-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/53bfa41313db56eccb63212164c15c29.pdf?Expires=1712793600&Signature=L%7E9fNQwu1mtCXWHNx0Y1CbQG3Z1eqNP1GhpYHqrzRKvASuCwctkBjUYogihG-MoUaDs%7EXxqw3jV%7E5r9KkBliG9nKePBqPcnq2RZX0hsAZJtpZrFEwx5C2V2q3hcFNEgrVGCfrk%7E7bElIkHsZ3ZQR6-hY-SXd%7EDuKXW-l8KWMpkFqSKONFqsFdzisKdMeug6i7OHz0rWqonduDUF0o2S7w39HU0vKg9Azmw-%7EupOUtaAi%7EyZ%7EhKL1XSq%7EsTu5n7VImwCfEngqYA%7EuBwsrTC-HVVoA4K2WYqLSINjrPcW0A9shGBuxm2X4Bm1SotqNE0CRHy6tb2gEPeNEvYnCdAiG4Q__&Key-Pair-Id=K6UGZS9ZTDSZM
69c80e3607ec801e86ef41f04ce465fb
PDF Text
Text
�J
'ML
A
�In establishing a college on the ordinary basis, and with the
ordinary scope, there are few difficulties which earnest men and
moderate means will not readily surmount. The course required
is simple and single; the equipment is compact; instructors are
readily found for every department; precedents at every point are
abundant.
But the work committed to the Trustees of the Cornell Univer-.
sity is far larger, far more complicated. In most cases it has few
available precedents, in many it has none. The committee upon
organization, therefore, cannot hope to present a plan which shall
cover every point likely to arise in carrying on the institution
now to be commenced; but they hope to present a plan which
shall aid in setting the University in operation, and to suggest
ideas which will aid it in developing healthfully and largely.
Theory
of the
Plan
of
Organization.
The theory on which the committee have based their plan is
that throughout the national and State legislation preparatory to
the establishment of the institution, and also throughout the ideas
of the founder of the Cornell University, as explained to us by
himself, are two leading convictions as to the educational needs
of the country, and two corresponding ideas as to meeting these
needs.
Each of these convictions, and its corresponding idea, is sepa
rate and distinct, yet each is necessary to the other.
The first of these convictions is that there exists a necessity
never yet fully met, for thorough education in various special
departments, and, among them, the science and practice of Agri
culture, Industrial Mechanics, and kindred departments of thought
and action. The corresponding practical idea is that institutions
be founded where such instruction can be conducted with every
appliance necessary in discovering truth and in diffusing truth;
that such instruction be not subordinated to any other; that the
agricultural and industrial professions be regarded as the peers ’of
�every other; that access to these departments be opened as widely
as possible, and progress in them be pushed as far as possible.
The second of these convictions is that the system of collegiate
instruction now dominant leaves unsatisfied the wants of a very
large number, and perhaps the majority of those who desire an
advanced general education; that although there are great num
bers of noble men doing noble work in the existing system, it has
devoted its strength and machinery mainly to a single combination
of studies, into which comparatively few enter heartily; that where
more latitude in study has been provided for, all courses outside
the single traditional course have been considered to imply a
lower caste in those taking them; that the higher general educa
tion has therefore lost its hold upon the majority of the trusted
leaders of society, that it has therefore become under-estimated
and distrusted by a majority of the people at large, and that there
fore it is neglected by a majority of our young men of energy
and ability.
The corresponding practical idea is that colleges of wider scope
be founded; that no single course be insisted upon for all alike;
that various combinations of studies be provided to meet various
minds and different plans; thus presenting a general course to
meet that general want which existing colleges fail to satisfy.
Fundamental Plan of Instruction.
The labor imposed upon us then is two-fold.
First, we are to make provision for special courses—special
instruction in the departments of agriculture, mechanic arts, &c.
Secondly, we are to provide a general course—a general course
in which such instruction and culture be afforded as shall be de
manded by the young men who come to group themselves in the
different special courses.
Even if it should be claimed that the whole effort of the trus
tees ought to be devoted to agriculture and the mechanic arts
alone; even if we were to construe away the plain words of the
original act of Congress, which speaks of “other scientific and
classical branches ” as part of the object of the government grant
of lands, still the oft-repeated declaration of our founder that he
“ wishes to make such provision that every person can find oppor
tunity here to pursue any study he desires,” would be our suffi
cient warrant in using at least his munificent gift in supplementing
�5
the special instruction with general instruction, and rounding it
out into the proportions of an university.
•
Again, even were we to found merely technical schools, giving
instruction merely in special departments, the committee believe
that we should be very soon obliged to supplement these special
courses with a general course. Common sense, as well as general
experience teaches that there must be some variation in mental
labor. With rare exceptions, any man who pursues one science
or art alone, devoting his mind entirely to that, though he may at
first progress rapidly, soon shows that such progress is not normal.
It is very firmly believed that the great majority of men who
wish to attain a high place in any science or art, can rise higher,
even in that, by enlarging the mind by some parallel studies,
than by narrowing the mind constantly to their single pursuit.
Such contracted study gives facility and accuracy, but it is too
often fatal to the qualities which ensure eminence.
Your committee are therefore of the opinion that there should
be two great divisions of the university.
The first division should comprise the separate departments
devoted each to a special science and art. The second division
should comprise the department of Science, Literature and the
Arts in general.
In accordance with this division is presented the following plan:
Organization of Instruction.
I. Division of Special Sciences and Arts.
1. Department of Agriculture.
2. Department of Mechanic Arts.
3. Department of Civil Engineering.
4. Department of Commerce and Trade.
5. Department of Mining.
6. Department of Medicine and Surgery.
7. Department of Law.
8. Department of Jurisprudence, Political Science and History,
9. Department of Education.
II. Division of Science, Literature and the Arts in General.
1. 1st General Course.
2. 2d General Course.
3. 3d General Course.
4. Scientific Course.
5. Optional Course.
�6
The character of each of the departments named in the first
division is in the main, sufficiently explained by its title. Details
of courses of instruction in each cannot well be arranged until, the
trustees shall have consulted with the faculty, and it is recom
mended that at periods previous to the commencement of active
instruction, the Academic Senate be requested to convene for the
purpose of discussing.this subject and presenting plans.
But there is one department, regarding which, perhaps, some
explanation is needed here : the department of Jurisprudence—
Political and Social Science, and History.
We believe that although there will be some attention to these
subjects in the general course, there is need of a separate depart
ment devoted to a study of them, wider and deeper. We
believe too, that such a department should be established so soon
as we approximate a full corps of professors.
In various connections with institutions of learning, and in
various public employments, the committee have been convinced:
First—That great numbers of the most active young men long
for such a department, would work vigorously in it, and would
secure good discipline by it, and that these young men are many
of them not attracted to the existing colleges.
o
o
Secondly.—We believe that the State and nation are constantly
injured by their chosen servants, who lack the simplest rudiments
of knowledge which such a department could supply. No one
can stand in any legislative position and not be struck with the
frequent want in men otherwise strong and keen, of the simplest
knowledge of principles essential to public welfare. Of technical
knowledge of law, and of practical acquaintance with business,
the supply is always plentiful, but it is very common that in
leciding great public questions, exploded errors in political and
social science are revamped, fundamental principles of law disre
garded, and the plainest teachings of history ignored.
In any republic, and especially in this, the most frequent ambi
tion among young men will be to rise to positions in the public
service, and the committee think it well at least to attempt to
provide a department in view of the wants of these; a depart
ment where there should be something more than a mere glance
over one or two superseded text books,—where there should be
large and hearty study and comparison of the views and methods
of Guizot, and Mill, and Lieber, and Woolsey, and Bastiat, and
Carey, and Mayne, and others.
�There are among you, gentlemen of the board of trustees,
representatives of every walk in life, of every important profes
sion, of every party. There are among you, representatives of
the highest state and national employments, and we appeal to you
for corroboration of the statement, that whatever may be the
opinion of cloistered men, the opinion of men active in the world
at large, is decided, that there is a great branch of instruction
here, for which the existing colleges make no adequate provision.
It may be said that the function of colleges is to give discipline,
that knowledge is subordinate. We answer that they should give
both, and that as a rule, the attempt to give mental discipline by
studies which the mind does not desire, is as unwise as to attempt
to give physical nourishment by food which the body does not desire.
Discipline comes not by studies which are “droned over.”
Again, we believe that the knowledge given, is far more
important than many would have us think. The main stock in
political economy and history of most of our educated public men,
is what they learned before they studied for their professions.
Many an absurdity uncorrected at college has been wrought into
the constitutions and statutes of our great commonwealths, and
when we consider that constitution making for new states and old,
is to be the great work in this country, of this and succeeding
generations, surely, we do well to attempt more thorough instruc
tion of those on whom the work is likely to fall.
. One other department, needs, perhaps a few words of explan
ation—that of Commerce and Trade. Throughout the country
have sprung up schools known as “commercial colleges.” The
number of persons attending them is such as to show that they
meet a want widely felt, and the idea has suggested itself that at
some future day it might be well to try the experiment of a
department under the above name, in which a more thorough and
large instruction could be given, than in those at present so
numerous. Anything which will bring some university culture
to bear upon those preparing to lead in commerce and trade, will
be a benefit to the country. How far it can be done your com
mittee will not venture to say. At least one great European uni
versity has kept up a course of this sort for many years.
In the second division, it is necessary to give a more detailed
explanation of courses, and ideas upon which the courses are
based.
�8
The 11 First General Course ” comprises a combination of studies
mainly like the classical course at the existing colleges.
The “ Second General Course,” comprises a combination of
studies like the first, with the substitution of the German lano-uao’o
for the Greek. Giving, as such a course would, the two great
elements of our language, the Romanic and the Teutonic, it is
believed that it would be received with great favor by many of
the best minds dissatisfied with the existing college courses.
The “Third General Course,” comprises the same studies as the
previous courses, except that the two languages studied are French
and German.
The “ Scientific Course'' is combined in view of the wants of
those who intend devoting themselves wholly or mainly to the
natural sciences.
The “ Optional Course" is one in which the student is required
to choose three subjects of study from all those pursued in the
University, and to pass examination therein. This it is believed,
will add greatly to the efficiency of the institution. It is a course
permitted in some of the great universities of continental Europe,
and with excellent results. It has been tried thoroughly at the
State University of Michigan, and to nothing in its organization
is that institution more indebted for its acknowledged efficiency.
It is not recommended that all these departments be established
at once. The Cornell University must have a development—a
growth, though it is believed that its growth may be very rapid.
But your committee do not hesitate to declare their belief that
neither of these departments will attain full efficiency until all are
established. They believe that each additional department and
additional course will strengthen every other, by attracting more
and more earnest minds among teachers and taught; by stimula
ting emulation among professors and students: by throwing light
upon each science and art from every other; by presenting every
element of the best culture.
The committee, however, recommend the immediate establish
ment only of so much of the first division as is embraced in the
departments of Agriculture, the Mechanic Arts, Civil Engineer
ing and Mining.
o
o
They recommend the immediate establishment of so many
courses in the second division as shall be found necessary to meet
the wants of the students presenting themselves at the beginning
of the first term.
�9
In the second division it seems advisable to present some ideas
which have influenced them in determining the courses into which
the division is separated.
University Liberty
in
Choice
of
Studies.
The first question which arises in arranging general plans of
instruction is as to the amount of liberty to be allowed the student
in selecting his course.
On one hand are they who declare that students at the usual age
of entering college are unfit to select a course, and that it must be
chosen for them. Of those taking this view are some men held
in deserved honor throughout the country.
Ou the other hand are they who declare that the usual imposi
tion of a single, fixed course is fatal to any true university spirit in
this country; that it cramps colleges and men; that it has much
to do with that strange anomaly under the existing system—
scholars stepping out of the highest scholastic positions in college
classes into nonentity in active life; that it has been the main agent
in bringing about that relaxation of the hold which colleges once
had upon the nation, which all thoughtful men deplore.
The committee see much truth in the latter view. They think
that the first view contains a fallacy in the virtual assumption that
because a young student is not aperfect judge regarding his com
plete wants, therefore he is no judge at all, and shall have others
to choose for him; and but one course opened to their choice.
We hold, indeed, that most students need advice as to details
of study, and that probably none could construct the best possible
course of study; but we also hold that an overwhelming majority
of students are competent to choose between different courses of
study, carefully balanced and arranged by men who have brought
thought and experience to the work. By the aid of older friends,
and the faculty of the university, a young man ought to be able to
make a choice based upon his previous education and means of
future education—-upon his tastes, position and ambition. Cer
tainly the results could not be more wretched under such a sys
tem than under the existing system, even by the confession of its
most earnest advocates.
The committee have carried out these views by naming different
courses, so that while the student may have the benefit of the ex
perience of men older than himself, he may have some liberty of
choice; and they have added one course, giving to more mature
students complete freedom of choice.
�10
.
Leading Disciplinary Studies
in a
General Course.
The next question which arises regarding a general course, is as
to the classes of studies to be relied upon for mental discipline,
fundamental knowledge and general culture.
A large party unhesitatingly declare for the Greek and Latin
classics. They believe that nothing else gives so valuable a disci
pline or so perfect a culture.
The committee declare here their belief in the great value of
classical studies. They do not hesitate to advise those who have
time and taste for them to study them—the Greek for its wonder
ful perfection—the Latin for its great practical value as a key to
modern languages and to the nomenclature of modern sciences—
and both Greek and Latin for their value in the cultivation of
judgment. But while it is believed that these studies ought to
hold an honored place, the committee are strongly opposed to the
attempt to fetter all students to them, if for no other reason be
cause this would be to defeat the plain intentions of those who
framed the act of Congress to which the establishment of the uni
versity is due.
In the courses provided, the modern languages most in use, and
the sciences which in theory and practice have in latter years
attained such great importance, must be recognized at their full
value in imparting instruction, and in securing mental discipline.
The committee cannot forbear noticing here a fallacy regarding
mental discipline which they will endeavor to avoid in presenting
courses of study.
That fallacy consists in the idea that the only mental discipline
is that which promotes a certain keenness and precision of mind.
We believe that there is another kind of mental discipline quite
as valuable—discipline for breadth of mind. For the former, such
studies as mathematics and philology are urged; for the latter,
such studies as history and literature. To say that the latter are
not disciplinary is to ignore, perhaps, the most important part of
mental discipline. In American life there will always be enough
keenness and sharpness of mind. But the danger is that there will
be neglect of those noble studies which enlarge the mental horizon
and increase mental powers in reaching out toward it—studies
which give material for thought and suggestions for thought upon
the great field of the history of civilization.
Happily no studies are more enjoyed by the best American stu
dents than those which give this mental breadth—historical and
�11
political studies. This being the case, there need be no fears as
to their value in mental discipline, for discipline comes by studies
which are loved, not by studies which are loathed. There is no
discipline to be obtained in droning over studies. Vigorous,
energetic study, prompted by enthusiasm or a high sense of the
value of the subject, is the only kind of study not positively hurt
ful to mental power. Hence the great evil of insisting on the
same curriculum for all students, regardless of their tastes or plans.
Combination and Separation of Professorships.
In making provision for these different departments it will be
seen that they interpenetrate each other, one professorship
frequently extending through two or three departments.
So frequently is this the case, that it will be seen to be impos
sible to provide professors fully for any one department without
at the same time, making almost sufficient provision for the others.
Of the professorships to be filled at an early day, we would
present the following schedule :—
1st.
2d.
3d.
4th.
5th.
6th.
7th.
8th.
9tb.
I. Department of Agriculture.
Professor of the Theory and Practice of Agriculture.
Professor of Agricultural Chemistry.
Professor of General and Analytical Chemistry.
Professor of Geology and Mineralogy.
Professor of Zoology and comparative anatomy.
Professor of Botany.
Professor of Civil Engineering.
Professor of Veterinary Surgery and Breeding of Animals.
Physiology, Hygiene, and Physical Culture.
1st.
2d.
3d.
4th.
5th.
6th.
II. Department of Mechanics.
Professor of Physics and Industrial Mechanics.
Professor of Civil Engineering.
Professor of Architecture.
Professor of General and Analytical Chemistry.
Professor of Geology and Mineralogy.
Professor of Mathematics.
III. Department of Civil Engineering.
1st. Professor of Civil Engineering.
2d. Professor of Architecture.
�12
3d. Professor of Physics and Industrial Mechanics.
4th. Professor of Geology and Mineralogy.
5th. Professor of Mathematics.
1st.
2d.
3d.
4th.
Professor
Professor
Professor
Professor
IV. Department of Mining.
of Mining and Metallurgy.
of Civil Engineering.
of Geology and Mineralogy.
of General and Analytical Chemistry.
V. Department of Science, Literature, and the Arts.
1st. Professor of Moral and Mental Philosophy.
2d. Professor of History.
3d. Professor of Political Economy.
4th. Professor of Municipal Law.
5th. Professor of Constitutional Law.
6th. Professor of Ancient Languages.
7th. Professor of French and South European Languages.
8th. Professor of German and North European Languages.
9th. Professor of English Language and Literature.
10th. Professor of Rhetoric, Oratory and Vocal Culture.
11th. Professor of Mathematics.
12 th. Professor of Astronomy.
13th. Professor of Physics and Industrial Mechanics.
14th. Professor of Geology and Mineralogy.
15th. Professor of Zoology and Comparative Anatomy.
16th. Professor of Botany.
17th. Professor of Physiology, Hygiene and Physical Culture.
18th. Professor of Chemistry, General and Analytical.
19th. Professor of ^Esthetics, and the History of the Fine Arts.
20th. Professor of Architecture.
21st. Professor of Military Tactics.
22d. Professor of Physical Geography and Meteorology.
The entire university, therefore, would comprise the following
professorships:—
1. Theory and Practice of Agriculture.
2. Agricultural Chemistry.
3. Veterinary Surgery and the Breeding of Animals.
4. General and Analytical Chemistry.
5. Botany.
�13
6. Zoology and Comparative Anatomy.
7. Geology and Mineralogy.
8. Physics and Industrial Mechanics.
9. Mathematics.
10. Astronomy.
11. Civil Engineering.
12. Physiology, Hygiene and Physical Culture.
13. Moral and Physical Culture.
14. History.
15. Political Economy.
16. Municipal Law.
17. Constitutional Law.
18. Rhetoric, Oratory and Vocal Culture.
19. English Language and Literature.
20. French, and South European Languages.
21. German, and North European Languages.
22. Ancient Languages.*
23. ./Esthetics, and History of the Fine Arts.
24. Architecture.
25. Military Tactics and Engineering.
26. Physical Geography and Meteorology.
It will be seen, therefore, that there are twenty-six professor
ships needed at an early day. But it is not thought that it will
be necessary to have so many separate professorships at once, nor
to place all upon the same basis. Some professors must, to be
efficient, reside permanently at the seat of the university, giving
daily recitations or lectures, and conducting daily experiments.
Some will be perfectly efficient by a temporary residence,
during which recitations are heard, or lectures given. Hence
occurs at once, another division of a kind very different from any
we have previously made—the division into resident and non
resident professors.
Having in view this division, the committee present the follow
ing schedule:—
1.
2.
3.
4.
Resident Professors.
Theory and Practice of Agriculture
Agricultural Chemistry.
General and Analytical Chemistry.
Botany.
■To be separated into two or more professorships when circumstances shall demand it.
�14
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Zoology and Comparative Anatomy.
Geology and Mineralogy.
Physics and Industrial Mechanics.
Mathematics.
Astronomy.
Civil Engineering.
Moral and Mental Philosophy.
History.
Rhetoric, Oratory and Vocal Culture.
French, and South European Languages.
German, and North European Languages.
Ancient Languages.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Non-Resident Professors.
Veterinary Surgery and the Breeding of Animals.
Physiology, Hygiene and Physical Culture.
Political Economy.
Municipal Law.
Constitutional Law.
English Language and Literature.
^Esthetics and the History of the Fine Arts.
Architecture.
Military Tactics and Engineering.
Physical Geography and Meteorology.
Temporary Modifications of the Plan.
The question now arises, how much of this plan can be made
practical during the first year—how many of th3se professors
can we employ to advantage while the university is beginning its
operations?
Two plans suggest themselves. The first is to fill all these
chairs immediately, to make a beginning which shall give us a
reputation at once, to strike public attention on the first day of
the first term, by a large programme fully carried out.
The second plan is to hold during the first year, some professor
ships in abeyance, and of the remaining departments to combine
temporarily, several in one, thus commencing in a manner less
striking, feeling our way somewhat at first, finding gradually
what are the departments most needed.
The committee pronounce for the latter method. The policy
of the Cornell University has not been to make much proclamation
�15
of great purposes. Its founder has steadily gone on, always
performing more than his promises, and there are goodly signs
that the university authorities have caught his spirit. Two of
the noblest buildings for university purposes in the United States
have been reared; but there has been no pompous laying of corner
stones, no loud proclamations of new discoveries in the theory
and practice of education, no publication of programmes out of
all proportion to revenues, and it is to be hoped that we shall not
begin an ad captandum policy now. The only question worthy of
us is: What does the university practically need the first year?
It is believed that the duties may be so arranged that during the
first year eight or ten professors will be sufficient.
Possible Modifications of the Plan in Future.
Such is a general scheme offered as a point of departure in
arranging professorships. The committee know well that in
details it must often be departed from. The peculiar talents of a
valuable member of the faculty, have much to do with the final
shaping of the list of professorships. The demands made by stu
dents have also very much to do with it. A great demand upon
the professorship of Physiology, Hygiene and Physical Culture,
would make it necessary to change it from the non-resident to the
resident list, and so with others.
The number of students too, must have a very great influence
on this matter. As numbers increase, professorships must be sub
divided. Thus, until the numbers are large, the professor of
Physics can discharge the duties of professor of Industrial
Mechanics, but afterwards the latter department would probably
be detached.
As numbers increase, too, some departments will require
assistants. In some departments one system must be pursued and
the responsibility fixed on one man; it cannot therefore be divided.
But when numbers are greatly increased, it will probably be
necessary to appoint an assistant professor or instructor, who
should be subject as regards their plan of instruction, to the head
of the department. As any department developes also, it will be
necessary to subdivide it, and increase the number of professor
ships in it. Thus, for example, the department of Civil Engineer
ing, would be separated into three or four new departments, each
devoted to a special part of the work, and then must be added
instructors in geometrical and topographical drawing, &c.
�Non-resident Professors
for short
terms, or
University
Lecturers.
But there is a feature in the full organization which the
committee ask the trustees to consider especially. It is one which
several educators have in the recent years arrived at independ
ently of each other. It is one promising great results, but
demanding great care. This is the establishment of a system of
non-resident, short term professors, or university lecturers. The
plan is as follows : Have the full equipment of full term profes
sors above given, let the trustees elect each year a small number
of short-term professors or lecturers, from among the most distin
guished in their several departments, in this or other states;
let no general rule as to term of service, number of lecturers or
compensation be laid down, but let such special agreement be
made between each person thus called and the trustees, as shall
best secure the object desired.
Let the professors thus selected be either persons who are
accepted as authorities regarding matters upon which they
discourse, or persons whose talents, acquirements and reputations
are of the highest. Let them deliver, each, a certain number of
lectures, representing in a form and style as nearly suited to their
audiences as possible, what they themselves, consider the highest
results, or a summary of the main results of their labors. Let
their course of lectures be fully announced in the public prints to
the country at large. The advantage of such an addition to the
regular means of instruction, are believed to be very great.
First, great good would doubtless result to the Resident Faculty.
The great difficulty with bodies of professors remote from great
cities, and centres of thought and action is, that they lose connec
tion with the world at large, save through books; they become
provincial in spirit ; they lose that enthusiasm which contact
with other leading minds in the same pursuits would arouse;
they “ breed in and in;” their whole range of thought becomes
inevitably narrow. But, under this system now proposed, there
would be a constant influx of light and life from the great centres
of thought and action. The resident professors would be thrown
into close relations at once, with the special professors thus called.
Their views would be enlarged, their efforts stimulated, their
whole life quickened.
Secondly, great good would result to students in regular attend
ance. A great difficulty among students assembled in college is
�17
a regularity in routine, a dullness, a listlessness, a want of enthu
siasm. The general result of this, as regards study, is that it is
done mechanically; that most of the scholarly work is poor in
quality and small in quantity. The general result as regards conduct, is that too often, in a spirit of reaction against this listless
ness, the energies which would do great things if directed to study,
are directed to dissipation. It is believed by your committee that
if these special professors were men of the greatest ability and
eminence, an enthusiasm might be aroused among the students in
regard to various departments of knowledge, which would direct
their energies mainly into channels of study and thought.
The objection has indeed been made that these special courses
might cause confusion and dissipation in the minds of the students.
It is believed, however, that this will be the result with compara
tively few students, and even with these but temporarily. It is
believed that in the great majority of cases, the enthusiasm created
will far outweigh in good effects any evil effects arising from the
disturbance of the regular routine.
Thirdly, great good would result to large portions of the pub
lic in general, which under ordinary circumstances would not avail
itself of the ordinary privileges of the University. It is believed
that such special courses of lectures by distinguished men would
attract large numbers of citizens for brief terms, resulting in good
to them and to society at large, by an immediate extension of the
activity of the University among the matured minds and men
already in active life.
Fourthly, great good would result to the University itself. It
would enable the University to make a division of labor, selecting
members of the Resident Faculty, for their energy and working
ability, selecting men who have a name to make and ability to
make it, and not selecting men for the resident professors—for the
hard work of the University—who have attained eminence and so
outlived their willingness to do hard work.
Again, it would greatly strengthen the University as to reputa
tion. Let there be widely published each year, in leading jour
nals, in addition to a meritorious Resident Faculty, a number of
special professors or lecturers, whose ability in research, or in
presenting the results of research, is acknowledged, and the insti
tution would arrive in a very short time at a height of reputation
which other institutions have failed to achieve during long years
of ordinary administration.
2
�Again, the system thus proposed would strengthen the Univer* sity by attracting great numbers of students. The same simple
reasoning which we have used to show that this system would
give the University efficiency and power, also shows that it would
draw great numbers of students.
Nor would such a result be merely gratifying to pride. There
is an educating force of no mean value in the presence of a very
large body of students—a means of education through large
acquaintance, and through wide observation of character—a stimu
lus to effort through emulation, which in a small group can hardly
be attained.
Character
of
Scholarship in Professors.
The question next arises, what manner of men shall these pro
fessors be?
To maintain the efficiency and reputation of the University, its
faculty must constantly keep in view two great objects: first,-the
discovery of truth; secondly, the diffusion of truth.
By a certain class of men deservedly in high repute, there has
been fostered a spirit which tends not to the undue exaltation of
the discovery of new truth in science, for that cannot be unduly
exalted, but to the undue depreciation of the diffusion of scientific
truth.
Your committee believe that in the selection of a faculty, neither
of these two great functions of every professor should be exalted
at the expense of the other. It is not doubted that in the largest
minds devoted to science, the power of discovering truth and the
power of imparting it, are almost invariably found together. Men
should be sought for the faculty who can go on discovering truth
and imparting it. But it should not be forgotten that in an insti
tution of learning, facility and power in imparting truth are even
more necessary than in discovering it.
Where can these Professors be Found?
Many persons of high standing have answered this question
much as follows: “Your endowment is large: select the greatest
men in this country and other countries. Have perhaps fewer
professors, but range the country through and take from the lead
ing institutions their leading men, the men who give standing to
science, literature and art in America. Have the best.”
Other persons thoughtfully considering this problem have ans
�19
wered the question in a very different way: “ Your endowment is
indeed large, but it has to cover an immense field. The most effi
cient men for professorships are by no means necessarily those
most frequently paraded in newspapers. Often a hard working
man, who has never arrived at more than a local reputation, or a
young man who has not arrived at any reputation at all, is practi
cally better than men whose reputation is made, and who have out
lived the necessity of hard thought and work.”
There are important elements of truth in both these responses;
but your committee would answer this question as follows:
The division of the instructing body into the three great classes
of resident, non-resident and special professors or lecturers, already
recommended, suggests a solution of the problem.
To bring the University to the highest standard in science, lite
rature and the arts, at once,—to get such general advantages as
come from distinguished men and great names,—have a careful
eye to the selection of special lecturers; secure men for courses of
twelve or fifteen or twenty lectures, who, while they could not at
any sum be engaged permanently, can be secured for so short a
term by liberal compensation and the display of a promising field
of labor.
If it be said that such instruction will be fragmentary and super
ficial, we answer, that we believe such an assertion to be a great
mistake. The greatest course of lectures ever delivered before
an University,—the one which remodeled the science of history,
and which is felt to-day in every historical treatise of repute, con
sisted of but fifteen lectures. We refer to Guizot’s renowned
lectures on civilization ; and there are multitudes of similar exam
ples.
But for the steady hard work of the regular resident faculty, it
would be vain to seek such eminent men. It would cost immense
sums to take even a few of them out of the high places into which
they have climbed ; to tear them from the associations of a life
time ; to take them from the midst of their assistants, and to put
them again into a fresh field to begin their life-work anew.
To take Agassiz permanently from Cambridge, we must outbid
the Emperor of the French, who has already offered the most
tempting prizes in vain.
To take Dana permanently from Yale, or Dwight or Lieber from
Columbia, Guyot from Princeton, or Park from Andover, would
require our whole income ; and it is even then doubtful whether
�20
these men would do our work well as resident professors, building
up a new institution.
The opinion of the committee is, that the better course for filling
the resident body is to find out the names and characteristics of
of the most promising young men, who, under these distinguished
professors, have already commenced a career. Select those who
have a name to make, and who can make it. We can thus secure
enthusiasm, energy, ambition, willingness to work, and without
paying enormous salaries.
We do not, indeed, advise making up the faculty entirely of
such young men. It would be judicious to select from the most
successful instructors in the existing schools and colleges, men of
more experience to give the faculty steadiness ; but as a rule, the
committee believe that for a time, at least, the University must
rely upon young men for the hard work in building up this great
benefaction to the State and Naticn.
General Culture
of
Professors.
But while the first thing to be sought in professors is ability to
discover truth and to impart it, there is another requirement of
hardly less importance—general good culture and manliness.
If, to secure some great genius in any special department, we
have to bear with some lack of general culture, we ought perhaps
to sacrifice the lower qualifications for the higher ; but nothing
short of such extreme necessity should lead us to place men of a
low grade, as to general culture, among young men whose habits
of thinking and living are just receiving the form and impress
which they are to bear during life.
This University must not only make scholars : it has a higher
duty ; it must make men—men manly, earnest, and of good gen
eral culture. We must not make the mistake so common in older
colleges—in selecting to govern and guide bright, high-spirited
young men, tutors who do not and cannot know anything of the
world and of what the world is thinking,—instructors who lead
students to associate learning with boorishness or clownishness.
We must make no man an instructor simply because he is poor or
pious or a “squatter” on the college domain. We must have
men who are what we would have our sons be, and we must have
them at any cost.
And here the committee desire to say, that for instruction in
modern languages, as a rule, our best course is to secure Amcri-
�21
cans. The slight advantage in correct accent possessed by an
instructor from a foreign country is almost always too dearly pur
chased by sacrifice of the qualities which ensure success in lectures
or recitations. This suggestion is not made, of course, in any
narrow spirit of dislike for men of foreign birth, but under the
certainty that teaching American young men by foreigners has
almost universally proved a failure, both as to instruction and
discipline.
Methods
of bringing the General Culture of
BEAR UPON THE STUDENTS.
Professors
to
One of the saddest deficiencies in existing colleges is want of
free intercourse, and even of acquaintance, between professors and
students. In most of the larger colleges the great mass of stu
dents know really nothing of either President or Professors. They
are generally strangers, or worse than strangers. They have met
in lecture rooms or recitation rooms, but they have met as natural
enemies. Their only conversation outside the lecture room has
been when the student made excuses, or the professor gave re
proofs ’ and in these the student is normally a culprit, and the
professor a detective.
It seems all the more strange that such want of intercourse
should exist under a system which deifies classic culture, when the
Athenian ideal of that culture was obtained by frank, full, genial
conversation between teacher and taught.
It seems all the more sad, when every reflecting man knows
that hearty, manly sympathy in studies and pursuits established
between a young man and a man of thought, learning, character
and experience, is worth more than all educational programmes
and machinery.
In excuse for this it is asserted that the number of students in
college classes is generally so large that professors cannot know
them. It is believed by your committee, that this difficulty is
by no means insuperable. It has from time to time been over
come at various large colleges, and it is worth our trouble to try
some experiments at least in bringing students within range of
the general culture of professors, and keeping them within it.
- It is therefore recommended that the duty of acquaintance and
social intercourse with students be impressed upon the faculty,
and that additions be made to professors’ salaries expressly as an
indemnity or provision for such social privileges to students. The
�22
same principle which has led wise governments to make extra
allowances to ambassadors, for the express purpose of keeping up
genial social relations with the people among whom they are sent,
is the basis of the experiment now suggested. The experiment
can be tried, either by moderate additions to salary or deductions
from rents of University houses.
It is also suggested that some provision be made for weekly or
fortnightly reunions of faculty and students ; that at an early day
pleasant rooms be allotted for that purpose, and that some small
expenditure be made to render such gatherings attractive and pro
fitable. Even if some little time is taken from the ordinary rou
tine, the experiment is well worth trying.
Relations
of
Professors to Each Other.
The committee desire to impress here an idea which they con
ceive most essential to the success of the University ; simply this :
The University will tolerate no feuds in the faculty.
It may seem strange that this should be alluded to ; but in view
of the fact that more than one American college has been ruined
by such feuds, and that very many have been crippled ; in view
of the cognate fact that the odium theologicum seems now outdone
by hates between scientific cliques and dogmas ; that as a rule it
is now impossible to secure an impartial opinion from one scien
tific man regarding another; and that these gentlemen, in their
jealousies and bickerings, are evidently only awaiting some one
with a spark of the Moliere genius to cover them before the country
with ridicule and contempt, we do not think that the Board is
likely to give too much importance to this.
We advise that in the common law of the University it be a
fundamental principle, that harmony and hearty co-operation in
the work here are far more essential than any one or any half
dozen professors, and that in case feuds and quarrels arise, every
professor concerned be at once requested to resign, unless the dis
turbing person can be identified beyond a reasonable doubt ; that
if ever a general want of harmony be observed, and a rapid adjust
ment is impossible, the Gordian knot be cut, and that all con
cerned be replaced by others who can work together. Better to
have science taught less brilliantly, than to have it rendered con
temptible.
�23
How shall Professors be Found ?
Various methods of securing the best mon have been resorted
to, in the institutions already established.
One method is, to give notice quietly that a position is vacant;
to receive testimonials regarding candidates, consisting of their
own statements and the written recommendations of their friends :
and to select the person whose recommendations are the most
numerous or laudatory.
We believe such a method wretchedly delusive. A sad sort of
common law obtains in our country, by which a candidate for any
place has a right to demand that his townsman, neighbor or friend
shall put his name to any statement necessary to secure an elec
tion. No man of recent experience can doubt that an immense
array of petitions could be obtained for the rebuilding of the
Tower of Babel, and that an immense array of testimonials could
be obtained, attesting the fitness of the most knavish contractor
to build it.
Considering this facility with which recommendations are ob
tained, they ought never to be considered final, though they ought
always to be demanded.
It should also be laid down at the outset, as a fundamental law,
that no testimonials are to have any weight, no matter how great
the abilities of the giver, except as they are statements upon im
portant qualifications from persons who are unquestionable authothorities upon these particular qualifications. It ought to be fully
understood that the vague testimony of the foremost lawyer in
the State, as to attainments in organic chemistry or microscopic
anatomy, or other branches of science in which the legal gentle
man is not an expert, pass with this Board as so much blank paper.
Another method sometimes resorted to in Great Britain is, to
advertise for candidates—stating duties, salary, with testimonials
or tests. This has some advantages ; but after correspondence
regarding this plan, with some leading men who have thought and
wrought much for higher education, we do not recommend it.
The only safe method would seem that, by committee or other
wise, we make investigations for ourselves ; to obtain confidential
statements as to the abilities of candidates—statements sud sigillo
confessionis from those who desire our success and the promotion
of the most worthy, and who can give us real information and not
conventional praise.
It has happened that the papers of candidates have been thus
�24
far referred to this committee, and so far as possible, in the
absence of full powers, we have acted upon the plan here sug
gested. We recommend that some existing committee or some
new committee be authorized to receive the testimonials of candi
dates ] to make the investigations required, and to report to the
Board at a very early day.
The Administering Body.
Thus far the committee have occupied themselves with the
Instructing Body. They now turn to the question of the Admin
istering Body.
The immediate administering or governing body, subject to the
trustees, is naturally, as regards discipline, details of instruction,
&c., the Faculty. At the head of the Faculty should stand a Pre
sident, and in so large an institution there are reasons why it might
be well to name a Vice-President. These, while taking part in
the instruction, should take the lead'in the administration. The
experience of all institutions of learning puts it beyond a doubt
that such headship is necessary. The single attempt to dispense
with it, is one of the most wretched failures in the educational
history of this country.
The committee recommend that there be elected at an early
day a President of the University.
Method
of
Administration.
The question now arises, how shall the government or adminis
tration by the Faculty be conducted ?
Two methods have been in existence :
First. The discipline of students, and, indeed, the great mass
of ordinary business of the institution, is committed to the Presi
dent. The Faculty, in this plan, merely, as a rule, present reports
and give advice, leaving the initiation of measures and the final
decision and action upon them, to the head of the instructing body,
This is the method practiced in many colleges of New England,
and generally, it is believed, in those of New York.
According to the other method, the Faculty occupy altogether
a different position. They are not merely advisors, but legisla
tors. They cannot throw the responsibility upon the head of the
institution; they must take part in it themselves. This is the
system adopted in a few of the American colleges, and, among
them, in the State University of Michigan.
�25
Your committee are decidedly in favor of the latter method.
They believe that to the looseness of method incident to the
former system, are due many of the difficulties which disgrace
Faculties, and much of the bad discipline which ruins students.
Your committee recommend, therefore, that in each department
of the University, the Faculty belonging to that department form
a legislative body, with sittings at regular and short intervals,
presided over by the President, Vice-President, or a Dean elected
for that purpose ; that rules of order be observed ; that in cases
of discipline, or conferring degrees, every resident and non-resi
dent professor have a vote, and that such vote be by ballot.
The committee recommend that the combined Faculty of the
whole University also have stated meetings at regular intervals not
greater than once a month, presided over by the President, VicePresident, or a President pro tempore, for the purpose of conduct
ing the general administration of the institution and memorializing
the trustees ; discussing general questions of educational policy ;
presenting papers upon special subjects in literature, science and
the arts ;—that this body be known as the Academic Senate ; that
its proceedings be conducted according to rules of order; that
every person engaged in instruction, whether resident professors,
non-resident professors, lecturers or instructors, have permission
to speak, but that the right of voting be confined to the resident,
non-resident professors, and to assistant professors representing
complete departments in which no professor is appointed.
Official Term
of
Professors.
As regards the term of office of professors, the committee ask
your attention to the following considerations :
The usual, in fact the universal plan hitherto has been, to elect
professors to serve indefinitely. The power of removal in such
cases remains in the trustees ; but practically it has been found
difficult to exercise it, even where there has been great reason for
it. In his work on University Education, Dr. Wayland alludes
to the great difficulty under the existing system of removing
incompetent or superannuated professors. It has been a great
difficulty. Hardly a college which has not suffered from retaining
men not sufficiently capable, because it required positive action to
remove them, which action no one wished to initiate.
On the other hand, it is a matter of difficulty to engage good
men for short terms of service in a Faculty. The acquirements
�of a professor are not like those of a lawyer or physician, whichs
if not appreciated in one town, can be exercised in the next. His
fields of labor are comparatively few, and he naturally hesitates
greatly to commit himself to the chance of being cast out in a few
years. He will be very likely, under such circumstances, to prefer
a place of less honor and more permanence. To overcome this
feeling, salaries would have to be much larger than under the
usual system.
Again : It is not improbable that such reelections might lead to
cabals and intrigue, thus distracting the institution, defiling it,
and thwarting the purposes of this provision.
The advantages of engaging professors for short terms are appa
rent. Incompetent men would easily drop out at the end of six
years, if not before. Such a system, too, would probably inspire
every member of the Faculty to constant exertion. It is a ques
tion, however, whether his exertion would be mainly directed to
retaining his professorship by energy in instruction, or energy in
intrigue.
Your committee are not prepared to make any recommendation
regarding the term of service of the Faculty, leaving it entirely
to the future discussions of the Board.
Salaries of Professors.
Another question arises, of much immediate importance, regard
ing the salaries of the Faculty.
Professors’ salaries in the United States vary greatly. The sala
ries at Columbia College are generally about four to five thousand
dollars per annum; at Brown University, Providence, they are
fixed at about twenty-five hundred dollars ; at Yale College, at
about twenty-three hundred dollars ; at Union College, at about
eighteen hundred to two thousand dollars ; at Hamilton College,
at about twelve hundred dollars ; at Hobart College, at about one
thousand to fourteen hundred dollars; at the University of
Michigan, at about seventeen hundred dollars.
Your committee would be glad to see their way clearly to a
recommendation that each professor be paid according to an agree
ment with the trustees, having in view the value of services ; but
practically, they fear, this would be a matter of great difficulty.
The main value of one professor consists in his earnestness ; of
another, in his quickness ; of another, in his eloquence; of ano
ther, in his reputation. The value of one professor is determined
�27
by many hours, every day, of hard labor; the value of another,
by a single hour, every day, of brilliant labor. To balance the
claims of these is very difficult. To do it at all, without arousing
jealousies which would be likely to interfere with the easy work
ing of the institution, your committee fear would be impossible.
The committee, however, recommend for trial, that grades of
salary be established for resident professors and assistant profess
ors, which grades, however, shall make no difference in the stand
ing of such professors or assistant professors. The grade shall be
determined in each case at the election of the professor, and the
grade may be raised at any time by a vote of the trustees, regard
being had to the amount and value of services rendered, or to the
experience of the persons rendering them. Tn this view, they
present the following
Schedule of Salaries.
I. Resident Professors.
x
1st grade_________________________ _____ ___ $2,250
2d grade........ . ............. . ..................... ..... ................. 2,000
3d grade____ __________ _________ ______ ___
1,750
II. Resident Assistant Professors.
1st grade........ . ..................... ............. ......................... $1,750
2d grade___________________________ _______
1,500
3d grade............ ........... ......... ................... ............... .. 1,200
4th grade_____________ _____ ______ _________
1,000
The compensation of the non-resident professors, special pro
fessors and lecturers should be arranged by special agreement in
each case.
In addition to the officers already named for administrative pur
poses, will be required a Steward, who should occupy an office'
upon the grounds, keep close watch of the grounds and buildings,
superintend repairs, present certificates, receive dues, keep books,
etc., etc. His salary also should be matter of agreement.
Modification
in the
Official Term of Trustees.
In considering the arrangement of the governing body, the com
mittee cannot forbear to make a suggestion as to a modification of
the present charter. By that, the Board of Trustees are a selfperpetuating body; each trustee elected for life, and the whole
body form a close corporation. None can deny that while such
�28
an organization lias advantages as regards stability, it has disad
vantages as regards progress and activity. Your committee be
lieve that the history of great educational institutions, when fully
written, will show that this method of electing trustees is the
great cause why institutions of learning have so often been
dragged on behind the age, instead of being recognized as leaders
of the age. We are not prepared to present in all its details a
plan for the change desired ; but we recommend that as soon as it
shall be deemed expedient, some legislation be had by which the
term of office for trustees shall be six years; that the elected
trustees be classified by lot, and that a certain number of trustees
be elected each year. The committee would suggest that each
year, three new members be elected into the Board by the trus
tees, to take the places of three who annually leave it. They
recommend that this continue until such time as the graduates of
the University shall number one hundred ; that thereafter two
persons be elected annually into the Board by the Trustees, and
one be elected by the graduates. They also recommend that the
elections of the Board of Trustees be conducted in every case by
ballot, and that it require a two-thirds vote of the electing body
to re-elect a former trustee.
The advantages of this plan in general are evident. First, it
secures an influx of new life into the Board. Secondly, it does
this without any jar or disturbance of harmony. - Thirdly, it
recognizes the fact that the alumni of the institution never lose
their vital connection with it. Fourthly, it prompts every alumnus
to maintain a deep interest in the institution.
The committee recommend that by the same legislation, the
number of absences from meetings of the Board allowed by the
Revised Statutes, be diminished. It is surely not too much to ask
that men having the honor of a position in a Board of Trustees
like this, should discharge the duties, or that if they cannot dis
charge them, they give place to those who can. On a full attend
ance upon the meetings of the Board, depends in a great measuie
the success of this noble enterprise.
The Equipment
and
Illustrative Collections.
The next point to which the committee would call attention, is
the Equipment.
For the department of Agriculture there are two sorts of equip
ments. First, some farm buildings and tools are necessary at an
�29
/
early day to meet the demands of simple practical instruction.
Secondly, to give the department the character and efficiency it
deserves, there must be begun and carried on as rapidly as pos
sible, a Museum of Agriculture, embracing collections of imple
ments, productions, and matters generally relating to the depart
ment, in character similar to the State Agricultural collection at
Albany.
In the department of the Mechanic Arts, your committee believe
that the order of equipment needed is exactly the reverse; that
whereas in the Agricultural department an experimental farm is
first needed and the illustrative collection is secondary, in the
department of Mechanics the illustrative collection is first needed,
and the model workshop is secondary.
The reasons for this belief are as follows:
For the experiments in agriculture one farm is sufficient; the
main outlines of procedure in practical culture and experiments
are simple ; a small range of implements is sufficient for the whole
work.
To cover an equally extensive field in the mechanic arts would
necessitate a very great number of shops, with scores of processes
entirely dissimilar, with an immense range of machines and tools.
In agriculture one field will answer for nearly all the different
processes and experiments ; in mechanics, as a rule, one workshop
will only answer for each single branch to which it is devoted.
But, in addition to this great difference between the two depart
ments, in the ease of simple instruction in elementary practice,
your committee conceive there is a radical difference between the
necessities of the two departments. Scientific agriculture depends
largely on experiments. Whatever may be the results of strictly
scientific deductions, these results are not to be accepted until
experiment has proved them useful. Thus, agricultural chemistry
alone,, as a science coming out of the laboratory, is inadequate.
Its results must be submitted to practice on the farm. In actual
practice a great number of elements constantly arise to disturb
theoretical results.
In the department of Mechanic Arts, on the other hand, the
results of strict scientific investigation are seldom modified by
practice. Every calculation given by mathematical theory will be
found to work in practice.
In machines, theoretical calculations of power, modified by cal
culations of friction will, as a general rule, express practical
�30
results. There is, then, no such need of experimental workshops
in this department as of experimental farms in the other.
There are other reasons which might be adduced, but the com
mittee would pass them, and recommend at an early day that there
be commenced in this department a general collection, embracing
drawings, casts, sectional and working models, in general character
like the “Conservatory of Arts and Trades” at Paris.
They also recommend that the Board take into consideration the
establishment of a workshop, where young men may be employed
in making sundry implements and machines for the agricultural
department, and models for the collections illustrating various
other departments.
In the department of Engineering, collections are necessary of
drawings, engravings, models, casts, &c., in general scope like
that at Union College ; and among these the committee recom
mend at an early day, in the department of Mathematics, the
acquisition of a collection of the Olivier models, similar to those
at the Paris Conservatory, and at Union, Harvard and Columbia
Colleges, and at the Military Academy at West Point.
In the division of Science, Literature, and the Arts in general,
various collections are necessary. Of these, collections in Geology.
Mineralogy, Zoology, Comparative Anatomy and Botany, are those
most immediately needed. The University, by the munificence
of its founder, possesses already one of the finest collections extant
in Geology, only needing small additions in Lithology to make it
sufficient. It is here submitted that much might be done in build
ing up the collections, by employing active students in the work
of collecting specimens most accessible, and in conducting ex
changes. At the same time it will probably be advantageous to
keep watch of the collections which are from time to time offered
for sale in this country and in Europe, and thus secure, at comparativelv small cost, such collections as the Ward collection at
Rochester; the Lederer collection at Ann Arbor, and the Gibbs
collection at New Haven.
Philosophical Apparatus.
Another very important part of the equipment of any institution
of a high class is its collection of Philosophical Apparatus. It
is undoubtedly true that a skillful professor, with little apparatus,
is better than a bungler with much ; yet as it is our ambition to
have not only the best instructors, but also the best means of illus
�31
tration, it is our duty to look carefully to this portion of the
equipment, and to decide upon a policy regarding it.
The committee believe that the trustees should make every effort
to have the best; and that our policy should be two-fold : First,
the professors in the department of General Chemistry, Physics,
and kindred departments, should be furnished with the means of
illustrating the latest results of research and initiating new re
searches. Secondly, they should have the means of publicly illus
trating these brilliantly. We therefore hope to see, at an early
day, in the collections of the University, such comparatively rare
pieces of apparatus as that of Bianchi or Thilorier for the solidi
fication of carbonic acid ; the English apparatus for the direct
generation on a large scale of electricity from steam; the Boston
modification of Ruhmkorf’s coil for presenting on a large scale the
effects of electricity induced by the Galvanic current; the new
French apparatus for experimenting upon light; and in general
those aids to instruction and illustration proper to an institution
which we hope to place among the first of this country.
The earlier the philosophical apparatus is put on this footing,
the better; and while the committee do not urge an immediate
outlay sufficient to compass all that these departments should con
tain, they earnestly recommend at an early day a liberal expendi
ture toward a worthy beginning.
Collections Illustrative
of
Art.
The University can never attain to the proportions we hope for
it, without some collections illustrative of the great Arts of Architecture, Sculpture and Painting.
While galleries of statues and paintings by artists just now in
fashion, are too expensive to be thought of, art-collections of far
greater educational value can be formed at an outlay compara
tively trifling.
The collections of casts at the German University at Bonn, and
in the institutions at Boston, Ann Arbor and Toronto • the collec
tions of photographs and medallions illustrating architecture and
sculpture, and the collection of engravings illustrating the History
of Painting, now forming at the University of Michigan, furnish
examples of the equipment which ought ere long to be given to
this department.
�32
The Observatory.
In the ordinary working of an ordinary college, an observatory
can be dispensed with. But when an institution is to be made a
centre for men of the highest intellect,—when it is sought to in
crease knowledge,—when the aim is to bring every appliance to
bear in revealing the power of God and in developing the power
of man,—those in charge will naturally think of the establishment
of an observatory. So it has been almost without exception in
the great universities of the old world. So it has been at Har
vard College, at Yale, at the, University of Michigan, at the Uni
versity at Chicago, at the University of Alabama, at Hamilton Col
lege, and at Vassar College, in our own country.
It may be said that an observatory gives no part of what is
known as practical instruction. Even if it did not, the investi
gations which it aids are so noble, that the most severely practical
men have always held them in honor. But every man at all ac
quainted with higher education, will declare that the observatory
does promote practical education. From the observatories have
come some of the most practical benefactois of the race, and among
them, Newton, LaPlace, Lalande, Oersted, Arago, Mitchell. No
observatory was ever planned in a collegiate town, without stimu
lating greatly the study of the exact sciences, and thus promoting
progress and achievement in the departments where the exact
sciences bear practically upon the welfare of mankind.
We are sure that all the trustees join in our hope to see, at no
distant day, standing upon our grounds, an observatory which
shall be an honor to the State and Nation. No better gift could
be made by any of our wealthy citizens, and no nobler monument
could be reared by those who long to live in the memories of their
fellow men.
The cost of a suitable observatory varies. To erect a building
and place in it a telescope, meridian circle, astronomical clock, and
chronograph, wrould cost from forty thousand to eighty thousand
dollars, according to the size and perfection of the instruments.
The committee urge that this part of the equipment be not lost
sight of, though at present they do not recommend any applica
tion of funds for it.
�33
The Library.
The part of the equipment to which the committee would call
attention, finally, is the library. It is the culmination of all
touching all departments—meeting the needs of teachers and
taught. In it all Sciences and Arts meet; from it they draw a
vast part of their sustenance. We believe that, from the first, the
building up of a library suited to the wants of the institution, and
worthy of its aims, should be steadily kept in view. A large
library is absolutely necessary to the efficiency of the various de
partments. Without it, our men of the highest ability will be
frequently plodding in old circles and stumbling into old errors.
Say what we may of the necessity of original investigation, the
fact remains that science has never made great achievements save
when its votaries have had a plentiful supply of books wherein
to find necessary information and hints as to studies and investiga
tions. The history of the progress of modern science is the history
of development and accretion—development out of previous
thought and work—accretion upon previous thought and work.
The great progress in modern science is, to a very small degree,
the result of the original investigations of men removed from
access to the recorded labors of their predecessors.
This is the case with every science. To attempt either -of the
great functions of an university—the discovery of truth, or the
diffusion of truth, regarding the two main branches of our in
struction, Agriculture and Mechanics—without a liberal library,
would be to cripple these departments ; and to continue instruc
tion long in the departments generally without an ample library,
would be a farce, were it not so sad to see a body of professors,
ambitious to render services to science and to the institutions with
which they are connected, crippled by want of books.
What should be the character of the books ? It has been su<rgested that a library should be of the newest and best; that it
need only present the latest works as embodying the highest
results of thought. There is a germ of truth in this, which ought
to be borne in mind ; yet it should not be forgotten that there is
not a science or an art in which there are not some old investio-ations never superseded or surpassed.
There are multitudes of old works which must be within reach,
in order to an understanding of almost any science or art. The
general rule is, that a worthy library should possess the works of
every man who has made his mark in literature, science or the
3
�arts. This is true of different sciences and arts in different de
grees, but it is sufficiently true even of the most recent sciences
and arts, to show that no talk about old books and musty tomes
should for a moment delude us.
How should these books be obtained ?
Three methods suggest themselves : First, the different mem
bers of the Faculty might present lists of works in their several
departments, with indication of those most needed, and after a
collation of these lists by a committee, and a classification accord
ing to comparative necessity, purchases might be made from year
to year. This is an approved practical method, and is recom
mended.
But this does not cover the whole want of the institution. There
must be a reserved force of books. Very often a book necessary
to the success of an important investigation is not thought of until
the moment it is wanted. Very often a professor of great acquire
ments does not know where to find the record of an experiment;
and that hint at a method or fact of immense value to him, he
must seek in a full collection of works in his department, many
of which he would not think of naming as those most immediately
necessary.
The successful use of recent books, too, necessitates a large col
lection of those partially superseded. Partial quotations must
often be known wholly; doubtful quotations must often be verified.
A collection is needed as a centre to which men in all grades in
every kind of investigation may gather.
This can only be obtained by other methods. One of these is,
to take the catalogues of leading publishers and booksellers, and
having marked their valuable works, receive proposals for their
purchase. This is often a useful way, and is also recommended.
Another method of use in beginning a library, is the purchase
wholly, or in part, of carefully gathered special collections of
private individuals. Thus the University of Rochester purchased
the Neander Library, and Yale College the Thilo Library.
When and how can this be done ? Not in this country to any
extent, for nowhere in the world are valuable books sought so
eagerly and held so tenaciously. It is in foreign cities, and espe
cially in London, that collections of works in every department,
made by the most distinguished scholars, are brought under the
hammer of the auctioneer. Hardly a number of the London
Atheneeum is issued without advertisements of such collections.
�35
Within a very few years, the private library of Buckle, so full in
all its departments ; the private library of Lord Macaulay, con
taining vast stores in English history; the library of Humboldt,
containing the accumulations of his life ; and scores of others even
more important, have been thus broken up in the London market.
Your committee find that the prices of books thus disposed of
in mass are very low, except in the case of rarities competed for by
bibliomaniacs, and these are the very things for which the Univer
sity cares little or nothing. The solid material of a large library
*—the standard authorities and works of reference—the sets of
lieviews, periodicals and Journals of Societies, with few excep
tions, go at low prices. The committee are assured by one of its
members, who has himself frequented, and bought largely in these
sales, that collections of vast value, selected during a lifetime by
the most eminent scholars in various branched, and enriched often
with their notes, references and corrections, are constantly sold at
prices astonishingly low.
The committee, therefore, without recommending any hasty
action, would suggest that an eye be kept upon these frequent
sales, and that at the earliest convenient season an attempt be
made to avail ourselves of them.
It is also recommended that steps be taken to obtain for the
library certain valuable works published by foreign governments;
such as the wonderful Monographs upon the European Rural Popu
lation, by LePlay, published by the French government; and,
above all, in the department of Industrial Mechanics, the great
series of Patent Reports published by the English government,
copies of which are in the State Library at Albany, in the Astor
Library at New York, and in the Public Library at Boston. It
is believed that a copy can be obtained ot the English government
at the mere cost of mounting the plates and binding the several
volumes. A more valuable and appropriate work for that depart
ment could hardly be designated.
Preparation
of a
Code for
the
University.
To this committee was entrusted the preparation of a code of
laws for the government of the University. A large collection
of the statutes of different colleges has been made, but at the out
set a question meets us : What shall be the theory of discipline in
the institution ? Shall it be after the military pattern ; shall it be
the oidinaiy collegiate discipline which has been in part inherited
�36
from England ; shall it be an adaptation of the free university
system of continental Europe, where comparatively little is done
by college police, and much is left to the students themselves ? It
will be seen at once that this question must be decided before any
body of statutes is framed; for the radical difference between
these fundamental systems involves an entire difference between
the codes which express them. The first, the military system, has
undoubted advantages. It puts all students upon an equality in
mere outward advantages of dress, style and living ; it subjects
students to a more perfect control; it gives from among the stu
dents, officers to aid in enforcing rigid discipline. On the other
hand, the uniformity in dress, which is admired by some as con
tributing to equality, deprives the professor of one of his best
means of knowing who are before him in the lecture room,—how
he shall deal with individuals, and what allowances are to be made.
None acquainted with the best American colleges, will hesitate to
declare that, as a rule, no student loses anything among his pro
fessors or his fellow students, by clothing indicating poverty
and frugality. It is only in after life that this makes an impor
tant difference. In no community on earth is man estimated so
exactly by what is supposed to be his real worth, as in a commu
nity of college students. No collections of men were ever more
democratic. The rigid military government, it is believed, could
not possibly be applied to the whole University: for, by the fun
damental theory of the institution, there will be students of a great
number of different grades,—some attending merely courses of
lectures for a single season; some in regular courses of several
years ; some men not far from middle age ; some far below their
majority • some residing in the college building; some residing
in the town. While, therefore, military instruction must always
form part of the courses, it is not recommended that the govern
ment be military, except, perhaps, in some single departments,
where efficiency may be promoted by military forms.
As to the next system, the ordinary collegiate plan, although
to a certain extent it may have to be adopted on account of our
partial resort to dormitories, yet the system as a finality is not
favored by the committee.
The system of university freedom of government is believed by
the committee to be our best government. In this system laws
are few but speedily executed, and the University is regarded
neither as an asylum nor a reform school. Much is trusted to the
�manliness of the students. The attempt is to teach the students
to govern themselves, and to cultivate acquaintance and confidence
between Faculty and students. This the committee believe is pos
sible. They believe that by rigid execution of a few disciplinary
laws • by promotion of pleasant, extra-official intercourse between
teachers and taught, in ways hereafter to be specified ■ by placing
professors over students, not as police, but as a body of friends,
this government may be made to work better than any other. The
boundaries between government of students by university autho
rities and government by town authorities, will be discussed else
where.
The committee will, on a future day, recommend a simple pledge
and ceremony of matriculation, having in view self-governmenf by
the students.
Having thus given a basis for a code, we think it best to defer
details until a future report. The necessity for by-laws is not im
mediate, and much light can, it is believed, be gained from the
Faculty about to be chosen.
Remunerative Manual Labor
by
Students.
One of the most interesting questions which arises in the estab
lishment of our departments of Agriculture and the Mechanic Arts,
regards the experiment of employing students at manual labor
during a portion of the day.
The argument generally used of late against this experiment is,
that it has been tried several times unsuccessfully.
This argument would have more force were it shown that the
institutions where the manual labor system has failed, have had
the means of trying the experiments fully and fairly. It is be
lieved that such has not been the case, and that our country has
seen no institution having such ample means of trying this experi
ment as has the Cornell University. Nor is it true, as is often
loosely stated, that this experiment has uniformly failed. The
reports of the State Agricultural College of Michigan, at Lansing,
show that its success there, if not brilliant, is substantial. Several
young men have supported themselves entirely, paying their fee
of tuition, room rent, board, fuel, washing, clothing, books and
traveling expenses out of their earnings upon the college pro
perty ; and a very large number in the same way have paid their
expenses partially.
Your committee are satisfied that the University ought to try
�38
this experiment. We are not, however, prepared to recommend
that every student in the University be required to do a certain
amount of manual labor. This we think would impose fetters
upon the student body, very dangerous to that character of
breadth and freedom which we hope to establish.
If, as is certain to be frequently the case, a student advanced
in years considerably beyond the usual student age, and who
already has labored and accumulated means to defray his expenses,
presents himself and wishes, in the shortest time possible, to tit
himself for a place as engineer, superintendent of chemical works,
or scientific miner, it would seem doubtful policy to force him
to give those hours which he desires to crowd with study, to
manual labor in which he has had full experience, and remunera
tion which he does not need.
True, it is often urged that the student can do more and better
mental work, with deduction of two or three hours of physical
labor, than without it. Though not one man in a million among
men at large acts upon this belief, it may be so among students.
But, until this theory proves itself by practice, we believe that it
would be a great mistake to attempt to place the entire University
rigidly upon this basis. When, in our progress here, this theory
shall be substantiated, there will be ample opportunity to enforce
this system in all the departments.
Again : Your committee are by no means certain that physical
labor among young men can be made to take wholly the place of
athletic sports and gymnastic exercises in giving restoration from
mental labor. Even if it keep up bodily strength, it seems hardly
possible that the minds of young men could be kept fresh, elastic
and energetic, when the only relief from tension is the change
from one form of labor to another.
We understand that even in manual labor schools it has been
found necessary to give some time to free, manly sports and games.
But there is one practical objection which will doubtless be
conclusive, even if theoretical objections are not.
If any such number of students as we expect, enter the Univer
sity, we could not provide labor for all of them.
The State University of Michigan, with far less attractions than
we hope to present, has fifteen hundred (1500) students. At two
hours a day of manual labor by each student,—and this is an hour
less than the usual allowance,—granting that the different divi
sions of working students succeed each other with perfect preci
�39
sion, one corps taking up the tools the instant the previous corps
throws them down, there would be a constant force to be profitably
employed and paid, equivalent to three hundred (300) laborers,
and the University cannot employ any such force with profit for
any long time.
But while we do not recommend general compulsory labor, we
are in favor of organizing corps of laboring students, and holding
out every inducement to join them ; and we are not prepared to
say that it may not be necessary to require manual labor from all
the students in some special departments.
We believe that a system of manual labor, rightly organized,
will work to the mutual advantage of the University and the stu
dents. There is a large amount of labor required at once upon
the ornamental grounds and the farm. There are trees to be
felled, roads and paths to be cut, depressions to be filled, eleva
tions to be graded down. There will be much work requiring
mere physical ability, and there will be much requiring the scien
tific guidance of the Professors of Agriculture, of LandscapeGardening and Engineering.
It will also be of use to the students in their muscular develop
ment, and we believe can be made to give substantial aid to many
pecuniarily.
Physical Culture.
Many plans of education have given goodly place to Physical
Culture in theory ; very few have given any adequate place to it
in practice.
No mistake could be more unfortunate. Better the mere rudi
ments of knowledge with a body sound, firm and strong, than the
best culture of the schools with a body permanently emaciated and
debilitated.
It is one of the strange things in the history of education, that
American votaries of classical scholarship have been so neglectful
of that bodily culture which, in the ancient civilization they justly
honor, was the main culture.
We cannot insist upon this part of an education too strongly.
As long as highly educated men are dyspeptics, so long will they
be deprived of their supremacy in society by uneducated eupevand so it ought to be.
We recommend: First, that in all, except the Optional Course,
attendance be required on a plain series of lectures upon Anatomy,
Physiology and Hygiene.
�40
Secondly, that there be provided, at the opening of the Univer
sity, a well-equipped Gymnasium, and that training in it, or equi
valent training in manual labor or exercises in the open air, be
obligatory upon all.
Thirdly, that an instructor in Gymnastics be appointed, who
shall conduct exercises at the gymnasium under some careful pro
gressive system, with as much regularity and under as stringent
rules regarding attendance and decorum, as are observed in any
college exercise whatever.
Fourthly, that in arranging hours for study, recitations or lec
tures, physical training be regarded as equally entitled to conside
ration with mental training, and that a regular and sufficient time
be always allowed for that purpose.
Fifthly, that grounds be set apart for the national game of base
ball, and that the formation of clubs be encouraged; also that
encouragement be given to the formation of clubs for boating upon
Lake Cayuga.
Sixthly, that the experiment be tried of framing an university
statute to the effect that deterioration in physical culture will be
held in the same category with want of progress in mental cul
ture, and that either will subject the delinquent to deprivation of
university privileges.
Seventhly, in view of the importance and practical novelty of
this whole subject, it is recommended that to the regular standing
committees of the Board of Trustees there be added a “ Committee
upon Physical Culture.”
Military Education.
It is recommended that the requirements of the congressional
law be met by careful provisions for teaching Military Engineer
ing and Tactics, and that the Board of Trustees at an early day
adopt some plan for encouraging military drill, or for making it
obligatory.
Actual Commencement of Instruction.
4
The committee would also report as to the actual commencement of instruction,—the practical beginning of general university
operations.
A sufficient number of professors having been secured, it is
recommended that at least three (3) months before the opening
of the University, an advertisement be inserted in papers of wide
�41
circulation, stating concisely the day when the examinations for
admissions begin, the courses of instruction, the professors and
their departments, the charges for instruction, the approximate
charges for board and lodging, the number and character of free
Scholarships, the duties of school commissioners in examining can
didates for them under the charter, and the names of persons to
■whom applications may be made for further details.
The University Year.
It is recommended that there be two terms in the University
year ; the first commencing on the second Thursday of September
and ending on the third week-day preceding Christmas ; the
second term commencing on the third week-day following New
Year’s day, and ending upon the third Thursday in June, when
shall be held the annual Commencement.
In order, however, to commemorate an event which the insti
tution ought ever to hold in remembrance, and, incidentally, to
give some intermission in the second term, which is much longer
than the first, it is recommended that the ordinary exercises be
Suspended on the fourteenth day of May, the day wThen the act
incorporating the University was passed, and that that day be
forever known as Founder’s Day, and that exercises be then held
expressive of gratitude to the benefactors of the University, and
to renew the memory of their benefactions.
It is recommended that some inaugural exercises be held at or
near the beginning of the first term.
Fees.
In nothing do American institutions of learning vary more than
in the fees required of students. At Yale College the charges
are as follows :
For tuition .................
$45
rent and care of one-half* room, average_________ 20
expenses of public rooms, repairs, &c._______ ___ 10
use of gymnasium_____ ______ _________ ____
4
society tax________________ ____ ____
g
Besides these, there are charges at graduation amounting to
average price of board, $5.50.
I11 the Massachusetts Institute of' Technology, at Boston, the
�42
fees in the first year arc $100; second year, $125; third and
fourth, $150 each.
At Harvard College the fees are as follows :
Instruction, library and lecture rooms, and gymnasium___ $104
Rent and care of room, &c._________________________
28
Special repairs_________ _______ ______________ ____
1
$133
Board is said to range from $4.50 to $7 per week.
In the Lawrence Scientific School, at Cambridge, the student
taking the courses of chemistry, engineering, botany, &c., pays in
regular fees each year, from $250 to $300.
In the Cambridge School of Mines, the fees are, for the first
year, $150, and $200 for each succeeding year.
At the State University of Michigan, by the catalogue of 1866,
any student from without the State pays a matriculation fee of
$20, and an annual fee of $-5.
At Dartmouth College, tuition in the Scientific School is, per
annum, $36 in the third and fourth, and $42 per annum in the
first and second years. In the College proper, the fees are :
For tuition.........................
$51
room rent from $6 to------------- ----------------------- 12
$57 to $63
At Hamilton College the tuition is .................
$45
Room rent........ ............
9
Sweeping and contingencies--------------- ------------------ 21
$75
At the State Agricultural College of Michigan, at Lansing,
tuition to students from that State is free, but from all other
States, per annum, $20 ; room rent, $4 ; matriculation fee, $5.
From this great diversity no rule can be deduced. After con
sideration, the committee, although there are one hundred and
twenty-eight (128) free scholarships already provided by law, and
although it is believed that instruction of the very best kind will
be furnished, have concluded to suggest that the charges for the
first year be very low, and they present the following schedule :
Matriculation fee------------------ --------------------------- - $15
Annual fees at $10 per term........................................... 20
$35
�43
For room rent they have based their calculations upon the per
centage which the dormitories ought to contribute upon the outlay
for them, arranging the rents so as to give a return of seven (7)
per cent per annum. The rent of a full suite of rooms in the main
building would be 55 cents, 73 cents, 109 cents per week for each
student, according as they have four, three or two occupants.
Arranging rents so as to bring a return of four per cent per
annum, the charges would be 32 cents, 42 cents, 63 cents per
week, according as the suites of rooms are occupied by four, three
or two persons.
But it is not expected that any large number of the students
can be accommodated in the University dormitories. There are
provided in the first building, accommodations for from sixtv-four
to one hundred and twenty-eight students. But it is believed
that these will fall short of the accommodations required.
It is not doubted that the citizens of Ithaca will do their utmost,
even subjecting themselves to inconvenience, in providing rooms
for students. And it is believed that they will do this at the
lowest terms possible ; for nothing could be more unfortunate for
the town and University than at the outset to have the impression
gain ground that student lodgings in Ithaca are costly.
Board.
In regard to board, the committee are decidedly .of the opinion
that the trustees should have nothing to do with furnishing it,
unless events force them to do so. For this the citizens of Ithaca
must be relied upon entirely. The same necessity for liberal
treatment and low prices obtains in regard to board as in regard
to lodgings. And in view of the great importance of a right
beginning in this matter, it is recommended that the President of
the Board designate a committee of the citizens of Ithaca, who
shall bring the matter before their fellow citizens and obtain assur
ances which shall enable the trustees in their first announcement
to offer, with the other attractions of the institution, the very
decided one of cheap rates of lodgings and board.
The same citizen’s committee should also be relied upon to fur
nish the University steward with names of persons willing to
accommodate students, and with lists of prices, so as to provide
at once for students on their arrival.
If, however, such appeal be unsuccessful, which is not believed
possible, it is recommended that the executive committee be em
�44
powered to lease in the town, or erect upon the college grounds,
a dining hall and kitchen, with the full understanding, however,
that the University shall not undertake to manage it further than
to lease it to the students. The students thus leasing it, shall
choose their own stewards, employ their own servants, purchase
their own provisions, and manage it in their own way, except that
the trustees may vote to advance money to the clubs thus formed,
to purchase leading articles of supply at wholesale, according to
the system recently established in the Yale College dining clubs ;
and the University authorities shall take measures, in case of need,
to preserve general decency and order.
Fuel.
It is strongly recommended that the University purchase fuel
at wholesale, to be retailed to the students at cost. This plan is
found to work beneficially at Yale, Harvard and many other
colleges.
The Dormitory System.
Two radically different ideas as to the function of an Univer
sity have produced two different systems of lodging students and
of supervision of them while not engaged in public exercises.
Under the first, the student is lodged in a dormitory and kept,
or rather supposed to be kept, under surveillance of the Univer
sity authorities. Under the second, lodging and any other than
general surveillance are looked upon as outside the proper
function of an University, and the student left to make arrange
ment for his lodging as any other person coming for a time into
the town would do, subject to certain general regulations by the
University. Care of him as a citizen is left to the town authori
ties ■ care of him as a member of a family, to the household with
which he is lodged—the University, of course, reserving the right
to inflict penalties for offences against University common law and
statutes.
The committee believe the latter system the more sound in
theory and the more satisfactory in practice. Large bodies of
students collected in dormitories often arrive at a degree of tur
bulence which small parties, gathered in the houses of citizens,
seldom if ever reach. No private citizen, who lets rooms in his
own house to four or six students, would tolerate for an hour the
anarchy which most tutors in charge of college dormitories are
compelled to overlook.
�45
But even were the discipline of dormitories thoroughly en
forced; the system tends to put the professorial corps in the atti
tude of policemen. And the situation is made all the worse by
the fact that the professor is armed with no authority under the
law of the land, and so comes to be regarded not even as a police
man, but as a spy—not as a judge, but as an inquisitor. Nothing
could be more fatal to hearty, kindly relations between teachers
and taught.
The dormitory system, as it has existed at Oxford and Cam
bridge, has been carried out logically in the construction of quad
rangles—great enclosures from which egress at unsuitable hours
is supposed to be rendered difficult, and in which good order can
be more easily maintained. That even this most costly plan has
failed every one knows, who has at all looked into the subject;
blit even the poor merit of the English system seems wanting
among ns,
The reasons for adopting even temporarily any modification of
the dormitory system in a new institution like ours, are two :
First, the necessity of some check upon persons disposed to ask
too large a price for student lodgings. Secondly, the necessity
of observations, experiments and work upon the college land by
large numbers of students. Of these reasons the first weighs
little ; the second, it is hoped, will weigh less and less as the
village of Ithaca is extended nearer and nearer to the University
domain ;—but they have been strong enough to induce the Board
of Trustees to erect a dormitory in which are provided tasteful
and well-ventilated study and sleeping rooms for from sixty-four
to ninety-six students. It is believed that no better accommoda
tions are afforded in any college within the United States.
It is recommended, however, that at the outset the policy of
tbe trustees be declared to be in favor of making residence in the
college buildings a reward of good work and conduct, and that
good order in every student hall be entrusted to the self-govern
ing powers of the students residing in it, with a full understanding
that the University authorities will enter into no inquisitorial pro
cess to discover the authors of disorder, but that if the tenants are
not able to maintain good order, they must give place en masse
to those who can. If this does not accomplish the purpose, the
hall should be closed altogether.
It is hoped that ere many years accommodations for students
may be mainly provided among citizens residing in neat, tidy
�46
dwellings bordering upon the University property. In these a|
kindly, restraining family influence would be exercised upon stu-|nja^|ofi(|#1 1
dents, never found in the prevalent poor imitation of the EnglisMaH^ifeEW
semi-monastic system.
1
The committee are decidedly opposed to any large adoption ofl
a dormitory system.
Relations between the Cornell University and other Insti-I
tutions of Learning in the State.
It is believed that the institution now to be founded can be
brought into perfect harmony with the sister institutions of the hl
State, While we hope for large numbers of students, it is highly fmmiQi,
4-1------------------ K---------- . .U„
-ly
[ij
improbable that the number at the .a.._ collegeswill 1be any M*
other
smaller than at present. Facilities for education, like facilities'!
for travel, increase the number of those using them. In this great,
commonwealth of four million souls, there is work for all.
.[Ji
So far from injuring the existing colleges, it is hoped that we s*'
can benefit them in one way at least most gratifying to their officers. In the Faculties of these colleges are some of the best^W Wp
minds in the country—some of the noblest men.' They are to-dayj
almost without exception, kept upon salaries wretchedly inadequate, and to a number of students far less than ought to enjdJ^MjW^W
the benefit of their teachings.
By our plan of Non-resident Professors, we can avail ourselvew
of the talents of these men—can give them a larger field and
newer, and can add to their salaries sums which will enable them |i
to work more freely in the colleges with which they are immediately connected. This plan also offers an incentive to every active
professor in every college, to distinguish himself as an investigatoiwO^bsfci
or instructor in some department, and thus will benefit science amH
education at large.
•
a
Relations
of the
a
University with the School System of the !
State.
The provisions of the charter of the Cornell University show k
that its promoters recognized the necessity of a vital connection
with the school system of the State. As that system is the sulm
stratum of all we hope to build, it cannot be left out of sight. It
ought never to be forgotten that we arc to draw life from it, and
that we must return life into it. No scholastic traditions should jWfemi.-fi
lead us to slight or undervalue this relation. It will be a greatj
�47
honor to us if we knit our work as an esteemed part, into the fabric
of education for a commonwealth of four millions of people.
Pains have been taken to establish a relation such as has never
existed between the system and any existing college. The Super
intendent of Public Instruction is ex officio a trustee, and thus
forms a vital link in the connection. The provision in the act of
incorporation regarding the choice of students to scholarships in
the different assembly districts, brings us directly into relations
with the whole body of school commissioners throughout the
State. Our labor should be to strengthen the ties thus established.
Entering heartily into this vast educational work, so cherished by
the people of this State, we are strong—holding ourselves aloof
from it, we are weak indeed.
irrnt
-»q
fonii
arm!
>" 9flt
itav<
iufeH
A Special Test in our Work.
In the arrangement of departments and in provision for them,
there is one test very simple and very effectual—the original Law
of Congress. That law we must neither wrest nor warp. We
f^iica must satisfy its requirements without mental reservation. We
must never lose sight of that great body of men to whose mental
needs the act makes special reference, and of whom it speaks as
the “ industrial classes.’7
ff. p The munificence of our founder does, indeed, enable us to add
to this provision; but nothing can allow us to take from it.
The monstrous perversion of trusts recently revealed by the
il'is^l Parliamentary Commission on Collegiate Education in England,
fguig must find no parallel here.
iiT 5
That original law will not fetter us in our endeavors to give the
qoaq people of this State the most advanced university privileges.
irrsq Having guarded us from a common error, and secured certain
faoT •;reat branches of practical education, it gives us by express declaroiii; ations the largest university scope—only insisting that we keep
n view the real wants of this land and people.
bl J
[tT J
The General Test
in
University Education.
The committee have now considered the practical questions
most likely to arise at the beginning of our work. That all such
questions have been met, is not claimed. In regard, however,
Ito those which may hereafter arise, we desire in conclusion to
present a general principle, fundamental and formative—a prin
ciple to serve as a test and guide ;—it is the principle so admirably
T
�enunciated by Wilhelm von Humboldt, and elaborated by John
Stuart Mill: “ The. great and leading principle is the absolute and
essential importance of human development in its richest diversity.”
This we conceive to express the object of any really great institu
tion of learning; this our founder proclaimed in his declaration
already cited.
This principle we believe can only be made operative through
the greatest freedom in study consistent with an University organ
ization—freedom in choice of studies—freedom in range of studies.
Development under this principle—moral, intellectual and phy
sical—Can only be normal and healthful in an atmosphere of love
of truth, beauty and goodness,’and adoration of the Centre of
truth, beauty and goodness.
We have under our charter no right to favor any sect or to pro
mote any creed. No one can be accepted or rejected as trustee,
professor or student, because of any opinions and theories which
he may or may not hold. On that point our charter is most care
fully guarded, and made to conform to the fundamental ideas of
our Republic—ideas which too many institutions of learning have
forgotten. Fervor, valor and strength in labors for truth, goodness and beauty, are the qualities to be sought in those who are
to work here; and if we secure men of this fervor, valor and
strength, we may be sure that, whatever their individual theories
on this or that dogma, their joint labors will be for the glory of
God and the elevation of man.
Upon the members of the Board the committee desire to im
press the necessity of earnest thought and energetic action. A
trusteeship of this University will be no sinecure. Never was a
nobler trust confided to any body of men. May we all feel our
great responsibilities in this matter, and work earnestly to dis
charge them; and in laying these foundations may we have the
blessing of Heaven, that all may be fitly builded.
ANDREW D. WHITE,
(Signed.)
Tor the Committee on Organization.
1
I
���
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Report of the Committee on Organization, presented to the trustees of the Cornell University, October 21st 1866
Creator
An entity primarily responsible for making the resource
Cornell University
Description
An account of the resource
Place of publication: Albany, USA
Collation: 48 p. ; 24 cm.
Notes: From the library of Dr Moncure Conway.
Publisher
An entity responsible for making the resource available
[s.n.]
Date
A point or period of time associated with an event in the lifecycle of the resource
1867
Identifier
An unambiguous reference to the resource within a given context
G5690
Subject
The topic of the resource
Education
Rights
Information about rights held in and over the resource
<img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /><br /><span>This work (Report of the Committee on Organization, presented to the trustees of the Cornell University, October 21st 1866), identified by </span><span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk">Humanist Library and Archives</a></span><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Conway Tracts
Cornell University
Education-United States