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 6 
 
 
 
 The Drexel Institute Monographs 
 
 l * | | / 1 / 
 
 The Drexel Idea 
 
 By 
 
 HOLLIS GODFREY, Sc.D., Eng.D., LL.D., D.C.L., F.R.G.S. 
 President of The Drexel Institute 
 
 “Policies Based on Facts” 
 
 THE DREXEL INSTITUTE 
 PHILADELPHIA 
 
 THIRTY-SECOND AND CHESTNUT STREETS 
 
 1919 
 
The Drexel Institute Monographs 
 
 The Drexel Idea 
 
 By 
 
 HOLLIS GODFREY, Sc.D., Eng.D., LL.D., D.C.L., F.R.G.S. 
 President of The Drexel Institute 
 
 “Policies Based on Facts” 
 
 THE DREXEL INSTITUTE 
 PHILADELPHIA 
 
 THIRTY-SECOND AND CHESTNUT STREETS 
 
 1919 
 
RESOLUTION 
 
 RESOLVED: That the address delivered by Hollis 
 Godfrey, President of The Drexel Institute, at 
 the Commencement Exercises, held in the 
 auditorium of the Institute on the morning of 
 June 18, 1919, expresses the unanimous opinion 
 of the Board of Trustees concerning the policies 
 and development of the Institute, governing 
 the period from December, 1913, to date. 
 
 The above resolution was passed by an 
 unanimous vote of the Board of Trustees. 
 
THE DREXEL IDEA 
 
 A SPEECH DELIVERED AT THE 
 TWENTY-SIXTH COMMENCEMENT 
 
 OF 
 
 THE DREXEL INSTITUTE 
 
 BY 
 
 HOLLIS GODFREY 
 
 At the recent Pan-American conference in Washington, 
 Dr. Rowe, the Assistant Secretary of the Treasury, said, “It is 
 evident to every student of the world situation that the sum 
 total of productive goods—raw materials, tools, implements, 
 machinery, etc., is today insufficient to meet the pressing needs 
 of mankind. The amount of available capital (of such pro¬ 
 ductive goods) at any one time, is limited, and at no period in 
 the life of this generation has it been limited as at the present 
 moment.” 
 
 Mr. Frank Vanderlip at the same meeting called the at¬ 
 tention of the Congress and of the American people to the 
 appalling situation existing in Europe. “The fate of Europe 
 is balanced on a knife edge,” he said, and went on to say that 
 only the supplying of machinery, materials and food would 
 make possible the saving of Europe from a revolution which 
 would not only mean the gravest consequence for the old 
 world but one whose effects would inevitably be felt by us. 
 
 It is at such a point as this in human affairs that we are 
 here at the first Commencement after the close of the world’s 
 war. The part that trained minds are to have in saving the 
 world from destruction is our great interest today. What can 
 
the Drexel Institute and other schools like it do in this time of 
 great crisis? 
 
 For in such time of crisis as we are in today, the educa¬ 
 tional policy of the Drexel Institute as related to the Drexel 
 idea and of the other schools like it, affects the bread you 
 eat, the clothes you wear and the work you do and may affect, 
 as it did in the great war, your very life itself. 
 
 There are three kinds of education typified by the Chinese, 
 the Russian and the American. The first or Chinese type is 
 unwilling to open its eyes to new experience. It is crystallized 
 education. In its extreme it is typified by the candidates for 
 the Chinese doctor’s degree who take their rank on the basis 
 of their pure memorization of the teachings of Confucius and of 
 the wisdom of centuries ago. The second or syndicalist type 
 is unwilling to use past experience, throws away or destroys 
 the old and ventures out on uncharted seas. In its extreme 
 it is typified by a story told me by a recent visitor to Russia, 
 of a Russian Medical School whose control was given by a 
 group of syndicalists, after the murder of the professors, to the 
 fireman of the boilers, who, finding that strychnine in small 
 doses was being given to a ward of convalescents, decided that 
 what was good small should be better large and, administering 
 large doses, killed all his patients. But the third or American 
 type constantly attempts to use the best of new experience and 
 build it into the best of the old. I believe that the Drexel 
 Institute is one of the best examples of this type of education 
 existing today. Such education was our chief safeguard in 
 war. It will be of the greatest value as a safeguard in the 
 trying period now upon us. 
 
 It is of the use of this American type of education in Phila¬ 
 delphia and in the Drexel Institute that I am speaking today. 
 It is of especial interest to me, that the idea which especially 
 characterizes the Institute, comes from Philadelphia, for it con¬ 
 firms a theory I have long held, that Philadelphia is progres¬ 
 sive, her detractors to the contrary. I know of no other city 
 with a more deep-rooted Americanism and no city with an in¬ 
 stitution more dominated by a great American idea for the 
 private and the public good, an idea greatly executed by the 
 men and women who undertook the labor of putting that idea 
 into action through the years in the Drexel Institute. And it 
 
 4 
 
is the opinion of those most competent to judge that the 
 Drexel idea and its execution mark one of the great land¬ 
 marks of American educational history. 
 
 What is the Drexel idea? How has it been carried into 
 action? What is the effect of this idea on the life of the 
 Institute? Those are very pertinent questions in this historic 
 time. 
 
 To begin with, we know that Mr. Drexel wanted boys 
 and girls, men and women, to have a chance through training 
 a to obtain a better living than they could otherwise obtain, and 
 
 to become better citizens through that training. In short, he 
 desired to make a skilled worker out of an unskilled worker 
 > (considering every man and woman in industry as a worker) 
 
 and a skilled citizen out of an unskilled citizen. To obtain 
 that end, Mr. Drexel founded a school of arts, science and 
 industry. The question then came, in which of the two great 
 fields of industrial education the Institute should operate. (i) 
 In the field of trade training or vocational education, com¬ 
 monly so-called, the training of a craftsman to do> a given task 
 with his or her own hands on materials with a machine—the 
 work of the lathe hand or the cook. (2) Or in the field of 
 technical education, the training of the designer who brings 
 an idea into material existence, of the constructor who brings 
 together the work of other men, of the teacher-supervisor 
 who gives knowledge to others and sees that it is carried out— 
 specifically in the fields of the foreman, the engineer, the secre¬ 
 tary, the dietitian, the domestic science teacher. 
 
 So far as I know no school has ever been successfully and 
 permanently carried out in both these fields—technical and 
 vocational. Each school must choose one or the other. Many 
 educational plans have gone to wreck which have tried both. 
 . Faculties, equipments and aims are wholly separate in each 
 
 field. So, very wisely the technical field—the field of learning 
 above the trade school, was chosen by Mr. Drexel, and in that 
 y field lies the purpose of the school. For more than a quarter 
 of a century the plans for the building, equipment, library, 
 faculty organization and curricula have been almost entirely 
 made with that chief end in view. 
 
 To do that much and to form so clear cut a policy at that 
 time was a great achievement, but Mr. Drexel went farther 
 
 5 
 
and with a breadth of vision almost, if not quite unparalleled 
 under similar circumstances, he provided for the future life of 
 the school and for a means for the Institute to meet the chang¬ 
 ing conditions of the world. “I know that the world is going to 
 change and, therefore, the Institute must change with it and 
 I do not want to tie it up,” he said to his family. And so instead 
 of laying down the lines on which the Institute should proceed 
 he outlined a policy that the Executive Officer of the Board 
 should do two things—(i) keep constantly in touch with the 
 progress of the world “at home and abroad,” and (2) con¬ 
 stantly report the facts to the Trustees as the basis for the 
 determination of their policies. Thus he created the funda¬ 
 mental basis of the Drexel idea. Thus he made it possible for 
 the Institute to remain a living monument for all time, its 
 work sharpened to the needs of the time, its policies neither 
 of the Chinese nor Syndicalist type, but truly American, a 
 policy of ordered growth, building the best of the new on the 
 best of the old and meeting the needs of the day on the basis 
 of fact and not of tradition or of wild fantasy. 
 
 Nothing could have been more fortunate for the carrying 
 out of this great ideal of American education than the fact 
 that we can be so sure of Mr. Drexel’s idea and wishes. There 
 has never been a time in the twenty-six years of the Institute’s 
 life that at least half of the Board of Trustees has not been 
 made up of Mr. Drexel’s family, partners, business associates 
 and personal friends, and today, as always, there sit on the 
 Board those who worked with him in the creation of the 
 Institute from its beginning and who have watched every step 
 of the way with care. To which we can add the thousand 
 memories of his sons and daughter, and of his intimate friends, 
 such as Mrs. Childs and others, who knew of the constant 
 efforts of Mr. Drexel and of Mr. Drexel’s great co-worker, 
 George W. Childs. 
 
 It is of the development of the Drexel idea during th 6 
 period of the last six years—practically the period of the great 
 war—that I wish particularly to speak today. 
 
 The last six years have been unquestionably the most 
 trying period of history for educational institutions everywhere. 
 Five years ago this summer the great war broke forth and 
 clouded all the world and two years ago we entered into that 
 
 6 
 
national struggle for existence. Day after day brought stag¬ 
 gering shocks to every educational institution in the land. In 
 the last twelve months, alone, we have seen the Institute put 
 almost wholly on war work, devastated by the influenza, quar¬ 
 antined for weeks, then suddenly torn from war work in 
 December, and now rebuilding in the most unsettled months of 
 preliminary reconstruction. 
 
 With all this we have seen the greatest economic changes 
 appear. Today a dollar buys less than half of what it would 
 buy six years ago. Equipment has been practically out of the 
 market because of the devotion of all equipment business houses 
 to war work. The volunteer service, the draft, and the indus¬ 
 trial needs have taken our faculty and our students by scores, 
 while over all, throughout the war, the cloud of the advance of 
 the Hun, was ever before us. 
 
 If ever there was a time to try out the practical value of 
 an idea, it has been in these last six years. It is very pertinent 
 to each of us to see how the Drexel idea has been operated 
 during those years, to see what results it has produced and to 
 see where the Institute stands today with respect to the fu¬ 
 ture. 
 
 Six years ago, the Board of Trustees of the Institute, at 
 the end of the period of service of the first president, determined 
 to have a complete survey made in accordance with the spirit 
 of the Drexel idea, of the existing demand for technical educa¬ 
 tion in Philadelphia, of the means for supplying that demand, 
 of the place of the Drexel Institute in the scheme of education 
 and of the way in which the Institute could most effectively 
 carry out its work. The only instructions given to the engineer 
 who undertook the survey were to get the facts and propose a 
 plan based on the facts. 
 
 The survey was made, considered at numerous meetings 
 of the Board of Trustees, and a group of policies determined 
 upon to be worked out through a period of years. In addition 
 to the stating of a group of policies, it was determined that 
 the survey should be made continuous. As a result of this 
 action, year after year, and month after month, surveys have 
 been made and plans based upon those surveys, submitted to 
 the Board with reports upon the operation of the plans. The 
 whole work represents undoubtedly the largest continued ex- 
 
 7 
 
amination of educational facts and policies ever carried on by 
 a single institution. During this time, beside the monthly 
 meetings of the Board, numerous special committee meetings 
 have been held and certain remarkable facts appear. First: 
 No meeting of the Board of Trustees or of the Executive Com¬ 
 mittee has ever had to adjourn for want of a quorum, no vote 
 has ever been taken which was not unanimous, and no meet¬ 
 ing of the Board or Committee has taken place at which the 
 President of the Institute was not in attendance, but one meet¬ 
 ing at which the Secretary of the Institute was not present, 
 only three at which the President of the Board was not present, 
 and none at which a majority of the Executive Committee were 
 not present. At none has a policy been adopted without a sup¬ 
 porting report as to the facts and in no case have changes 
 affecting the continuance of courses or to other matters of the 
 kind been passed until they had been considered at two and 
 generally at three meetings. This is a record of devotion to 
 a trust which has seldom been equalled. 
 
 Six years ago the survey showed that the physical plant 
 and equipment was greatly in need of repair and renewal. For 
 some years previous there had been an increasing deficit. The 
 teachers, notwithstanding many were of admirable efficiency, 
 were not all fully paid or fully prepared for their work. Many 
 students, through lack of adequate entrance regulations, found 
 themselves unable to reap the full benefit of their courses. The 
 standardization of courses had not then received sufficient 
 attention. 
 
 In six years, as noted above, the purchasing power of the 
 dollar has decreased by more than one-half. Twice as effective 
 operation, therefore, would have been required to keep the 
 Institute at the point where it could begin to advance. It is 
 no small task to have held our own, therefore, on the basis 
 of the original survey. What more has been done? Over one 
 hundred thousand dollars has gone into the physical plant and 
 equipment in permanent improvements, and the physical ad¬ 
 vance of the Institute in these last years has been limited chiefly 
 by the lack of ability to get equipment, because of its scarcity, 
 because of war conditions. The financial deficit disappeared 
 on the first year of the six years in question and has not reap¬ 
 peared since, except for a voluntary war contribution of the 
 
 8 
 
present year which will be taken up in the next two years. The 
 average advance in teachers’ salaries has been forty-one per cent. 
 The average of the years of preparation spent by the teachers 
 has advanced between one and two years. Courses which were 
 competitive with other city and state schools have ceased to 
 exist, and the standing of our courses was established once 
 for all, by outside opinion, when our engineering courses given 
 last fall were publicly praised by the authorities at Washing¬ 
 ton. Our dietetics course was honored by being made the 
 first official school of the Medical Corps, U. S. Army, and 
 our secretarial school was made the first official school for 
 statistical secretaries of the Civil Service Commission of the 
 9 United States. 
 
 All this is due primarily to Mr. Drexel’s idea and to the 
 carrying out of that idea by trustees and faculty. The Executive 
 Officer of the Board has been only the means through which 
 that policy has been put into effect. Some idea of the work 
 done by the faculty in this respect may be gained if I tell you 
 that in the process of putting into action the policies of the 
 reconstruction period, the faculty has met day after day, week 
 after week, at eight o’clock in the morning until opportunity 
 was given for every suggestion to be made and until agreement 
 was secured in writing from every member of the faculty on 
 every point. This is the only example I know of unamimous 
 action in writing on the part of trustees and the entire faculty 
 down to the last instructor. Once more the wisdom of Mr. 
 Drexel’s idea of facts first and policies second has been vin¬ 
 dicated. 
 
 It is undoubtedly true that the Drexel idea works most 
 rapidly with circumstances explainable by reason and that in 
 common with many other institutions we have had to meet, 
 / during this critical period of the last year and a half, a group 
 
 of circumstances as eccentric as the happenings in “Alice in 
 Wonderland.” The Drexel idea can do little in explaining 
 > such circumstances as these. As we have seen, this idea works 
 
 upon facts, not upon fancies, and it is impossible to analyze 
 fancies as disorganized and wild as those of which the Walrus 
 spoke in that historic conversation in which the Walrus de¬ 
 veloped his syndicalistic acts upon the persons of the un¬ 
 fortunate oysters. You will remember the stanza in which 
 
 9 
 
the Walrus gave his views, a stanza which I will quote and 
 leave you to make the application for yourself. 
 
 “The Time has come,” the Walrus said, 
 
 “To talk of many things; 
 
 Of shoes—and ships—and sealing wax— 
 
 Of cabbages—and kings— 
 
 And why the sea is boiling hot 
 And whether pigs have wings.” 
 
 And now we pass on to really serious matters. 
 
 I have taken sometime to develop the history of the past 
 with the purpose of gaining light for the future, for, as a great 
 historian has said, “I know of no way to find the road of the 
 future except by the use of the lamp of the past.” Suppose we 
 summarize after these six years of continuous study, what that 
 lamp has done for the Institute of today and see what it may 
 do for the future. 
 
 To bring about profitable action in any institution, indus¬ 
 trial, commercial or educational, you must have four things, 
 a plant, finance, a personnel and a policy. What is the con¬ 
 dition of the Institute today in these respects, only six months 
 after the end of the great war, after the six most trying years 
 of American educational history ? 
 
 As regards plant, the effects of the tens of thousands of 
 dollars that have gone into improvements in the main building 
 and in East Hall are evident to anyone who knew the old con¬ 
 dition. The east lot has been acquired by the Institute, thus 
 insuring light and air on the east side. Seven student resident 
 houses have been fully equipped and organized, and thousands 
 of dollars have gone into equipment, books and supplies. 
 
 As regards finance, we have come through the war one 
 of the very small number of institutions not crippled by its 
 devastating effects. 
 
 As regards personnel, the four competent, trained and 
 experienced operating officers, Dean Bringhurst, Dean Cherry, 
 Director Spivey and Registrar MacIntyre, are bringing their 
 already effective organizations into adjustment with the de¬ 
 mands of this new world, ably aided by a strong and experi¬ 
 enced faculty. Only a minimum of positions are left vacant, 
 chiefly by advancement to higher positions, by war conditions 
 and by the constant loss always expected through marriage. 
 
 10 
 
*Only two vacancies exist of full professorial grade, mechanical 
 engineering and mathematics, the first held by an acting head 
 this year—Prof. Dowell, who now takes on, in addition to 
 regular Institute work, new work in industrial relations; the 
 second, mathematics, held by Mrs. Brown, for many years, 
 who leaves to go to the only other institution to which we would 
 release her—Mr. Brown. Candidates are now under consid¬ 
 eration for both these positions. 
 
 And the finest thing about the year has been the splendid 
 * co-operation and earnest agreement of the faculty, a co-opera¬ 
 
 tion and agreement steadily increasing as the effectiveness of 
 our lines of growth in the new world become sharper and more 
 t evident. 
 
 I can speak of this more personally, due to the fact that 
 for four months from the going out of the government work 
 to the coming of Dean Bringhurst, in addition to my regular 
 duties as President, I assumed the operating work which be¬ 
 longs to the office of Dean of the Faculty, giving that work 
 over to the Dean on his arrival. From that personal stand¬ 
 point I wish to express my deep appreciation of the faculty 
 efforts. 
 
 Plant, finance, personnel, all of these are, however, inspired 
 and directed by policies. What is the future of an institution 
 directed by the Drexel idea of policies based on facts? To 
 answer this in the summarization of closing, let us look back 
 to our beginning. 
 
 I began by considering the serious conditions existing in 
 this new world in which we live today, and by referring to the 
 three types of education. 
 
 The first living in the past and not using the best of the 
 present, typified by the Chinese. Men who follow this belief 
 t cannot see that education dies if it does not build; they cannot 
 
 distinguish between unreasoning change and the American 
 theory of keeping all that is done abreast with the greatest 
 > advance of the age. 
 
 The second, living only in the future and destroying all 
 the best of the past, typified by the syndicalist. Men who fol- 
 
 * Since this Commencement speech was written all vacancies of pro¬ 
 fessorial rank in the Institute have been filled. 
 
 11 
 
low this belief would destroy the potential wealth of education 
 in a will-of-the-wisp chase for a doubtful good. 
 
 The third uses the best of the past and builds the best of 
 the present on to that past, year by year. That is the Ameri¬ 
 can policy, and it is the policy of the Drexel Institute. 
 
 To use that American policy to the greatest advantage I 
 know no better path than by the use of the Drexel idea which 
 has done so much for us of the Institute directly, and, indi¬ 
 rectly, has done so much for education. If the determination 
 of policies on the basis of fact has done the deeds recorded here, 
 in the past six trying years, it can do its work with infinitely 
 greater force in the years of peace which we believe are at 
 hand. 
 
 Summarizing as I close, we may say through that idea 
 has come about a greatly needed clarification of ideals. Our 
 field—the industrial field—is known and our development of 
 technical education within that field is established. Our special 
 groups of technical training are known. Our end is to make 
 the skilled engineer, sub-engineer, dietitian, secretary and 
 teacher. Our curricula used for that end have been determined 
 by long-continued and arduous study of what is best in subject- 
 matter, and so determined may be kept abreast of the best 
 knowledge of the time. Our work is constantly broadening 
 in the fields we have chosen and now covers the whole of those 
 fields from the earliest work of the foreman to the granting 
 of a bachelor’s degree. Our capacities of plant and finance are 
 constantly being studied to determine how they can be used 
 more effectively. 
 
 It is in that spirit of ordered growth, ordered building, 
 based on the use of the union of the best experience of the 
 world, from within and without our walls, in which lies our cer¬ 
 tainty of future progress. For any student or citizen who 
 asks quo vadis —Whither do you go—we can answer specifically 
 where we are going, how we intend to get there and who is 
 to do the work. There are few institutions in America or 
 Europe today that can do that, and that we can do it is due to 
 the trustees and faculty who make a living thing of the vision 
 of Anthony J. Drexel. 
 
 12 
 
THE BOARD OF TRUSTEES 
 of 
 
 THE DREXEL INSTITUTE 
 
 Alexander Van Rensselaer, M.A., President of the Board 
 Edward T. Stotesbury, Vice President of the Boaxd 
 Herman Dercum, Secretary of the Board 
 
 A. J. Drexel Biddle, F.R.G.S. 
 
 Livingstone L. Biddle, A.B. 
 
 Horace Churchman 
 Samuel M. Curwen 
 
 Alexander A. J. Dallas Dixon, A.B., LL.B. 
 
 Anthony J. Drexel 
 
 George W. C. Drexel 
 
 John R. Drexel 
 
 Allen Evans 
 
 Edgar C. Felton, A.B. 
 
 Hollis Godfrey, Sc.D., D.C.L. 
 
 Charles D. Hart, A.M., M.D. 
 
 C. Hartman Kuhn 
 
 Robert G. LeConte, A.B., M.D. 
 
 D. J. McCarthy, M.D. 
 
 Joseph Moore, Jr., A.M. 
 
 Effingham B. Morris, A.M., LL.B. 
 
 Arthur E. Newbold 
 
 A. J. Drexel Paul, A.B. 
 
 J. Rodman Paul, A.M. 
 
 Charlemagne Tower, A.B,, LL.D. 
 
 Hollis Godfrey, Sc.D., D.C.L., President of the Drexel 
 Institute 
 
 John S. Pearson, B.S. in M.E., Assistant to the President 
 Elizabeth F. Baker, (D.I.), Secretary to the President 
 Paul L. Mitten, Assistant Secretary to the President 
 
 Frances E. MacIntyre, M.S., Registrar 
 
 Emma V. Sudell (D.I.), Bursar 
 
 Helen S. Harrison (D.I.), Recorder 
 
 Helen G. Johnson (D.I.), Assistant to the Registrar 
 
 13 
 
ADMINISTRATIVE OFFICERS OF THE DAY SCHOOL 
 
 John H. Bringhurst, b.c.e., Dean, Professor of Engineering Design 
 Mabel Dickson Cherry, r.s.. Dean of Women, Professor of Hygiene 
 Una Sudell, (d.i.) Assistant to the Deans, Assistant Professor of Office 
 Organization 
 
 Mary Verlenden, a.b.. Bureau of Recommendations 
 
 ADMINISTRATIVE OFFICERS OF THE EVENING SCHOOL 
 
 Willis T. Spivey, b.s. in c.e., c.e.. Director of Evening Courses, Professor 
 of Industrial Engineering 
 
 Maxwell Cutting, b.s. in e.e., Assistant to the Director, Assistant Pro¬ 
 fessor of Electrical Engineering 
 
 Ernest Calhoun, b.s.. Assistant to the Director, Instructor in Industrial 
 Engineering _ 
 
 THE FACULTY OF THE DAY SCHOOL EXCLUSIVE OF THE 
 OFFICERS NAMED ABOVE 
 
 Carl Lewis Altmaier, b.o., m.s.. Professor of Secretarial Studies 
 J. Harland Billings, b.s. in m.e.. Professor of Mechanical Engineering 
 Robert C. Disque, b.l., b.s. in e.e.. Professor of Electrical Engineering 
 Grace Godfrey, b.s. in home economics. Professor of Domestic Science 
 Caroline A. M. Hall, m.s.. Professor of Domestic Arts 
 Lieutenant James P. Lyons, u.s.a.. Professor of Military Science 
 Edward D. McDonald, m.a., Professor of English 
 Walter E. Rowe, b.s. in c.e., Professor of Civil Engineering 
 J. Peterson Ryder, b.s., Librarian, Professor of Physical Education 
 Colonel Walter Dill Scott, u.s.a., ph.d., Professor of Psychology 
 Henry C. Wolff, ph.d.. Professor of Mathematics 
 James J. Barrett, b.s.. Assistant Professor of Physics 
 Jennie Collingwood, (d.i.) Assistant Professor of Domestic Arts 
 Clarence G. Dill, (d.i.) Assistant Professor of Mathematics 
 Dawson Dowell, b.s. in m.e.. Assistant Professor of Mechanical Eu*- 
 gineering 
 
 Ernest J. Hall, a.m.. Assistant Professor of English 
 Beardsley Ruml, a.b., ph.d.. Assistant Professor of Psychology 
 Humphreys O. Siegmund, b.s. in e.e.. Assistant Professor of Electrical 
 Engineering 
 
 Leon D. Stratton, m.s.. Assistant Professor of Chemistry 
 Leda F. White, a.m.. Assistant Professor of Statistics 
 
 Doris Bird, a.b.. Instructor in English 
 Gladys G. Bond, b.a.. Instructor in Domestic Science 
 Carolus M. Broomall, Instructor in Civil Engineering 
 R. Willette Clinger, Instructor in Woodworking 
 Corinne R. Cochran, (d.i.) Instructor in Stenography 
 Edna B. Dayton, m.d.. Instructor in Physiological Chemistry, Bacteriology 
 and Physiology 
 
 14 
 
Agnes M. Dickson, (d.i.) Instructor in Domestic Science 
 M. Alice Hagarty, b.a., Instructor in Stenography 
 Leo Henry Hechinger, b.s., Instructor in Chemistry 
 Martha W. Hook, (d.i.) Instructor in Institutional Cookery 
 Gladys G. Ide, ph.d.. Instructor in Psychology 
 Nellie M. Lotz, (d.i.) Instructor in Domestic Arts 
 Frank H. Mancill, ll.b.. Instructor in Accounting and Mathematics 
 Emma M. Murphy, Department of Hygiene, Wellesley, Instructor in 
 Physical Training 
 
 Nell B. North, b.a.. Instructor in Domestic Arts 
 Ella Pier, r.n.. Nurse and Instructor in Home Nursing 
 Charles E. Randa, b.s. in e.e.. Instructor in Electrical Engineering 
 Katherine M. Trimble, (d.i.) Assistant in Library and Instructor in Ref¬ 
 erence Work 
 
 Henry A. Wanner, b.s. in chem., Instructor in Chemistry 
 Helen M. Wells, Special Course, Iowa State Teachers' College, In¬ 
 structor in Institutional Management 
 Frank H. M. Williams, a.b.. Instructor in Mathematics 
 
 James M. Dickinson, Organist 
 Henry Hotz, Chorister 
 Elizabeth C. Niemann, Curator