significance of the work which we are doing. 
 Mr. Chairman, you call me to this institution at a time when the 
 world has been compelled to see as never before the enormous power 
 of the impact of social heredity imposed by educational processes 
 on the impressionable and idealistic mind of youth. Making all 
 allowance for exaggeration and propaganda, it no doubt is true that 
 in about a generation's time the psychology of the German people 
 was transformed; that they came to accept the doctrine of might, of 
 the necessity and righteousness of war, of the supreme destiny of 
 the German people, and of the legitimacy of their conquest of man- 
 kind, without reference to ideals beyond national aspirations. The 
 philosophy of Heckel, Nietzsche, and Treitschke came to dominate. 
 "The seat and center" of the vast experiment throughout the whole 
 period of accomplishment was in the mind of the young. It was 
 the German educational system which created the ])sychology which 
 carried modern Germany into the world war of 1914 with all its 
 far-reaching consequences. 
 
 "In Prussia it was to llie teachers of ihc ch'rncnlary schools that 
 the Staff looked fir-l for ^ii|»|)oit in il^ alh-inpl lo cicalr tin* idealisms 
 
Randolph-Macon Woman's College 23 
 
 of German nationalism and to impose them on the young. After 
 these it looked to the teachers of the higher schools and then to the 
 University professorate." — (Kidd's Science of Power, pp. 130-131.) 
 
 In Japan likewise "the West has beheld an Eastern nation within 
 the space of less than two generations pass through the interval 
 which separates feudalism from modern civilization. In this 
 space of time a change in general habits, in social and mental 
 outlook, and in national consciousness was accomplished as by the 
 wand of a conqueror. The new social inheritance thus almost sud- 
 denly acquired has been so transforming in its effects and has so 
 powerfully affected the potentiality of Japan in the world that in 
 the brief period mentioned results have been attained absolutely in 
 the face of all that was previously believed imposible." — (Kidd's 
 Science of Power, pp. 109-110.) And it has been a clear compre- 
 hension of the possibility of imposing national ideals on the minds 
 of the young through skilful educational processes that has condi- 
 tioned this transformation. And in our own country, more signifi- 
 cant than any revelation made by the examination of draft boards as 
 to the physical infirmities and mental poverty of a large percentage 
 of our young life, is the realization of the swift and irresistible effec- 
 tiveness of a nation's command of all educational agencies and edu- 
 cational methods and the determined and unremitting direction ot 
 them to the cause of winning a war. Even to professors and educa- 
 tional thinkers who have been experimenting, waiting or speaking, 
 for sometimes half a century, has come the stupendous revelation 
 of the unrealized power of education to control, to direct, to domi- 
 nate. And to all one may say, no longer in a perfunctory manner 
 but with the strength of a new conviction, here, now, in these schools 
 and colleges are the Seats of the Mighty. 
 
 But has there not come with this new understanding of the im- 
 mense power of these processes a new sense of responsibility, a 
 realization that education can destroy as well as build up? Can 
 pervert as well as beautify and ennoble? Educate to what purpose 
 now we ask? To seek new ways of injury and devastation? To 
 seek personal or group advantage with reckless fury, thoughtless 
 of the feeling, interests, rights or destinies of other men? If 
 strengthened bodies, sharpened minds, and quickened emotions are 
 
24 Bulletin 
 
 to be used for the tearing down of all the legal, moral, and spiritual 
 temples of civilization why strengthen them? It is the channels 
 into which capacities are to be thrown, and the ideals to whose ser- 
 vice they are consecrated that really count. Not merely ability to 
 work out a course, to solve problems, domestic, business, political, 
 international, but a willingness to solve them right, in the interest 
 of all, in the spirit of peace and good will, in the service of God 
 and Humanity. This ivill to do as well as power to do must be the 
 essential element in education from henceforth. It is knowledge and 
 science, but not knowledge and science alone, nor natural resources, 
 which form the basis of a nation's prosperity. It is industry, in- 
 tegrity, faith, the spirit of co-operation and brotherhood, morals, 
 religion. 
 
 There is now no conflict between different classes of schools. 
 Technical schools and schools of liberal arts have their place, and 
 so have independent, state, and denominational institutions. De- 
 nominations have played an important part in the educational his- 
 tory of America. They have founded schools, collected from the 
 people resources, stirred the ambitions of young men and young 
 women to attend college and are now such a significant factor in 
 higher education, particularly in the south, that the state could not 
 do the educational work needed by society without them. They sup- 
 plement the schools of the state, can if they like pursue a more in- 
 dependent policy, can be conservative if they so desire, and can 
 establish such religious instruction and influence as they deem wise. 
 Those who conduct them should have cordial respect for the tradi- 
 tion of the church and should be glad in all consistent ways to please 
 the religious body under whose auspices the institutions are con- 
 ducted. These institutions are nevertheless public institutions too, 
 drawing patronage and support from those of every faith and seek- 
 ing favor from generous people regardless of denominational pre- 
 ferences. They should be conducted therefore in a broad and liberal 
 spirit and must command the respect of institutions everywhere and 
 thoughtful people of all beliefs. 
 
 Wholesome moral arnl religious condilioris and llic dynamic j)<)wer 
 of religion expressed in service should prevail. These; conditions 
 eminentK < hararlcri/e Kandolph-Macoti. Thcrf! are (ew things more 
 
Randolph-Macon Woman's College 25 
 
 irreligious than beguiling young men and young women into an 
 insincere intellectual and scholarly atmosphere on denominational 
 grounds; and membership in a congregation does not excuse a lying 
 catalog or unworthy methods of instruction. Reverence is owed in 
 an institution to the things held dear by the religious body under 
 whose auspices it is conducted and by religious people generally. 
 There must be preserved freedom of investigation and inquiry cai> 
 ried on for constructive purposes and expressed in due moderation 
 and courtesy. It is a proper expectation that a denomination secure 
 from its institutions trained and consecrated workers as ministers, 
 missionaries and teachers, but its doors should always be freely 
 open to all and none should be made to feel unwelcome or uncom- 
 fortable, and all should share the same sense of loyalty and affection. 
 An important place of a denominational institution in denomina- 
 tional economy is as a part of the unselfish contribution by the 
 Church to the service of all mankind, as the doors of its temples 
 are open and its altars are the privilege of men and women of every 
 creed. 
 
 Such broad and generous views at Randolph-Macon Woman's 
 College have won general recognition and support for the institu- 
 tion and the future continuance of such a policy as no doubt will 
 be the case, will assure cordial respect on the part of all, and redound 
 to the honor and strength of this institution and of the great Metho- 
 dist Episcopal Church South, whose work for humanity has been 
 so conspicuous. This Church is now looking to a forw ard movement 
 in Christian Education under its auspices, and is engaged in an 
 earnest effort to add to the financial strength of its colleges, without 
 limiting their privilege of appealing to all for aid, on the ground 
 of their great service to society at large. 
 
 If the significance of the college has increased in recent years, if 
 the wisely conducted denominational college has before it still a 
 very large and rich opportunity, so it may be said with ever larger 
 emphasis, that colleges for the education of women find the demand 
 upon them vastly increased both by virtue of the numbers of those 
 who are knocking at their doors for admission, and because of the 
 expanding opportunities, political and economic, before women. 
 The coeducational college will no doubt continue to grow, and it is 
 
26 Bulletin 
 
 rendering conspicuous service, but the independent woman's college 
 in which young women control exclusively their extra scholastic 
 activities, in which the entire thinking of the administration and 
 faculty can be directed to those methods and aspects of education 
 most fruitful in the development of young women, will always 
 appeal to large numbers of young women themselves and to their 
 parents. There is something peculiarly charming and appealing 
 about a woman's college — it justly commands the ability and conse- 
 cration of able faculties and because of its strategic position in 
 modern life must increasingly find response in the generosity of 
 philanthropists who desire to mold the ideals of the world. 
 
 There is some plausibility in the contention that the determination 
 of the character of civilization and the formation of broad public 
 policy in the future will be in the hands of women of the race. It 
 is contended by Schopenhauer and by Kidd that as distinct from 
 man woman is "the creature to whom the race is more than the indi- 
 vidual, the being to whom the Future is greater than the Present." 
 (Kidd, Science, page 211.) She it is who contemplates the ideal 
 to which men and civilization shall move; and she it is who is in 
 the strategic position to determine the motive for all humanity. The 
 vast significance not only of her mental capacities tomorrow, but 
 of the compulsion of her ideal, of the causes to which she shall urge 
 and drive humanity by her now increasing power, make her educa- 
 tion of added dignity and importance. A community and state can 
 do nothing of more vital significance at this time than to lay the 
 foundations for the strongest, broadest and most liberal and most 
 sympathetic culture of the mind and spirit of young women, holding 
 as they do the destiny of the race. 
 
 A woman's college as do all others, exists not to serve itself but 
 in the larger sense, to serve the community, including church, the 
 city of its residence, the public generally. 
 
 At the present time there are increasing expcclalions of immediate 
 relations of usefulness to the community and of enhirging ()p|)()r- 
 lunity for service liy our colleges. 
 
 It must be remembered always, liow(!ver, tlial llie largest com- 
 /fiijuily service any iiistilulioii rcrifhrrs is iti tin* mainlainancc; of 
 standards of taste arifi (iiltuic and in tlic drvcloprncnt of fulnrc 
 
R.\ndolph-Macon Woman's College 27 
 
 leaders and thinkers for the community's work. A college of liberal 
 Arts must stand for the abiding and for much of its reward be con- 
 tent with the fruitage of future years. That does not mean, however, 
 that it should fail to avail itself of those services and contacts which 
 do not weaken its strength to perform its preeminent and permanent 
 task. Men and women, not engineers and secretaries and chemists 
 are the product it must aim to produce. And yet if it can help one 
 to be both a great personality and a great chemist it is its privilege 
 so to do. 
 
 Every College in all due respect to its main purpose can, as this 
 College does and as it shall continue to do in the future, make its 
 immediate contribution to the life and activities of today and seek 
 by any reasonable broadening of its programme the privilege of 
 meeting public needs. 
 
 It is entirely consistent with the high purposes of a great woman's 
 college to throw open its doors to properly prepared students 
 and for proper purposes during the months in which most edu- 
 cational plants are practically idle. ^Tiat should be its attitude 
 toward an enlargement of its student body? Should an institution 
 seek to be large or seek to be small? It should seek to be neither. 
 It should seek to do work of the highest quality and to render the 
 greatest service to the state. It should neither dilute the quality of 
 its work by an attempt at too rapid assimilation of new students 
 beyond its resources to train, on the other hand it should not settle 
 back in contented enjoyment of its reputation, regardless of the cry- 
 ing needs of those who would rejoice in the privileges it can bestow\ 
 It is possible to weaken its power by extending its resources over 
 too large an area; it is also possible to narrow its horizon by a policy 
 of too restricted exclusion. The work of training our young men 
 and young women must be conducted and each institution must be 
 willing to shoulder its part of the task in a manner and to a degree 
 that shall be just to the old and just to the new. 
 
 Our college here has unlimited opportunities. I refer not merely 
 to the opportunity of increasing the number of its students, to the 
 degree that this should be found wise, but to the development of the 
 quality and variety of its service. Its resources are far too limited 
 for the field that it occupies: no Southern college as a matter of 
 
28 Bulletin 
 
 fact is respectably equipped for the work that the south, not to 
 mention other sections of the country, is demanding of it. In the 
 north there are forty-eight colleges and universities each with over 
 one million dollars in endowment against eight such colleges in the 
 south. It is reported that last year northern colleges and universities 
 received in large gifts 348 times as much as southern institutions. 
 The endowment of colleges in Massachusetts alone exceeds the total 
 endowment of all higher institutions of learning in the fifteen 
 southern states. 
 
 In this college we should at once double our endowment, and then 
 this endowment will be less than a million dollars. We need a large 
 auditorium as is clearly evident here today; we need a chapel repre- 
 senting in proper proportion and with proper dignity the religious 
 life of the institution; we need enlarged library and laboratory 
 facilities; we need an adequate infirmary; we need a music hall and 
 fine arts building to house the artistic life and possessions of the 
 institution; not to speak of the dormitories we could immediately 
 fill were the means forthcoming to erect them and at the same time 
 to provide adequate instruction and equipment for the entire student 
 body. We present an unrivalled opportunity for the founding of 
 chairs, the endowment of scholarships, the erecting of buildings as 
 memorials of friends or permanent records of the wise foresight of 
 those interested in education and in young women. Here lies by 
 the investment of one's material resources the certain privilege of 
 blessing the spirits of an unending succession of young natures and 
 of conferring immeasurable benefit on human society for all time. 
 
 Ladies and gentlemen, I have one more word to add and that is a 
 word of appreciation. After something over a year of service at 
 Kandolph-Macon, I feel very grateful for the spirit of cordiality 
 which has been evidenced and the helpful cooperation which on all 
 liands has been extended. It is my earnest ])uri)ose to work in 
 cordial sympathy with all the elements thai go to compose our noble 
 college life. To the faculty I shall continue to look for counsel in 
 the conduf;t of the affairs of th(^ institution, inviting a free expression 
 of tlieir vi(;ws and seeking to establish with them the most human 
 relations of (■\\cr'\^\icA friendship. 1 v;diic ihc privileLjc of harrnon- 
 iouv labor and svHip.:th'li< frilovvship with the l'>xe( ulivc (Committer 
 
Randolph-Macon Woman's College 29 
 
 and Trustees of the college, aiming in conjunction with them to plan 
 for the largest success of the institution. Those who enter here and 
 abide here as students I would regard as a part of the president's 
 family and love as his own (and only) girls, to whom he would de- 
 vote the best of strength and talent. Those who have gone out are his 
 pride and joy and hope for understanding and support tliat will not 
 fail. And with the good people of this happy community, its 
 churches, its organizations, and its industrious citizens I would 
 endeavor to evidence the spirit of participation in their labors and 
 seek personal and cordial friendships that will endure. From all I 
 seek and to all I give goodwill and helpfulness. To every one who 
 loves this college, who is related to it by any tie, my heart goes 
 out this morning in sympathetic understanding, pledging as I do 
 and as all no doubt do, the utmost consecration of power and talent 
 to the end that Randolph-Macon Woman's College may reach even 
 greater glory by serving ever more largely the noble young women 
 whom it is our privilege here to receive and by promoting the welfare 
 of the south and the nation that look to us for work, for loyalty, 
 for faith and for devoted citizenship. 
 
ADDRESS 
 
 President Frank J. Goodnow 
 Johns Hopkins University 
 
 The Johns Hopkins University desires to extend to the Randolph- 
 Macon Woman's College and to its President, Dr. Anderson, the 
 greetings of a sister — or shall I say a brother — institution, itself 
 also situated in the South. We express the hope that the Institution 
 and its new President will have in the future the same success which 
 has been so characteristic of its past history. 
 
 I am sure that you will continue doing the great work which you 
 have hitherto been doing. I am, however, aware of the fact that, 
 since the change which has so recently been made in the status 
 accorded to women in our political organization, the burden which 
 women's colleges must assume is heavier than it has ever been. 
 
 As I see it, a higher educational institution has three reasonably 
 well defined functions which it must attempt to discharge. It must 
 endeavor to teach its students how to live, so that their lives as indi- 
 viduals may be as rich and full as possible. In order to attain this 
 end it must encourage its students to make the wisest use of their 
 leisure time. 
 
 It must also have as one of its aims education for citizenship, and 
 particularly the development of those leaders to whom human 
 progress has owed so much. 
 
 It must finally contribute in some measure — perhaps I should say 
 in as large a measure as is consistent with its other purposes — to 
 the solution of the problem which most individuals must try to 
 solve, that is how to make a living. 
 
 These three purposes, the teaching of how to live, how to become 
 a useful citizen, and how to make a living, have been and are, at 
 any rate, the purposes which men's colleges have had to bear in mind. 
 
 Knowing as little as I do about women's colleges I should be rash 
 should I presume to state their |)urposes. But perhaps I may be 
 permitted to venture the statement that before women were ofTicially 
 — I say officially advisedly recognized to be the ])()liti(;al ecjuals 
 of rnfri one of th(; primary purposes of a woman's college was not 
 tlie ediJf.tfion of cili/f-ns. A glance at tlieir cnrriciila would seem 
 
Randolph-Macon Woman's College 31 
 
 to indicate that what women's colleges sought was rather to teach 
 how profitably to employ those leisure hours which constitute such 
 a large part of most of our lives and how to make that living which 
 since the fall of man has been his portion. 
 
 I sincerely trust that the momentous change due to the adoption 
 of the 19th Amendment to the United States Constitution will not 
 have the effect of causing the abandonment of the aims which now 
 characterize women's colleges. At the same time I think there can 
 be little doubt that women's colleges will be called upon to do more 
 than has been done in the past to educate for citizenship and lead- 
 ership. 
 
 No political system can be subjected to the influence which must 
 necessarily be incident to the doubling of its possible voting classes 
 without being greatly modified. The influx of such a large number 
 of new voters, all of whom have or believe they have their own 
 interests, my constitute a serious peril if wise leadership is not 
 present. We men have not, I am free to admit, been altogether 
 successful in the management of political affairs. The Great War 
 which has nominally closed, but whose effects are so clearly per- 
 ceptible, is a striking evidence of the failure of a man controlled 
 world. It is to be hoped, perhaps expected, that feminine influence 
 will cause a great improvement in the future. 
 
 Nevertheless, we men have in our blundering ineffective way 
 learned and learned through the costly school of experience some 
 things. These we should wish to pass on to the women who now must 
 share resposibility with us. And I see no more effective way of doing 
 so than through the women's colleges. I, therefore, am constrained to 
 express the belief that the woman's college of the future in this coun- 
 try must assume the burden, if it has not already done so, of teach- 
 ing citizenship and of educating for political leadership. That it 
 will be able to do so seems certain. That the Randolph-Macon 
 Woman's College with its past history and under the wise leadership 
 of Dr. Anderson will make its contribution I have no doubt. 
 
ADDRESS 
 
 President Emelie W. McVea 
 Sweet Briar College 
 
 Mr. President, Gentlemen of the Board of Trustees, Ladies and 
 Gentlemen : 
 
 As the president of one of the youngest women's colleges in the 
 South,! may not seem the most appropriate representative to present 
 to Dr. Anderson on this happy occasion the felicitations and good 
 wishes of the women's colleges of the South; on the other hand, as 
 one who has spent many years of her life in teaching in the South 
 and who has welcomed with rejoicing every sign of the development 
 of higher education for women in the Southern states, I can at least 
 not unworthily voice my deep appreciation of what Randolph-Macon 
 Woman's College has meant during the past twenty-five years to the 
 college idea in the South. 
 
 Years ago I had the good fortune to be intimately associated with 
 one of its earlier and best loved professors. Miss Celestia Parrish, 
 and to her I owe my understanding of the aims and purposes of 
 Randolph- Macon. This college was, I believe, the first in the South 
 to differentiate sharply between the Academy and the college stan- 
 dard. In spite of the discouragement which came from small means 
 and from a lack of real understanding on the part of Southern com- 
 munities, Randolph-Macon initiated and maintained high standards 
 of scholarship, nor has she ever lowered its ideals for the unworthy 
 purpose of obtaining either numbers or popularity. These condi- 
 tions happily are now of the past. 
 
 You come, Mr. President, to your high office at a most auspicious 
 moment. Today women everywhere are alive to the need and to the 
 value of college training. They are crowding through the gate-ways 
 of state universities and private foundations. What was, a few years 
 ago, almost an eccentricity has l)e(;()mc a fashion. Our great regret 
 is that tfjc public is not yet sf) well aware of lh(^ valuer of such 
 trainirifr as arc the women th(^mselves. The IxMjucsts and contribu- 
 tions to wDmen's colleges are still meagre, so that for years to come 
 these institutions must close their doors in the face of numbers ol 
 eager young women. 
 
Randolph-Macon Woman's College 33 
 
 The fact that a college education has become a factor has its 
 dangers as well as its advantages. As some one has recently said, 
 the women of an earlier day entered a college as if it were a sanc- 
 tuary. Alas! sometimes today they enter it too frequently to the 
 tune of their favorite jazz. Multiplied extra curriculum activities 
 often blur the real purpose of college life. Students dimly appre- 
 hend that the college offers something which they desire; something 
 which will enable them not merely to make a living but to live a 
 worthier life. This intangible something they call the spirit of the 
 college. With men this spirit too frequently expresses itself over- 
 much in cheers from the bleachers; with women, in a round of class, 
 dramatic and social activities. 
 
 It is your high office, Mr. President, in common with all other 
 college presidents, during this period of shifting social, moral and 
 mental standards to define clearly the province of the college. The 
 prime purpose of the college, is to train the minds of men and 
 women, to develop the power of accurate observation, just deductions, 
 and suspended judgment. The thought of the college must be free 
 but the thought of the college must be based upon knowledge and 
 upon sound moral standards. With its face towards the future the 
 college must bear in its heart and in its mind the wisdom of the past. 
 That such is your interpretation of the college, Mr. President, both 
 your private and your public utterances give evidence. With you 
 as its guide, Randolph-Macon Woman's College, with a wealthy 
 heritage from the past, will move forward to even higher attainments 
 in the future. 
 
 The task of a college president is arduous; the asperities of his 
 way are many, but his high reward is worthy of his toil. We do not 
 leed, as some one has said, arch-angels for college presidents but 
 ve do need men and women of devotion to scholarship, of high 
 *.piritual ideals, and of enduring faith in the youth of the world. 
 ^Is a representative of the women's colleges, I offer to you our 
 felicitations and our confidence on this day of your public induction 
 into your high office. 
 
ADDRESS 
 
 Professor John C. Metcalf 
 
 University of Virginia 
 President Anderson: 
 
 On behalf of the President and Faculty of the University of 
 \ irginia, I bring to you and the great institution over which you 
 preside the most cordial good wishes on this memorable day. You 
 were, I believe, Mr. President, born under the shadow of the Uni- 
 versity of Virginia, which therefore feels a local pride in you, al- 
 though she cannot claim you as an alumnus. She feels, also, along 
 with the rest of Virginia, the South, and the nation, a just pride in 
 the history and fame of Randolph-Macon Woman's College. 
 
 The high standard of scholarship, the note of moral earnestness, 
 and the record of unselfish service which this college has steadfastly 
 maintained from the beginning, have won universal acclaim. The 
 crowded condition of your halls attests this in a far more eloquent 
 way than mere speech. You formally assume your high office with 
 a background of noble traditions and the brilliant prospect of en- 
 larging usefulness to the State and the Nation. 
 
 The University of Virginia is now more directly interested in 
 woman than it once was, and so is able to pledge you a very practical 
 form of co-operation. I believe one of your graduates will, at the 
 approaching commencement, be the first woman to receive the mas- 
 ter's degree from the University. Thus it will come about that a 
 new bond of union will be established between us on this your 
 inaugural year and our centennial year. 
 
 Permit me, Mr. President, personally, as a former colleague, and 
 officially, as the representative of an old university, to extend my 
 sincerest congratulations and my best wishes for your administration, 
 begun under such happy auspices. 
 
 Education is only another name for the conservation, acquisition, 
 arul extension of human knowledge. It is a saving, a winning, and 
 a building process. It is more than a merely intclh^ctual game of 
 analysis and synthesis, for into all true; education tlit^re must enter 
 .1 moral and spiritual element that gives j)oise and cliaractcr to the 
 rest. Never }jas this rpialifN in cdncalion been more needed in llw^ 
 
R,\NDOLPH -Macon Woman's College 35 
 
 world than today. You assume leadership at a critical time. Your 
 interest in moral and spiritual values, your technical training, your 
 fine human quality, your experience, and your enthusiasm for public 
 service, all give assurance of a successful administration of your 
 high office. We therefore hail you with confidence as a worthy leader 
 in the great cause to which you have so significantly set your hand. 
 
36 Bulletin 
 
 Following a reception given in Smith Hall Parlor in honor of 
 President and Mrs. Anderson, the Inaugural Banquet was held in 
 Smith Hall Dining Room at 8:00 o'clock. Covers were set for two 
 hundred and fifty guests. Mr. Edward F. Sheffey, Chairman of thb 
 Executive Committee presided and speeches were made by Acting 
 Dean, B. W. Arnold for the Faculty; Mrs. R. M. Woodson for the 
 Alumnae; Miss Martha Latham for the student body; President R. E. 
 Blackwell for the Randolph-Macon System; Rev. Samuel T. Senter, 
 of Court Street Methodist Church; Miss Ellen C. Hinsdale, of Mt. 
 Holyoke College; President Henry Louis Smith, of Washington and 
 Lee University; President J. A. C. Chandler, of William and Mary 
 College. 
 
Randolph-Macon Woman's College 37 
 
 INAUGURAL BANQUET 
 
 SMITH HALL 
 
 APRIL 30th, 1921, 8:00 P. M. 
 
 MENU 
 
 FRUIT COCKTAIL 
 
 RADISHES OLIVES 
 
 SALTED ALMONDS 
 
 SOFT SHELL CRABS, A LA MARYLAND 
 . SARATOGA CHIPS 
 
 BROILED SPRING CHICKEN ON TOAST 
 
 NEW POTATOES "BERMUDA" 
 
 GREEN PEAS 
 OLD VIRGINIA HAM HOT ROLLS 
 
 TOMATO SURPRISE MAYONNAISE 
 
 SALTINES 
 
 STRAWBERRY CAKE VANILLA CREAM 
 
 COFFEE 
 
38 Bulletin 
 
 SPEAKERS 
 
 MR. EDWARD F. SHEFFEY 
 
 CHAIRMAN EXECUTIVE COMMITTEE 
 PRESIDING 
 
 DR. B. W. ARNOLD 
 
 ACTING DEAN RANDOLPH-MACON WOMAN's COLLEGE 
 
 MISS MARTHA LATHAM 
 
 PRESIDENT OF STUDENT BODY 
 
 . MRS. R. M. WOODSON 
 
 PRESIDENT ALUMNAE ASSOCIATION 
 
 DR. R. E. BLACKWELL 
 
 PRESIDENT RANDOLPH-MACON COLLEGE 
 
 HON. FRED. HARPER 
 
 MAYOR OF LYNCHBURG 
 
 DR. S. T. SENTER 
 
 PASTOR COURT STREET CHURCH 
 
 DR. ELLEN C. HINSDALE 
 
 MT. HOLYOKE COLLEGE 
 
 DR. DAVID S. HILL 
 
 PRESIDENT I'NIVERMTY NEW MEXICO 
 
 DR. .1. A. C. CHANDLER 
 
 PKKSIDKNT WILLIAM AM) MAKY C()LLE(;E 
 
 DH. HENHY LOlilS SMITH 
 
 I'KKslDI.NT WASHINGTON AND LEE UNIVER ITY 
 
Randolph-Macon Woman's College 39 
 
 Responses are printed below in every case where a copy was fur- 
 nished by the speaker. 
 
 INTRODUCTORY RElMARKS OF MR. EDWARD F. SHEFFEY 
 
 PRESIDING AT THE INAUGURAL BANQUET 
 
 APRIL 30, 1921 
 
 Randolph-Macon Woman's College is honored on this inaugural 
 occasion by the presence of distinguished representatives of many 
 of the leading institutions of learning in this country. Ladies and 
 gentlemen, we welcome you and very gratefully acknowledge our 
 appreciation of your presence. For each one of you personally and 
 officially we wish all good things, and beg that you bear our cordial 
 greetings and felicitations to your respective officials, faculties and 
 student bodies. 
 
 Perhaps more than ever before in the world's history co-operation 
 is being emphasized in business, government and religion. Surely 
 in matters educational, co-operation can but be helpful to all con- 
 erned. Occasions of the character of today's inaugural serve to 
 bring together leaders in the educational world and association and 
 fellowship will materially strengthen friendships previously formed 
 and create a more sympathetic understanding. 
 
 Randolph-Macon Woman's College during the 28 years of her life 
 has made history in the South and has helped shape in a vital way 
 the educational policies of the nation. As originally organized she 
 had a great president and a splendid faculty. Nevertheless, there 
 were those who predicted failure. The thought of a higher educa- 
 tional institution to give advantages to women equal to those enjoyed 
 by the men of Virginia and the South was, to say the least, regarded 
 as an experiment. In what a splendid way did the young women 
 not only of the South, but of the East, North and West as well, 
 respond, and tonight hundreds and thousands of Randolph-Macon 
 girls in practically every State in the Union and many foreign lands 
 turn their thoughts hitherward and lovingly breathe the name of 
 Alma Mater. 
 
 This has been a day long to be remembered in R.-M. W. C. annals. 
 Memory has been busy with some of us, as we have recalled scenes 
 
40 Bulletin 
 
 of other days and the administration of President William Waugh 
 Smith, than whom the South has never produced a greater educator, 
 and of President Webb, the sweet spirited, scholarly christian gen- 
 tleman. The impress of these men who closed their earthly lives 
 in the service of R.-M. W. C. will abide during the years, and they 
 have their reward. 
 
 Today we have witnessed the inauguration of a new president 
 of this institution. The Board of Trustees without a dissenting vote 
 united in calling Dr. Anderson to the presidency of this great col- 
 lege. His administration though brief has already demonstrated 
 the trustees made no mistake in his selection. Young, aggressive, 
 resourceful, resolute, educated, consecrated, christian, he has already 
 endeared himself to the trustees, faculty, student body, patrons and 
 the community at large. We bid him God-speed as he catches up 
 the torch, fallen from other hands, and lights the way to oncoming 
 thousands of girls from North and South and East and West, who 
 are "coming, coming, evermore." 
 
Raivdolph-Macon Woman's College 41 
 
 RESPONSE OF ACTING DEAN B. W. ARNOLD, ON BEHALF 
 OF THE FACULTY 
 
 Mr. Chairman, Ladies and Gentlemen: 
 
 I deem it an honor, and it is certainly a real pleasure to have the 
 privilege of representing the Faculty on this glad occasion and of 
 extending in their behalf felicitations to Dr. Anderson on this the 
 day of his formal inauguration as our President. We have been 
 working with him now for something over a year and have found 
 him a gentleman who improves on acquaintance, whom, thus far, 
 at least, to know the better is to like the better. You know, Dr. 
 Anderson, that you have our friendship, esteem and hearty good will. 
 Go forward w^ith courage and confidence to the realization of your 
 dreams and plans for our beloved college. We will follow you with 
 gladness, promising counsel, co-operation, frank criticism, faithful 
 service and genuine loyalty. We congratulate you upon your high 
 honor while congratulating ourselves upon having your leadership. 
 
 RESPONSE OF MRS. R. M. WOODSON ON BEHALF OF 
 THE ALUMNAE 
 
 Those of you who keep up with the trials of Mr. Jiggs may recall 
 a certain recent adventure of his showing him entering a restaurant 
 and, contrary to his custom of ordering corn beef and cabbage, 
 deciding to indulge in a table d'hote dinner. The first course is 
 brought him in a large white bowl into which he looks inquiringly. 
 "What is this?" he asks the waiter. "It's bean soup, sir," replies 
 that one in respectful tone. Whereupon Mr. Jiggs says, "I don't 
 care what it has been, I want to know what it is now." 
 
 I am assuming that many of our guests here tonight, unlike Mr. 
 Jiggs, will be interested in knowing not only what our Alumnae 
 Association is, but what it has been. Hence, at the risk of boring 
 some to whom my remarks will be old history, I am going to present 
 briefly the following facts. 
 
42 Bulletin 
 
 The Alumnae Association began, as it were, in 1896, with the first 
 graduation class of two members. The first formal organization of 
 which there is any record took place in 1900. In this early organi- 
 zation, Mrs. Mattie Franklin Menefee was the moving spirit. 
 
 Until 1919, the affairs of the Association were carried on through 
 the gratuitous services of a few loyal women who realized that the 
 future importance of the organization would justify the efforts, time 
 and thought they gave to laying well the foundations. In 1919, the 
 Association secured its first paid secretary, who gives her entire time 
 to the work. The qualifications required of her and the demands 
 made upon her are exceeded only by those expected of a college 
 president. 
 
 There are now 1132 graduates, of whom 765 are paid up members 
 of the Association. There are 23 alumnae associations in 14 states, 
 which for the most part are engaged in some definite program bear- 
 ing upon the civic or social life of their respective communities. 
 The Association is represented through its members in 46 states and 
 10 foreign countries. In the work-a-day world we have doctors, 
 chemists, bankers, missionaries, secretaries, social workers, nurses, 
 Y. W. C. A. and Red Cross officials, teachers, librarians, and after 
 June we expect to have a lawyer. Our graduates hold higher degrees 
 from 22 colleges and universities. Of the 1132 who have received 
 our bachelor's degree, including last year's class, 33/^ have married 
 and my unprejudiced opinion is that they make exceptional wives. 
 
 From this brief summary you will see that the daughters of Ran- 
 dolph-Macon are following divers careers in many lands; that the 
 Alumnae Association is not only national but international; that both 
 here and abroad the "old girls" are thinking and working for their 
 alma mater. Wherever I meet a former sludeiil her firsl exclamation 
 is, "I wish uf liad this or that for llie college." Best of all, back 
 of llicsf* wisho is the willingness to work for their reali/alion. 
 
 It i*- bijl natural that as we grow older and as we work and study 
 we slioiild liave ever increasingly high plans for the college. Wc 
 /jre, as it were, measuring standards by a new yard stick which we 
 have made for ourselves out of our larger experience and broaden- 
 ini< contacts. Thiiv upon the roiindatiori ol lour years training 
 wilfiin these wall-, the aliiinna- arc i»uil(liii^ in the light of more 
 
R.\ndolph-Macon Woman's College 43 
 
 mature judgment, having in view the ideal of what they want Ran- 
 dolph-Macon to be. We are encouraged by the thoughts that more 
 and more as we make ourselves deserving we shall take an increas- 
 ingly large part in helping to shape the policies of the college. An 
 educator recently visiting here confided to me that more and more 
 educational institutions are giving over to their alumnae and alumni 
 the authority once vested in trustees. Indeed, I gathered from what 
 this gentleman said that boards of trustees are much like one's 
 appendix — it is possible to worry along with this superfluous organ, 
 but it is a great relief to be rid of it. But let me hasten to assure 
 any here who mav be anxious that it is not the plan of our Alumnse 
 Association to advocate abolishing the Board of Trustees — at present. 
 Seriously. Mr. President, we, as alumnae realize that we have rest- 
 ing upon us a large obligation the fulfillment of which shall be our 
 earnest concern. This is the message I would bring you from the 
 organization I have the honor of representing tonight. May you 
 realize more and more as we work together, how deeply we have the 
 welfare of the college at heart. W^e stand ready to help you in the 
 furtherance of all those plans that mean a greater and broader Ran- 
 dolph-Macon. Will you not think of us as your reserve forces which 
 can be quickly mobilized into an advance guard should you sound 
 the tocsin? We welcome you as our President, and may we together 
 push forward towaifd a realization of the ideals we hold, building 
 not only for today but for the future generations. 
 
 If} 
 
 RESPONSE OF MISS MARTHA LATHAM ON BEHALF OF 
 THE STUDENT BODY 
 
 Last year when we knew, Dr. Anderson, that you were to be with 
 us, we looked forward eagerly to your coming. We did not know 
 you but we received you with the loyalty of a college receiving its 
 new president. You have been with us one year and this evening I 
 am to bring to you a message of welcome from the Student Bodv. 
 That message is a simple one and it is this: You are well loved 
 at Randolph-Macon. And do you know what it means to have the 
 
44 Bulletin 
 
 love of a Randolph-Macon Student Body? It means that six hundred 
 girls respect and honor you; that you hold a large place in the heart 
 of each one of them, and that six hundred girls are willing to work 
 with you for a more perfect Alma Mater. 
 
 And so, on this, your Inaugural Day, in the name of this Student 
 Body and of the Student Bodies of the future, I pledge to you. Dr. 
 Anderson, for all the years that are to come, our loyalty, our support 
 and our deepest love. 
 
 RESPONSE OF PRESIDENT R. E. BLACKWELL, 
 RANDOLPH-MACON COLLEGE 
 
 Mr. Toastmaster: 
 
 There have been a number of references today to your great 
 founder, Dr. W. W. Smith. I want to tell you that it was a mere 
 accident that you had a great founder, and, does that not mean, 
 that it is an accident that you have a great college, for Dr. Smith 
 was not your first President? I, myself, might have been the first 
 President, of the Woman's College, and perhaps several others. 
 Finally Dr. Smith turned to a man who had made a name for 
 himself by building up an institution for women in another State. 
 He came on to Lynchburg, talked the matter over with the trustees, 
 and was elected President of the Randolph-Macon Woman's College. 
 
 After the trustees adjourned, he was brought out to this place, 
 which was then an old field with the walls of the main building about 
 four feet out of the ground. The prospect was so cheerless that he 
 insisted on resigning immediately. It was in vain that Dr. Smith 
 pointed out tlint tlic trustees had adjourned and left the city, and 
 it was erjually in vain that he talked enthusiastically of the future. 
 Tlie gentleman said the lijsk for him was an impossibility. 
 
 Dr. Smilli made other (;fTorls to find a president, but in vain. 
 The work had been started and had to go on. There was nothing 
 else for him to do, but to act as I'resident along with his other duties. 
 
 Thus I say it was an accident that you got your great President. 
 .Some may jirefer to eall it |)rr)videnlial. 
 
Randolph-Macon Woman's College 45 
 
 In fact, the founding of the Woman's College in the South with 
 the same standards as the colleges for men was an act of heroic 
 faith. The man who had done most for woman's education in the 
 South told us that we were throwing away money to try any such 
 plan. He had, he said, provided two years of a college course for 
 his girls, but none of them would take it. All the Southern girls 
 wanted was enough education to make a good show in society. 
 But Dr. Smith, though a Virginian of the Virginians and intensely 
 Southern, as became a follower for four years of Robert E. Lee, 
 looked beyond his State, and beyond his section in trying to read 
 the signs of the times. "What the girls of English descent want in 
 Massachusetts, their Virginia sisters are going to want in Virginia; 
 and what Virginia girls want, the Southern girls will want." And 
 so seeing what was going on in other parts of the country, he 
 founded the College for Women with the same high standards as 
 the College for Men. 
 
 The first year's catalogue of the Woman's College was exactly 
 the same as that year's catalogue of the Men's College at Ashland, 
 with the exception of the names of the professors. The courses were 
 the same. The amount of ground covered was the same, and the 
 examinations were to be the same. As Dr. Smith expressed it, "The 
 Woman's College was born sixty years old." 
 
 The result proved Dr. Smith's foresight. The college began with 
 126 students, all but 20 from Virginia, and as fast as he added a 
 dormitory, holding 100 students, the girls filled it before the plas- 
 tering was dry; and if we had had the means to add dormitories 
 and professors, you could have had here, by this time, 1,600 stu- 
 dents as well as 600. 
 
 It has been one of the humiliating things to me that we have not 
 been able to make any of our rich men see the vision of what a 
 woman's college with 1,500 girls would mean to Methodism, to 
 Virginia, and to Lynchburg. It is true that to Lynchburg we owe 
 the Woman's College, for without the backing that Dr. Smith re- 
 ceived from the people of Lynchburqj in those days of unbelief and 
 unfaith, there would have been no Woman's College; and no men 
 upheld his hands in those trying hours with greater faith than did 
 John P. Pettyjohn and E. F. Sheffey. Nevertheless, we have failed 
 
46 Bulletin 
 
 to make men of large means see the largest possibilities that lie 
 before an enlarged and thoroughly equipped Randolph-Macon Wo- 
 man's College. The privilege of capturing the imagination of 
 wealthy men, or of the City of Lynchburg, so that Dr. Smith's 
 complete ideal may be realized will be the task of the new President, 
 and I know of no one better able to accomplish the task. 
 
 RESPONSE OF MISS ELLEN C. HINSDALE, MOUNT 
 HOLYOKE COLLEGE 
 
 When the visitor from the North comes for the first time into the 
 heart of Virginia and to a city on the James River, he falls at once 
 into a historical mood. When the visitor happens to be the delegate 
 from Mount Holyoke College, to the inauguration of the president 
 of the oldest woman's college in the South, her thoughts inevitably 
 turn to the beginnings of the higher education of women in this 
 country. 
 
 When the Virginian fathers founded William and Mary they did 
 not dream of the possibility of a college education for girls, nor did 
 Thomas Jefferson, when he was planning the university which was 
 to add to the glory of his native state. 
 
 In Massachusetts, the Puritans provided for public schools very 
 early in their history. But they were schools for boys only. For 
 a long tims the darce school and hornbook were considered good 
 erouTh for the girls. We have all heard those pathetic stories of 
 ambitious girls listening in hallways and on doorsteps to the lessons 
 bei"-^ recited by their brothers inside. 
 
 In 1790 the town of Gloucester came to the conclusion that 
 "I'cmalf^s . . . are a terder ar d intercjsting branch of the com- 
 munity, but have been much neglected in the Public Schools in this 
 town," a* <\ u<\ti\\\\c(\ "iris to the schools, not, however, as regular 
 f)Uj)ils. Grcidually other towns followed the example of Gloucester. 
 Im timf! ^\r\s also fou ul their way iito some of the academies, both 
 priv.' te a- d c-rlowrd, which fitted boys for college. Harriet Beecher 
 Sfriwe ^ives a charmiMtr picture of such a school in "Old Time Folks" 
 
Randolph-Macon Woman's College 47 
 
 where boys and girls studied mathamatics and the classics side by 
 side. But tliere was nothing beyond for the girls. 
 
 In the same decade in which the towns of New England first took 
 cognizance of the educational needs of the "tender part" of their 
 communities there was born a girl on a little hill farm in Western 
 Massachusetts who was destined to be enrolled among the educational 
 pioneers of the world. That girl was Mary Lyon. From earliesi 
 childhood she was filled with a burning zeal for education. After 
 getting all that she could, first in the district school and later in a 
 nearby academy, she taught in several of the best girls' schools in 
 the state. Schools had been established in some numbers by earnest 
 men and women who were anxious for a higher type of education 
 for girls than could be obtained at the usual boarding schools. One 
 of these schools was the famous Emma Willard School at Troy, New 
 York, and another was the Ipswich Seminary in Massachusetts, where 
 Mary Lyon was for a time a teacher. But these schools were all 
 private undertakings and their success depended entirely upon the 
 personality and character of the man or woman at their head. 
 
 In the early days of her teaching, Mary Lyon conceived the idea 
 of a school for young women which should be "founded, endowed 
 and sustained." With no backing except her own character and 
 energy she set about to realize this idea. To carry out her plan she 
 needed twenty-seven thousand dollars, which was a large amount in 
 1835. She drove over the hills of western Massachusetts asking thi 
 townspeople and farmers to help her make up this sum. Her ac- 
 count books show gifts ranging all the way from six cents to one 
 thousand dollars. As the result of this labor Mount Holyoke Female 
 Seminary was opened in 1837 in South Hadley, a village in western 
 Massachusetts. It was the first public institution for the higher 
 education of women to be "founded and established" with a board 
 of trustees, regular curriculum and entrance requirements. It was 
 not, however, endowed at the beginning except with the devotion 
 and ability of its founder and her associates. Although it was a 
 nascent college it did not attempt more than would gain the support 
 of the best people. With all her boldness Mary Lyon made it her 
 principle not "to take leaps but to advance gradually," as she wrote 
 in one of her early reports. So Latin was not included in the curri- 
 
48 Bullet in 
 
 culum at first but provision was made for teaching it to those who 
 wished it. So cautious was Miss Lyon that in the second or third 
 catalog it was mentioned in a footnote in fine print. In ten years it 
 was required for admission. 
 
 It was only the advanced public opinion which supported the new 
 school in all respects. In a quaint account of an early commence- 
 ment, written by a visitor for one of the Boston papers, the institu- 
 tion is highly praised on the whole, but the public presenting of 
 diplomas is condemned as an evil "endangering that beautiful se- 
 clusion in which female loveliness should live and move and have 
 its being and its rewards." 
 
 The Mount Holyoke venture met with instant approval among the 
 other pioneers in the higher education of girls. Miss Lyon was 
 from the first asked for advice and help in establishing similar 
 schools, especially in the West. In the same year in which Mount 
 Holyoke was founded, Oberlin, the oldest co-educational college, 
 was established in the wilds of Ohio. But at first the girls were not 
 admitted to the full college course. A so-called ladies' course was 
 devised for them and their female loveliness was guarded on com- 
 mencement day by having their graduation essays read by a member 
 of the faculty. After Mary Lyon and her contemporaries had pointed 
 out the way progress was rapid. Vassar was founded in 1861, the 
 first institution for the higher education of women offering a full 
 college course at the start. Wellesley, whose founders had been 
 patrons of Mount Holyoke and whose first president was a graduate, 
 followed in 1870 and Smith in 1871. 
 
 Mount Holyoke continued as a seminary until 1888 when it re- 
 ceived a college charter. Thus as a college it is not much older 
 than Karulolph-Macon. If our friends who believe in the return of 
 the spirit after dcalli are right, I am sure that the spirit of Mary 
 Lyon is always present at the inauguration of the president of an 
 Amerif an woman's college. 
 
Randolph-Macon Woman's College 49 
 
 RESPONSE OF PRESIDENT J. A. C. CHANDLER, 
 WILLIAM AND MARY COLLEGE 
 
 As a representative of the College of William and Mary, I am 
 delighted to be present on this joyful occasion. 
 
 For a number of years I knew Dr. Anderson when he resided in 
 Richmond. As a matter of fact, he was my successor at Richmond 
 College as Professor of History. I congratulate this institution 
 upon having at its head a man of such broad vision as your Presi- 
 dent. He is not only a good teacher of History and Political Science, 
 but he is a man of affairs. In his connection with the Civic Asso- 
 ciation of Richmond he showed his organizing ability, and due to 
 his energy more than that of any other man a change in the system 
 of government for Richmond was accomplished. In Dr. Anderson 
 you have a man of wisdom, a man whose heart is filled with love 
 for humanity and the desire to promote the welfare of the -human 
 race as a whole. He is not the proponent of any class or privilege, 
 but he stands for all alike and is willing to help in every under- 
 taking which will promote the interests of human society. 
 
 To Randolph-Macon Woman's College is due wonderful credit, 
 for at the time it was established it was the only woman's college 
 in Virginia, and for some time it was the only woman's college in 
 the South that had the rank of a standard college of "A" grade. 
 This institution has done a marvelous work in developing the cul- 
 tural side of education among the young women of Virginia and 
 the South. The field is unlimited and I predict greater development 
 in the future. 
 
 A woman's college, in my judgment, has four fundamental mat- 
 ters for consideration. 
 
 First — Good cultural courses which will lay the foundation for 
 advanced work at a university or for service in society in the event 
 that the student's academic career ends with the college. 
 
 Second — Women have been granted the full rights of citizenship 
 in this country, and it is incumbent upon a woman's college to give 
 courses in political science and government so that the women of 
 the land will be thoroughly prepared for the responsibilities of citi- 
 
50 Bulletin 
 
 zenship. There was a time when our legislative bodies considerea 
 chiefly the passage of laws relating to political machinery and mat- 
 ters of governmental organization. Today, on account of the great 
 changes that have taken place in our civilization our legislators 
 spend a good part of the time in trying to frame satisfactory laws 
 dealing with economic and social matters. As a rule they are not 
 thoroughly qualified to deal with the great problems that confront 
 us in our new economic and social conditions. The courses of 
 instruction in all of our institutions should, therefore, deal specifi- 
 cally with social and economic problems so that our graduates may 
 go forth to life prepared as citizens to deal with these problems 
 in an intelligent way. 
 
 Third — Eighty per cent of the women graduating from college 
 marry and become home-builders. It is unfortunate, however, that 
 so few of them know much about the essentials of home-making. 
 Every woman's college should give in connection with cultural work 
 good courses in home economics. 
 
 Fourth — Say what we may, the public school system has come to 
 monopolize elementary and secondary education. If it is to function 
 to the best advantage of the pupils those who teach in these schools 
 are to be trained for the work. Four years of Latin, four years of 
 mathematics, and four years of high English, including Middle 
 English, Anglo-Saxon, and what not, is not a satisfactory prepara- 
 tion for teacher training. Every institution for women should em- 
 phasize education as a part of its course of instruction, and particu- 
 larly should this be the case with institutions for women, because 
 ninety jjer cent of the teachers of this country will always be women, 
 and wisely so, as the women of the land have the God-given respon- 
 sibility of raising and caring for children. Not only is this a home 
 duty, but it is a school duty as well, and all the preparation that 
 can be given for the home and the school to young women in our 
 colleges is a wise provision. 
 
 We owe our existence to woman and the better she is qualified 
 for the duties that Cot] has ])laced upon her the better it is for 
 society. The fundion of .1 woman's college is therefore broader 
 fhnri that of a man's co]Ie;/e — the responsibilities are greater. 
 
Randolph-Macon Woman's College 51 
 
 Randolph-Macon Woman's College has done much to meet those 
 responsibilities. It ^will do more, and the more it does in full 
 recognition of woman's place in the world the more service it will 
 be rendering. Under the direction of its president I believe that it 
 is going to accomplish even more for society than it has in the past. 
 May the noble work done by President Smith and President Webb, 
 under the wise direction of President Anderson, grow and bring 
 forth fruit in great measure, yielding an increase of thirty, sixty, 
 or a hundred fold. 
 
DELEGATES FROM COLLEGES AND 
 UNIVERSITIES 
 
 UNIVERSITY OF CHICAGO 
 President Harry Pratt Judson, A. M., LL. D. 
 
 JOHNS HOPKINS UNIVERSITY 
 President Frank J. Goodnow, A. M., LL. D. 
 
 UNIVERSITY OF VIRGINIA 
 
 Professor John C. Metcalf, A. M., Ph. D. 
 
 Mr. N. C. Manson, LL. B. 
 
 WASHINGTON AND LEE UNIVERSITY 
 President Henry Louis Smith, Ph. D., LL. D. 
 
 UNIVERSITY OF DELAWARE 
 President Walter Hullihen, Ph. D. 
 
 WESTERN RESERVE UNIVERSITY 
 Miss Anna Marie Peterson, A. B. 
 
 WILLIAM AND MARY COLLEGE 
 President J. A. C. Chandler, Ph. D., LL. D. 
 
 SWEET BRIAR COLLEGE 
 President Emelie W. McVea, A. M., Litt. D. 
 
 RANDOLPH-MACON COLLEGE 
 Pf(i;sii>knt IL K. IJi.ackwei.i., A. M.. LL. D. 
 
Randolph-Macon Woman's College 53 
 
 OBERLIN COLLEGE 
 Rev. Benjamin A. Williams, A. M. 
 
 UNIVERSITY OF NEW MEXICO 
 President David Spence Hill, Ph. D. 
 
 VIRGINIA POLYTECHNIC INSTITUTE 
 Dean S. R. Pritchard, A. M. 
 
 PENNSYLVANIA COLLEGE FOR WOMEN 
 President John C. Acheson, A. M., LL. D. 
 
 SMITH COLLEGE 
 Miss Mary Vardrine McBee, A. B. 
 
 AGNES SCOTT COLLEGE 
 Miss Cleo Hearon, Ph. D. 
 
 MOUNT HOLYOKE COLLEGE 
 Miss Ellen C. Hinsdale, Ph. D. 
 
 UNIVERSITY OF PENNSYLVANIA 
 Professor W. J. Young, Ph. D. 
 
 VASSAR COLLEGE 
 
 Miss Anna Tuttle Heck, A. B. 
 
 RICHMOND COLLEGE 
 
 Miss Susan M. Lough, Ph. D. 
 
54 , Bulletin 
 
 DARTMOUTH COLLEGE 
 Professor Raymond Pearl, Ph. D. 
 
 CONVERSE COLLEGE 
 Professor Welden T. Myers, Ph. D. 
 
 LELAND STANFORD JUNIOR UNIVERSITY 
 
 Miss Katherine Lummis, Ph. D. 
 
 COLUMBIA UNIVERSITY 
 Miss Mabel Foote Weeks, A. B. 
 
 GOUCHER COLLEGE 
 Miss Katherine J. Gallagher, Ph. D. 
 
 FURMAN UNIVERSITY 
 President W. J. McGlothlin, Ph. D., D. D. 
 
 LEHIGH UNIVERSITY 
 Peyton B. Winfree, A. B., C. E. 
 
 MEREDITH COLLEGE 
 President Charles E. Brewer, A. M., Ph. D. 
 
 LAFAYETTE COLLECiF 
 James R. Shick, A. K. 
 
 UNIVERSITY OF CALIFORNIA 
 Miss Claka M. Rkykh, A. R. 
 
Randolph-Macon Woman's College 55 
 
 NORTHWESTERN UNIVERSITY 
 Professor E. B. Crooks, Ph. D. 
 
 UNIVERSITY OF WISCONSIN 
 
 Professor Casimir D. Zdanowicz, Ph. D. 
 
 BOSTON UNIVERSITY 
 Professor E. E. Ayers, Ph. D., S. T. D. 
 
 EMORY AND HENRY COLLEGE 
 Mark E. Hutchinson, A. M. 
 
 WASHINGTON AND JEFFERSON 
 Lawrence R. Boyd, A. B. 
 
 GEORGE WASHINGTON UNIVERSITY 
 Arthur L. Wilson, M. D. 
 
 HAMPDEN-SIDNEY COLLEGE 
 Dean A. W. McWhorter, A. M., Ph. D. 
 
 HOLLINS COLLEGE 
 Professor M. Estes Cocke, A. M. 
 
 RUTGERS COLLEGE 
 Horace S. Hawes, A. B. 
 
 RANDOLPH-MACON ACADEMY, BEDFORD 
 Principal E. Sumter Smith 
 
 RANDOLPH-MACON ACADEMY, FRONT ROYAL 
 Principal Charles L. Melton, A. M. 
 
 RANDOLPH-MACON INSTITUTE 
 Principal Charles G. Evans, A. M. 
 
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