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Objectives Of Higher Education As Reflected In The Inaugural Addresses Ofselected College And University Presidents

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Objectives Of Higher Education As Reflected In The Inaugural Addresses Ofselected College And University Presidents

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Content This dissertation has been microfilmed exactly as received 69-4538 OSMUNSON, Robert Lee, 1924- OBJECTIVES OF HIGHER EDUCATION AS REFLECTED IN THE INAUGURAL ADDRESSES OF SELECTED COLLEGE AND UNIVERSITY PRESIDENTS. University of Southern California, Ed.D., 1968 Education, administration Speech University Microfilms, Inc., Ann Arbor, Michigan ( c) ROBERT LEE OSM UNSON 1969 ALL RIGHTS RESERVED OBJECTIVES OF HIGHER EDUCATION AS REFLECTED IN THE INAUGURAL ADDRESSES OF SELECTED COLLEGE AND UNIVERSITY PRESIDENTS A Dissertation Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Robert Lee Osmunson June 1968 This dissertation, written under the direction of the Chairman of the candidate's Guidance Committee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Date. Jjinej.J.368..................... _____ I Dean Guidance Committee DEDICATION This dissertation is dedicated to my wife, Rosemarie, whose encouragement, patience, and love made it possible. ii ACKNOWLEDGMENTS Most of us have three kinds of teachers: Those whom we forget, Those whom we forgive, and Those whom we remember. -- Lewis H. Chrisman. Through the years, many teachers have served to advise, guide and inspire me, in a distinct and meaningful way. May I acknowledge, with sincere and deep appreciation a few of "those whom I remember": Dr. Earl V. Pullias of the University of Southern California; Dr. Paul Carmack of the Ohio State University; Dr. Leroy T. Laase of the University of Nebraska; Dr. Charles E. Weniger, Dr. Paul E. Quimby, Frederick B. Jensen, and Walter B. Clark of Pacific Union College, Angwin, California; J. C. H. Collett, Walter C. Mackett, R. E. Rice E. T. Austin and Amy Williams of Vincent Hill School, Mussoorie, U. P., India; Rose Meister and Dorothy F. Osmunson of Calcutt S. D. A. Elementary School, Calcutta, India. TABLE OF CONTENTS Page DEDICATION................................................... ii ACKNOWLEDGMENTS............................................. iii TABLE OF CONTENTS........................................... iv LIST OF ILLUSTRATIONS...................................... vii CHAPTERS I. THE PROBLEM......................................... 1 Introduction Statement of the Problem Questions to be Answered Need for the Study Definitions of Terms The Scope of the Study II. REVIEW OF RELATED LITERATURE........................ 10 Research Studies The Hodgman Study The Robertson Study The Johansen Study The Cornell Values Study The Jervis and Congdon Study The Perry Study Commission and Committee Reports on Aims Other Related Studies Dealing with Objectives Studies of Public Addresses III. METHOD AND PROCEDURE................................ 26 Preliminary Procedures Treatment of Data Page 33 Public College Presidential Addresses, 1860-1916 33 James Burrill Angell Richard Henry Jesse Andrew Sloan Draper Elisha Benjamin Andrews Charles Richard Van Hise Edwin Anderson Alderman Edward Sidney Mezes Frank LeRond McVey Stratton Duluth Brooks Henry Suzzallo Private College Presidential Addresses, 1860-1916 54 Andrew Dickson White Charles William Eliot Daniel Coit Gilman G. Stanley Hall David Starr Jordan James H. Kirkland Arthur Twining Hadley Nicholas Murray Butler Woodrow Wilson Ernest Martin Hopkins Summary of Addresses in 1860-1916 Period 71 Public College Presidential Addresses, 1917-1967 75 Harry Woodburn Chase Ernest Hiram Lindley Lotus Delta Coffman Arnold Bennett Hall Robert Gordon Sproul Robert Clarkson Clothier Virgil Melvin Hancher Herman Lee Donovan Lewis Webster Jones John C. Weaver Private College Presidential Addresses, 1917-1967 95 James Alfred Perkins Nathan Marsh Pusey Milton Stover Eisenhower Howard B. Jefferson CHAPTERS IV. THE FINDINGS v 3 CHAPTERS Page IV. THE FINDINGS, Continued J. E. Wallace Sterling George Alexander Heard Kingman Brewster, Jr. Dwight David Eisenhower Robert F. Goheen John Sloan Dickey Summary of Addresses in the 1917 to 1967 Period 119 V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 122 Summary Findings Categories First Historical Period, 1860-1916 Second Historical Period, 1917-1967 Total Number of Presidents Public Presidents Only, in the Two Periods Private Presidents in Both Periods Comparison of the Two Historical Periods Comparison of Public and Private Presidents of Both Periods Conclusions Recommendations for Further Research BIBLIOGRAPHY .............................. Books Articles and Periodicals Primary Sources and Unpublished Materials 143 APPENDIXES 152 Appendix A Appendix B Appendix C Appendix D vi LIST OF ILLUSTRATIONS Page Figure 1. Number of Presidents in the 1860-1916 Period Who Spoke of Selected Objectives of Higher Education.......................... 74 Figure 2. Number of Presidents in the 1917-1967 Period Who Spoke of Selected Objectives of Higher Education. . . ...................... 121 Figure 3. Total Number of Presidents Who Spoke of Selected Objectives of Higher Education* 131 Figure 4. Presidents of Public Institutions in the Two Periods Who Spoke of Selected Objectives of Higher Education.............. 133 Figure 5. Presidents of Private Institutions in the Two Periods Who Spoke of Selected Objectives of Higher Education......................... 134 Figure 6. Presidents of Both Public and Private Institu tions in Each Period Who Spoke of Selected Objectives of Higher Education............. 136 Figure 7. Presidents of Public Institutions Compared With Those of Private Institutions in Both Periods Who Spoke of Selected Objectives of Higher Education............. 138 vii CHAPTER I THE PROBLEM Introduction It has been stated that "Education is the largest public busi ness of the United States" (22:vii). Higher education is, of course, an important facet of this immense social endeavor. According to the U.S. Office of Education, there are some 2,524 institutions of higher learning in the United States. Apparent-; ly, these institutions educate the vast majority of the nation's leaders, such as in business, politics, industry, various professions,; or denominations. Currently, approximately 6,105,057 individuals are enrolled in these institutions of higher learning. To this number of individuals who have a direct connection with the institutions of higher learning are added the many others, such as friends and relatives, who are vitally interested in the function of American colleges and universities. One is "safe to assume that a great majority of Americans do have a serious interest in and sympathy with the colleges and universities" (36:vii). Very likely, as Knight declares, the presidents of these colleges and universities of our land are "potentially, the most influential persons connected with these institutions" (22:vii). In 1 speaking of our American college presidents, Dean James 0. Murray, in j 1888, at the inauguration of President Patton, of Princeton Univer sity, said, "No other class of men have done more than they to build up our American civilization" (22:2). While we might agree that the president's status is not revered as much as it was in 1888, yet history does indicate that I i many college and university presidents have been men of vision and j | have wielded sizeable influence, not only locally, but nationally and j | ! internationally. This influence has affected the moral, social, and j ; political tone of the nation and has also influenced the process ] and progress of the American educational scene. j The address, or discourse, presented by the college or uni versity president on the occasion of his inauguration is a communi cation of some import. President Levering Tyson of Muhlenberg College ; stated in School and Society of October 23, 1937, "In the whole library of academic documents, none is more dangerous than the inaugural address" (22:22). It could be assumed that at an auspicious occasion, such as a presidential inauguration, the newly chosen leader of a highly complex and influential institution would, in the very nature of the event, tend to declare his purposes and objectives as clearly as possible. He would be inclined to reveal his deepest convictions and his philosophies of higher education. i In an inauguration address, the president would be using one ' of mankinds vital functions in the dissemination of knowledge — that of verbal communication. The president's declarations at such a time, | ! before students, faculty, alumni, and community, as well as trustees, would put the president under some obligation to exercise much care in what he said, for his statements would tend to put him under some obligation to execute those declarations. For these reasons, the content and subject of the president's inaugural message can be considered to be of significance and influence. Statement of the Problem i m .m , — ........... I . i i — I. .1 ii The primary problem of this study was to discover and compare j the objectives of higher education as stated in the inaugural j I addresses of selected American college and university presidents. The study is in terms of public and privately supported institutions, in two historical periods. Questions to be Answered Specifically, the following questions are to be asked: 1. Do American college and university presidents, as represented by this select group, state their objectives for their institutions in their inaugural addresses? 2. What are these purposes and objectives? 3. To what extent is there agreement or disagreement in these objectives? j ! 4. What are the principle differences between the objectives of higher education in the historical period, 1860-1916, and the I period, 1917-1967, as stated by the selected American college and university presidents in their inaugural addresses? 5. What differences are there between the educational | objectives of the presidents of public institutions and the presidents : of private colleges and universities, as stated in their inaugural addresses? 6. What are the differences between the objectives of higher education of public college and university presidents in the two historical periods mentioned? 7. What are the differences between the objectives of : private college and university presidents in these two historical periods? 8. To what degree will these presidents state that "The object of the university is to develop character -- to make men" (7:ix) . 9. To what degree will these presidents in their inaugural addresses refer, in stating their aims and objectives, to the "spirit of place," or the "environment of learning"? These latter two were included because of a personal interest on the part of the author, and because these items are mentioned in the literature on higher education. Need for the Study Josd Ortega y Gasset in his book, Mission of the University, while giving a stirring call for reform, gives a precise definition of i ! ! what should be the goals of higher education in the twentieth century. | Of him, Albert Camus declares, "Ortega y Gasset, after Nietzsche, is perhaps the greatest 'European' writer" (15:i). If a writer of such stature as Ortega devotes time to stating the goals of higher education, it would seem of value to study what leaders of these educational institutions have said, in their inaugural addresses, i about the objectives of higher education. There is need for this study because "the scant research done on most college problems, makes it extraordinarily difficult to j i : identify trends regarding college aims . . ." (48:268). i ' ! ! j "Perhaps the most recurrent criticism made of American j ; I college and university programs is that they lack definite aim. Flex- ; ner, Hutchins, Riesman, and many others see this as one of the chief problems of higher education in this country" (48:268). Since the mid-thirties, discussions of the objectives of higher education have markedly increased. As Umstattd reports, this question has stimulated discussion and brought in more controversies than any other problem that the American colleges and universities have faced in the last quarter century (61:147-154). Several national committees, such as the President's Com mission on Higher Education, the Commission on Financing Higher Education, and the Educational Policies Commission, as well as the President's Committee on Education Beyond the High School, have given attention to this question of goals and purposes and they "all j recognized the need for clearly stated aims and urged each institution [ i ! to discover and define its particular mission in American higher education" (48:269). | | If any kind of evaluation is to be conducted, "it is j : imperative to consider the institution's objectives when evaluating i its performance . . . before evaluation can begin, there must be clear-cut statements of institutional objectives" (60:372). j The dynamic process of education can proceed only as the : result of the setting of goals. Sanford makes the following observa- i tions: ! It is clear that in the study of college education we | have to deal with a diversity of inter-related goals and j processes. As social scientists approaching this complex ; field we have to observe at the present time a wide pluralism in respect to accepted goals. It is one of our tasks to study these goals, discovering what we can about the means through which they may be reached and inquiring into their consequences for other goals. (59:40) In summary, then, it may be said, that since colleges and universities are a vital part of our American culture, since they touch many lives, and train many leaders, they are important. The leader of such an important agency would, in the nature of the case, be considered as important also. His first speech would be an important one. What he said in that inaugural address as to the objectives and aims of higher education would then be important. Therefore, there is need to study and analyse what a select group of American college and university presidents have said, in their ' inaugural addresses, as to the aims and objectives of higher education. 7 Definitions of Terms American colleges and universities.--Institutions of higher learning beyond the high school or secondary grades, in the continental United States of America. The president.--The highest officer, leader or executive head of such an institution. Inaugural address.--Speeches delivered at the time of the j f inauguration. It is the first official speech delivered publicly at ; a meeting called to honor the president's installation in office. j i i Public college or university.--An institution that is operated and supported by the state, and generally so recognized. Private college or university.--An institution of higher learning which is not operated by the state. It could be independent or church operated. Objectives.--The broad principles and purposes of higher education in general, not the means of achieving these purposes, or the manner in which a given institution hopes to reach or achieve these purposes. The Scope of the Study , For the purposes of this dissertation, two historical periods were compared. Frequently, the historical periods of higher ! education in America are divided into four main areas. According to the American Council on Education, "The growth of higher education in the United States might be divided into four major periods: 1636- I I j 1776, the founding of the colleges; 1776-1862, experiment and ; diversity; 1862-1900, the rise of the university; 1900 to the present, I the period of expansion" (42:19). This study was concerned with the last two periods. In order to make the historical periods approximately fifty years each, these periods were arbitrarily designated as follows: 1. 1860 - 1916 2. 1917 - 1967 These are the two periods that bound World War I. The period known as the period of the founding of the colleges or the Colonial period was from the establishment of Harvard, our first colonial college in 1636 to the Declaration of Independence in 1776. The next period of experimentation and diversity, a time of searching and turmoil brought us to the time of the Civil War. The period referred to as the 1860-1916 period in this study is the creative period, the period of the rise of the universities and the transformation of the colleges. Before 1860, there was no real university in America, in the true sense of the word. Since almost all of what we see in higher education today has been the result of the development during the 1860-1916 period, this dis sertation started with this era. This period of the study covers a fifty-six year span. Ten inaugural addresses by presidents of public colleges or j universities were selected for each period, and ten addresses by i | presidents of private institutions for each period. Thus, there were ' twenty inaugural addresses for each historical period, or a total of forty presidential inaugural addresses were the basis of this study. This study was limited to a discovery and comparison of the stated objectives in the addresses selected. General organization of the speeches, appeals for finances, historical references, use of I humor, or judgmental speculation as to which objectives are truly ; best are outside the scope of this study. CHAPTER II REVIEW OF RELATED LITERATURE Research Studies The Hodgman Study In his dissertation, Robert Stanley Hodgman attempted to trace the idea of the university from the time of Plato's Academy to the twentieth century American university. He studied the major intellectual forces and philosophies which shaped the concept of the university. From the classical writings, he gathered certain theories, then sought to ascertain what American presidents of institutions of higher learning were doing, or claimed to be doing, by comparison. In summary, Hodgman suggests that there is, in a distinctive sense, a continuity to the purposes of the university since the days of Plato's Academy. That clear, central focus is the search for truth, the "discovery and conservation of knowledge, and the educating of students that they may become more alert, more aware, more observant, more rational, and more desirous of elevating their lives through conscious endeavor" (78:366). This process is carried on in an atmosphere of intellectural freedom. So, despite its variety of forms and diversity of aims and purposes, its variety of 10 activities, the higher learning does have a central purpose, a dis- j tinctive continuity, declares Hodgman, and that is its eternal "quest ; for knowledge and truth" (78:366). The Robertson Study Malcolm R. Robertson's study was completed, January, 1967. The purpose of his study was to make a comparative analysis of the theory and practice of general education in the church related i colleges of California with that of the public junior colleges of j California. Part of his investigation included an analysis of the , purposes and objectives of the general education programs in the California church related colleges as compared with that in the California public junior colleges. He found that both types of institutions included development of citizenship and of the total person as predominant purposes of general education in their catalogs, general education accreditation studies, and class schedules. However, while 22.2 per cent of the church related colleges stressed intellectual attainment as the major goal of general education, no public junior college stressed intellectual attainment as a major goal of general education in their published documents. Both types of institutions were in general agreement as to their stated purposes of general education. Both give a distinct emphasis to the development of citizenship and character and moral values. However, the church related colleges are concerned with ! these values both inside and outside of the classroom, while the public junior colleges tend to leave the whole matter on an optional basis with the faculty (93:160-182). In his Chapter II, on the Review of the Literature, he lists I some studies which present goals and purposes of general education. Bergman's doctoral dissertation catagorized various defini tions of general education into eleven classifications (43:460-468). The American Council on Education, published in 1947, under the title, Cooperation in General Education, was the final report of a study that extended from 1939 to 1944. The study claims to be the first "systematic and cooperative attack" on the many problems in connection with this subject. The report states that one of the characteristics of the subject is its concern with a wide range of objectives. While ability to think clearly, logically, and cognently should be a characteristic of students leaving American colleges and universities, this is not enough. There must be "the moral, emotional, and aesthetic development of the individual" (47:202-205). Another significant study that Robertson reviews is the one published in 1947 by the President's Commission on Higher Education. Horace T. Morse summarizes these purposes of general education as follows: General education should enable a student to (1) deepen his sense of personal integrity; (2) participate in civic affairs as an active and informed citizen; (3) accept personal responsibility for fostering international under standing; (4) understand our natural environment and the 13 ! effect of science on human welfare; (5) grasp and express j ideas effectively; (6) attain a satisfactory emotional and social adjustment; (7) safeguard personal and community health; (8) appreciate cultural activities as a means to richer living; (9) prepare intelligently for a satisfying family life; (10) discover an appropriate and satisfying life work; (11) develop the ability to think critically and constructively. (28:50-58) Robertson finds that the definitions are broader and more ! inclusive in the 1950's and 1960's. The 1952 study reported by John- I son lists twelve goals for general education in reference to ! California's public junior colleges. As Robertson examined the 64 catalogs that were sent to him in response to his requests, he found that all of them either quoted Johnson's publication in full or | paraphrased it in their publications (93:41). These goals are listed as follows: j 1. Exercising the privileges and responsibilities of democratic citizenship. 2. Developing a set of sound moral and spiritual values by which he guides his life. 3. Expressing his thoughts clearly in speaking and writing and in reading and listening with understanding. 4. Using the basic mathematical and mechanical skills necessary in every-day life. 5. Using methods of critical thinking for the solution of problems and for the discrimination among values. 6. Understanding his cultural heritage so that he may gain a perspective of his time and place in the world. 7. Understanding his interaction with his biological and physical environment so that he may better adjust to and improve that environment. 8. Maintaining good mental and physical health for himself, his family, and his community. 9. Developing a balanced personal and social adjustment. 10. Sharing in the development of a satisfactory home and family life. 11. Achieving a satisfactory vocational adjustment. 12. Taking part in some form of satisfying creative activity and in appreciating the creative activities of others. (20:21, 22) r 1 4 i | After carefully scrutinizing general education at Columbia for the last half century, Daniel Bell concludes that it has three j main aims, which are: j 1. To provide a "common learning"; • 2. To give the student a comprehensive understanding of the Western tradition; 3. To combat intellectural fragmentation with inter disciplinary courses. (2:282) ! Other authors and sources are listed by Robertson; these predict that general education will continue to have a significant i place in American higher education. He also lists an interesting bibliography in the area of general education. The Johansen Study Jerald Ray Johansen's dissertation studies the role of the church related colleges of California. In his review of the litera ture, he investigates some studies dealing with the purposes of church related colleges (83:15). Laird Hites suggests that the main purpose of the church related college is to provide educational leaders for the church (19:5). Grueningen suggests that a college which intends to be Christian will offer its students a thorough study of both the Old and the New Testaments (17:142-143). Snavely elucidates to some length on the purposes and functions of the church related college (34). He states that it should turn out "men and women who live the more abundant . . . life" (34:198). | Other studies include: McGrath's (57), Buttrick's (45), Land's (56), Brademar's (44), Chu's (46), Leonard's (23), Reeves' and | Russell's (30), Patton's (26), and Wicke's (39). One of the most comprehensive and promising studies on i this subject of the church related college is by the Danforth ; Foundation. So far as purposes are concerned, the Danforth study i ; found that there is a lack of philosophical depth as in higher education at large. The church institutions are about equally divided between those that have clear roles and those that do not (58:20-48). The Cornell Values Study When the Cornell Values Study began in 1950, it was under the joint direction of Robin M. Williams, Jr., Edward A. Suchman and Rose K. Goldsen. Morris Rosenberg joined the study group in 1951 (16 :xiv). The Carnegie Corporation of New York provided most of the funds for the project. In the early stages of the planning, Mr. John Gardner, of the Corporation, was "particularly helpful" (16:xiii). The findings were based on randomly chosen cross-sections of male students at eleven universities. These were: Cornell, California, Wesleyan, Texas, Harvard, Yale, North Carolina, Dartmouth, Wayne, Fisk and Michigan. There were a total of 4,585 male cases (16:xxvi). The study encompassed universities located in various geographic areas of the United States. The purpose of the study was to analyze the ideas of college students on the aims of higher education (16:xxi). One of the questions dealt with the students' ideas about the i | main purpose of a college education. The students were asked to | indicate what they thought were the educational goals that the IDEAL i college or university OUGHT TO EMPHASIZE (16:4). The findings resulting from this survey are of interest. A substantial majority of the students, 74 per cent, indicated that they thought a college ought to provide "a basic general education and appreciation of ideas." The view that the college ought to "develop your ability to get along with all kinds of people" was considered as highly important by 72 per cent. "Vocational training . . . skills and techniques directly applicable to your career" was an objective considered highly important by 60 per cent of the students. It was on these three goals that student opinion seemed to focus. However, large proportions of students indicated that other goals were also important. The university's role in training for citizenship was stressed by 50 per cent. The moral functions of the university were rated as highly important by 45 per cent. As the students matured, they tended to stress the academic educational objectives more frequently (16:5, 6). The Jervis and Congdon Study A study conducted by Jervis and Congdon at the University of New Hampshire developed a questionnaire based on statements made I at a student conference devoted to a discussion of college goals. j j Nine items evolved, which represented different objectives of higher ! education. Titles that were given to these objectives were as follows: Social growth, Informal intellectural activity, The degree, i J ! Faculty relationships, Self-understanding, Intellectual growth, i i Vocational preparation, Self-fulfillment, and Preparation for life j (54:464-466). The faculty and students were in general agreement on the four college objectives they valued most highly, except that the groups reversed the goals that they ranked first and fourth. The students ranked vocational preparation as first, and the faculty ranked intellectual growth as first. Both groups ranked the goals of self-understanding and self-fulfillment among the three most important things to be gained from a college education (54:466). The Perry Study In 1952, Ralph Edward Perry undertook a study of the objectives of higher education of the six liberal arts colleges of the Church of the Nazarene. The purpose of Perry's investigation was to study the I objectives, and the means of achieving these objectives of higher education, as stated by official pronouncements of the six colleges of the Church of the Nazarene. It was also to survey individuals closely associated with the colleges to ascertain their familiarity with the objectives and their agreement as to aims and objectives. The study also attempted to formulate steps for the improvement of j i the educational program of these colleges. The author maintains that there is much similarity in the wording of the objectives of the various schools. Perry summarized the objectives of higher education under the five headings: intellectual growth; physical development; social improvement; moral and spiritual attainment; adjustment of the ■ j individual and vocational guidance. According to Perry’s findings, there was generally strong emphasis placed by all groups concerned on intellectual growth, and moral and spiritual attainment (90:2, 193, 138). j Commission and Committee Reports on Aims The American Council on Education sponsored the Cooperative Study of Evaluation in General Education, which was initiated in the spring of 1950. One aspect of the study to be noted is that a large number of classroom teachers from nineteen colleges and universities participated in the planning and research. They found that "all too little is being done in most general education courses to promote the progress of students toward the objectives inherent in general education" (10:vii-x). The American Council on Education listed objectives in studies published in 1944 (1:31-50) and in 1952 (20:19-32). The Report of the President's Commission lists eleven I objectives which have been summarized already in this study. Since they are acceptable to some degree with most general education 19 faculties, they are presented here, as listed in the official publication: To develop for the regulation of one's personal and civic life a code of behavior based on ethical principles consistent with democratic ideals. To participate actively as an informed and responsible citizen in solving the social, economic, and political problems of one's community, state, and nation. To recognize the interdependence of the different peoples of the world and one's personal responsibility for fostering international understanding and peace. To understand the common phenomena in one's, physical environment, to apply habits of scientific thought to both personal and civic problems, and to appreciate the implications of scientific discoveries for human welfare. To understand the ideas of others and to express one's own effectively. To attain a satisfactory emotional social adjustment. To maintain and improve his own health and to co operate actively and intelligently in solving community health problems. To understand and enjoy literature, art, music, and other cultural activities as expressions of personal and social experience, and to participate to some extent in some form of creative activity. To acquire the knowledge and attitudes basic to a satisfying family life. To choose a socially useful and personally satisfy ing vocation that will permit one to use to the full his particular interests and abilities. To acquire and use the skills and habits involved in critical and constructive thinking. (28:50-58) Each commission delved into the problems related to education as seen by the commission to be relevant to the time the commission convened. 20 In 1957, the Educational Policies Commission, a commission of the National Education Association of the United States and the American Association of School Administrators, published recommenda tions which included a listing of the purposes of higher education. To note certain aspects of the commission's findings as it relates to the purposes of higher education is the intent here. "One purpose of higher education in the American frame work," stated the commission, "is to help realize the dream of individual opportunity" (13:6). Another purpose, or objective of higher education, "is the preservation and enrichment of the cultural heritage" (13:7). Enriching the culture by pushing back the frontiers of knowledge is another function of higher education. "Another basic purpose of higher education," declares the commission, "is that of helping to provide solutions for society's problems" (13:9). Other Related Studies Dealing with Objectives A committee, appointed by Dean Thomas S. Hall, met periodically over a span of eighteen months in an attempt "to cry stallize a statement on the objectives of liberal education to be used as a basis for curriculum review." Huston Smith, Associate Professor of Philosophy at Washington University, relieved of other responsibilities for a summer by a grant from the Carnegie Corpora tion, drafted the report, which is the heart of his book (33:xvii). The book delves into the problem of values in education. Under 21 ! I chapter headings corresponding to the subject discussed, it investi- I gates such phases as: ’'Absolutism Versus Relativism," "Objectivity Versus Commitment," "Freedom Versus Authority," "Egoism Versus Altruism," "The Individual Versus the State," and "Sacred Versus Secular." These chapters constitute Part I. When speaking of freedom versus authority, Smith concludes by stating that, "There is no higher objective for education than the enlargement of human freedom." He adds that learning should therefore clarify the students' understanding of: 1. what freedom really is: the spontaneous expression of authentic selves; 2. what in man it presupposes: on the negative side, breaking through the ceiling authorities of instinct, want, conventions, parental domination, and exploitation; on the positive side, the development of sufficient ego strength to offset the condition of "dreadful freedom"; 3. why freedom is life's highest good. (33:79) In dealing with egoism versus altruism, Smith asserts, . . . Egoism is an abnormal condition in which fear and disappointment have aborted the self's natural out going interest in other things and people, twisting them inward. Altruism conceived as self-denial is only egoism in disguise. . . . Mutuality is so important for man's well-being that education cannot evade the common human responsibility to foster it. . . . Second, education should seek insofar as possible to redirect our culture along lines that are less acutely competitive. . . . It would be good if we could add that education should be permeated with an accepting attitude toward students. (33:96, 97) 22 | The balance in the individual versus the state is stated thus: j In all this the goal is a generation of politically educated and concerned citizens who will leave their college walls determined to participate fully in the democratic processes of government, trained to discuss political issues in the light of reason and truth, ever watchful of their government at its every level, and staunch defenders of civil liberties in every place and every time. (33:119) In dealing with the sacred versus the secular, Smith points I i out that there has been much evil perpetrated in the name of religion; yet the need for religion cannot be dismissed. He says, "it is impossible to affirm flatly either that education should have a religious dimension or that it should not" (33:146). The second part of the book goes on to list the aims of liberal education as knowledge, abilities, appreciations, and motivations. These are made more specific as follows: Knowledge of man's physical and biological nature and environment. Knowledge of man's social nature, environment, and history. Knowledge of man's cultural history and situation. Knowledge of the processes that make for personal and group fulfillment. Ability to use one's own language. Ability to think critically. Ability to make value judgments. Ability to participate effectively in social situations. Ability to handle a foreign language. Appreciation of beauty. Appreciation of people. Appreciation of difference. Appreciation of curiosity, wonder, and awe. Appreciation of man's potentialities. Motivation to develop an adequate hierarchy of values. Motivation to develop an affirmative, constructive orientation toward life. Motivation to achieve an independent spirit. Motivation to assume social responsibility as a participant in the world community. Motivation to include the interests of others within one's own. Motivation to seek self-realization on the highest possible level. (33:153-205) In addition to Huston Smith's work, there is a large amount of literature dealing with the objectives of higher education. A preliminary list might include: Benjamin's Higher Education in the American Republics (3), Brown and Mayhew's American Higher Education (4), Brubacher's Bases for Policy in Higher Education (5), DeVane's Higher Education in Twentieth-Century America (8), Kerr's The Uses of the University (21), the volume by Newman entitled, The Idea of a University (25), Ordway Tead's The Climate of Learning (35), and Whitehead's The Aims of Education (38). These are listed here because one cannot begin to cover the scope of all the literature dealing with this subject. There is a wide scope of literature dealing with the history of American higher education. Here, too, will be found much on the objectives of higher education. There is also an amount of literature dealing with the college and university president. In these works can be found also much that deals with the objectives of higher education. To simply list a few of these, one might include Cordasco's Daniel Coit Gilman and the Protean Ph. D. (7), Rogers' Andrew D. White and the Modern University (31), or Bells' The College Presidency, 1900 - 1960: An ; Annotated Bibliography (14). In the scope of this study, these various publications cannot be covered. j i Studies of Public Addresses | I There is a large body of literature and research studies : dealing with public addresses of various individuals. Some use a content analysis method, others a variety of other methods in their researches. The author wrote to Direct Access to Reference Information: A Xerox service (DATRIX) (a service of University Microfilms) asking for a listing of studies dealing with content analysis of public addresses or speeches. From the more than 126,000 doctoral dis sertations, comprising the majority of all dissertations published since 1938, DATRIX found five dealing with content analysis of speeches or addresses. The first dissertation we shall mention is that by Shepard which dealt with the radio addresses of Henry J. Taylor (96). Wolfarth's dissertation was on the inaugural addresses of the Presidents of the United States (100). In his dissertation, Miller sought to discover the types of support, such as statistics, illustrations, testimony, and re statement, used in 47 sermons and 47 speeches (86:223). Emmert studied six speakers in three gubernatorial campaigns, in Kansas, South Dakota, and West Virginia (77). Clark studied the public speaking of Bishop Matthew Simpson 25 Other studies that might be listed that deal with public speaking and addresses include those by Weniger (99), Cherney (74), O'Neal (89), Shanks (95), and Dell (76). Sarah Sanderson did a study of the nominating speeches at the Democratic and Republican national conventions of 1960 (94:14, 15). CHAPTER III METHOD AND PROCEDURE Preliminary Procedures Under date of March 3, 1967, the author wrote to Dr. David Andrew Weaver, author of the two volumes entitled Builders of American Universities. In the Appendix are found a copy of this letter and the reply from Dr. Weaver in which he indicated he would send these volumes. Volume I contains nineteen inaugural addresses of college or university presidents of privately controlled institu tions. Volume II contains twenty inaugural addresses by presidents of state universities. "This book incorporates the inaugural addresses of outstanding presidents of state universities . . . the best leadership our country has afforded" (37:vii). Inaugural addresses of ten presidents of state institutions in the period 1860-1916 are listed with the inaugural date of each: President Inaugural Date University James Burrill Angell Richard Henry Jesse Andrew Sloan Draper Elisha B. Andrews Charles R. Van Hise June 26, 1871 June 3, 1891 November 15, 1894 September 22, 1900 June 7, 1904 Virginia Missouri Illinois Nebraska Wisconsin 26 President Inaugural Date • University Edmond A. Alderman April 13, 1905 Michigan Edward Sidney Mezes December 1, 1908 Texas Frank L. McVey September 27, 1910 North Dakota Stratton D. Brooks October 21, 1912 Oklahoma Henry Suzzallo March 21, 1916 Washington Those from the state institutions in the period, 1917-1967 President Inaugural Date University Harry Woodburn Chase April 28, 1920 North Carolina Ernest Hiram Lindley 1920 Kansas Lotus Delta Coffman May 13, 1921 Iowa Arnold Bennett Hall October 16, 1926 Oregon Robert Gordon Sproul October 22, 1930 California Robert C. Clothier June 11, 1932 New Jersey (Rutgers) Virgil Melvin Hancher May 24, 1941 Iowa Herman Lee Donovan May 6, 1942 Kentucky Lewis Webster Jones June 9, 1947 Arkansas John C. Weaver April 18, 1967 Missouri From the privately controlled institutions in the time period, 1860-1916, the following were studied: 28 President Inaugural Date University Andrew Dickson White October 7, 1868 Cornell Charles Wm. Eliot October 19, 1869 Harvard Daniel Coit Gilman February 22, 1876 Johns Hopkins G. Stanley Hall October 2, 1889 Clark David Starr Jordan October 1, 1891 Stanford James H. Kirkland September 25, 1893 Vanderbilt Arthur Twining Hadley October 18, 1899 Yale Nicholas Murray Butler April 19, 1902 Columbia Woodrow Wilson October 25, 1902 Princeton Ernest Martin Hopkins October 6, 1916 Dartmouth In the choice of these presidential addresses , involving presidents in privately controlled institutions from 1860-1916, Care was taken to include those from men who held office for an average of twenty years or more. . . . They represent institutions of various types and sizes, located in different sections of the country. The addresses indicate their authors to be men of vision. Some have wielded considerable influence locally, others great influence nationally. (36:vii-viii) For the men whose addresses were selected in the period, 1917-1967, the inaugural addresses were secured from presidents of the corresponding private institutions, as those represented in the 1860-1916 period. Ten addresses by presidents of private institutions and ten from public institutions in each period, or a total of twenty in each | period, making a grand total of forty addresses were investigated and j « compared for the purposes of this study. | As has been previously mentioned, the author contacted j I DATRIX for information on related studies. From the more than I 126,000 dissertations published since 1938 which they have listed, there were none that duplicated this project. Search was also made in such sources as Dissertation Abstracts (9), Education Abstracts (11), Education Index (12), : Encyclopedia of Educational Research (18), Research Studies in ; Education (24), Reader's Guide to Periodical Literature (29), Review ! : of Educational Research (32), and A Directory of Educational Research ; Agencies and Studies (40). Such dissertations as were found relevant to this study were reviewed and presented in Chapter II. Treatment of Data Selection of the inaugural addresses used in this investi gation was on the following basis: The addresses of the private college and university presidents in the first period, 1860-1916, were chosen from Dr. David Andrew Weaver's group of nineteen presidents, who held office for an average of twenty years or more (36:vii, viii). For the addresses in the second historical period, 1917-1967, the institutions were matched. That is, inaugural addresses from the same universities were used, except that they were the most recent addresses available. The public university presidential inaugural addresses analysed for both historical periods were, with one exception, those selected by Shurtleff College's President David Andrew Weaver (36). i t His selection incorporated the "inaugural addresses of outstanding presidents of state universities" (37:vii). An elimination was necessary because of Weaver's twenty chosen addresses, eleven were in the 1860-1916 period, with only nine in the 1917-1967 period. The tenth address for this second period, also sent to the author by Dr. David Weaver, was from a university that matched one in the earlier period, and was current, being dated, April 18, 1967. The methodology employed for this investigation could be termed a combination and adaptation of biographical and historical description with rhetorical criticism. The selection of the categories of the major objectives of higher education developed as a result of (1) an investigation and study of related literature; (2) questions which this study proposed to investigate, answers to which constitute part of the problem this research seeks to resolve; (3) preliminary analysis of the addresses with two trial coding sheets. After a preliminary study of twenty- five addresses had been undertaken, it developed that almost all the general objectives of higher education could be listed under these categories: 1. Citizenship: the training for or production of citizens; 2. Cultural Training: the transmission of the cultural heritage, and training for living in today's cultural environment. 31 3. Individual Development: including the development of the individual's full potential, including reasoning powers and creativity 4. Involvement in Community: including service, and training for betterment of the race, the nation, and the world. 5. Knowledge Transmission: training of the intellect. 6. Leadership Training: for various areas. 7. Moral and Religious Training: character building, values. 8. Research: investigation, the search for truth. 9. "The Spirit of Place": atmosphere of learning. The addresses were analysed to discover how many presidents mentioned or alluded to these objectives. The number of presidents mentioning these objectives were compared as to Public and Private^ within the two periods, and between the two types of institutions; the total number within each period of both types; and the total number of presidents in the entire study who spoke of these selected objectives of higher education. Frequent quoting of passages containing statements about these objectives are inserted in the study for reliability and validity. Various tables summarize and compare the findings. A brief biographical sketch of each of the forty presidents selected precedes the analysis of the address. These biographical sketches usually include such basic data as: birth and death; basic education; term as president; major experiences or contributions; and date of the inaugural address. ♦ | The author presents as his credentials a background of study I in higher education, rhetoric and speech at two reputable American universities, namely, the Ohio State University and the University of I Southern California. Nearly all the course work toward a doctorate ; in speech was completed at Ohio. At the University of Southern i i California, forty semester hours of graduate work have been completed in Educational Psychology, Administration, Supervision and Higher Education. With these credentials, this study was pursued. CHAPTER IV THE FINDINGS Public College Presidential Addresses, 1860-1916 James Burrill Angell Biographical Sketch.--James Burrill Angell was born on a farm in Rhode Island, January 7, 1829. He died April 1, 1916 (41). In 1855, he graduated from Brown University. He was the valedictorian. The President of Brown University, Francis Wayland, had a great influence on Angell's thinking. Following his graduation, he spent two years as an assistant in the university library. He then studied at Paris and Munich, returning to teach modern languages at Brown (37:48). He was president of the University of Michigan from 1871 to 1909 (41). Before coming to Michigan, Angell was president of the University of Vermont, and editor of the Providence Daily Journal. He also served as minister to China from 1880 to 1881 and as minister to Turkey from 1887 to 1889. His writings include books on higher education and international law. The date of his inaugural address is June 26, 1871 (37:4). Analysis of Address.--"It is of vital consequence that this University,1 1 declared Angell, "be constantly improving in some respect." He further said that, "it must be able to have some 33 34 fixed and definite plan and purpose running on through a series of years" (37:67, 69). He speaks of the university endeavoring to approach "its ideal of giving the largest general culture and the most thorough and extended special training in technical and professional study." He speaks of the "primary object" even in the scientific courses, as being "the development and discipline of the faculties." He speaks of training the "faculties of observation, imagination, and reason ing." But he indicates that the student should be led "to perform those processes himself" (37:63). One of the aims of the university is the "training of citi zens, who are to shape the destinies of the State" (37:50). He « recognizes a "vital connection" with the state and that the state has a responsibility to "place the means of obtaining generous culture within the reach of the humblest and poorest child upon its soil" (37:49, 51). He refers to the "Christian spirit" of the state, which will also give color and life to the university; but, while being lofty, these values are to be "unsectarian Christian" (37:68). To highlight Angell's major purposes and aims of higher education, it could be stated that he makes repeated reference to the vital connection between the state and the university, maintaining » that the "prosperity of the University is bound up in that of the State." He calls for academic excellence, a lifting of the quality, with reference to the German standard. One of his major themes is ! 35 \ the quality of teachers--these are to be of the highest. He admits j that the era he speaks of has "been a period of groping, of theoriz- | ing, of experimenting, rather than of confident progress in any one I path" (37:62). However, Angell affirms his confidence in the process of higher education by stating, "but amid all the vicissitudes of earthly ; j ; affairs the great universities are the most vital and enduring of all j | human institutions" (37:71). j j | Richard Henry Jesse Biographical Sketch.--Richard Henry Jesse was born, March 1, ! 1853, on the Ball farm in Lancaster County, Virginia. He died, January 22, 1921. He graduated in 1875 from the University of Virginia. He was principal of the Washington Academy in Maryland, then later, dean of the academic department of the University of Louisiana. It was in 1891 that he became president of the University of Missouri. He sought to make the university serve the practical needs of the state. He established the School of Education while he was president of the University of Missouri. He also established the first School of Journalism in America (37:130). His inaugural address was given on June 3, 1891. Analysis of Address.--Jesse calls for better equipment, laboratories, and a library (37:136, 137, 139). 36 Jesse speaks much about expansion and the building up of various departments. As to the great purposes for higher education, he says, "Our aim must be to make good and intelligent citizens for Missouri." He goes on to state that the aim includes that of making good Christians, whatever the church. "The institution must be patriotic, but non-partisan--Christian, but non-sectarian" (37:144). Andrew Sloan Draper Biographical Sketch.--Andrew Sloan Draper was born on June 21, 1848. The date of his death is April 27, 1913. He was born in Westford, New York. He attended the Albany Public Schools, graduating from the Albany Academy and the Albany Law School in 1871. In 1886, fifteen years later, he was elected to the position of State Superintendent of Public Instruction. It was from this post that he went as Superintendent of Schools to Cleveland, Ohio. He was in this position for two years and then accepted the presidency of the University of Illinois. His inauguration address was November 15, 1894 (37:277, 278). Analysis of Address.— Draper declares that the University was "to gather up the world's experience and most advanced thought con cerning the construction of buildings, the training of teachers, the courses of work and the development of minds" (37:297, 298). His purpose for the University envisioned much more than "a collection of buildings and a gathering of instructors at one place. 37 It may well reach out," he stated, to "exert an influence everywhere, and accomplish things at arm's length" (37:294). The earliest reference or allusion to the climate of learning or the spirit of place was by Draper in his inaugural address in 1894. He declared, A university is to live, and feel, and act. It is not j a mere collection of grounds and buildings and museums. It is a living organism with an emotional nature to inspire it and an intellectual life to direct it. (37:284) ! He saw the University as a center of "literary culture and j professional thought" which would meet the needs of all the youth of the state. He stated it thus, "The State University is to seize upon I all opportunities for being serviceable to the people" (37:282, 294, ' 298). He called for development of the individual's highest poten tials and his training for life by stating, Sound education is what enables people to be useful to themselves, stimulating to others, helpful to the circum stances surrounding them. Specialization is the order of the age, and it is well; but the harmonies are to be pre served. So it is in the lives of individuals. So it is in the lives of states. The sound education of the people - of a commonwealth lies in their harmonious development up to the highest broadest possibilities. Their minds, their hearts, their bodies, their homes, their vocations, their interests, their tendencies, their institutions, their children and their children's children are all involved. (37:287) The university should train for leadership and for a better society, he declared (37:295). As to values, he spoke of the educational operations and influences which "cultivate the taste, . . . train the judgment, . . . 38 germinate thought, . . . control the passions and stimulate the ambitions. We cannot do without any of them," he affirmed (37:288). Repeatedly, he spoke of the university's role in pursuing all areas of research (37:285, 295, 296). In summary, it might be said that Draper's purposes#for higher education are to serve as a collecting agency for the world's experience and thought, to serve as the disseminator of literary culture and thought; it should train individuals to their highest potential; train for leadership and train in values and judgment, and the search for new truth through research. Elisha Benjamin Andrews Biographical Sketch.--Elisha Benjamin Andrews was born in Hilldale, New Hampshire on January 10, 1844. He died October 30, 1917. He was the eighth child of a Baptist minister. He was fourth in his class when he graduated from Brown University. At Andover-Newton Theological Seminary, he studied theology. After one year of a pastorate, he became president of Denison University in 1875. After studying a year in Berlin and Munich, he returned to Brown University as professor. From Brown, he went to Cornell to teach, then returned as president of Brown Univer sity. He accepted the chancellorship of the University of Nebraska in 1900. Under his leadership at Nebraska, the faculty doubled, appropriations were tripled, and new buildings were erected. A Teacher's College was developed, the School of Medicine was estab lished, and the Agriculture Department was expanded (37:302). The date of his inaugural address as chancellor of the University of Nebraska was September 22, 1900 (37:301). Analysis of Address.--The mental, intellectual, moral, and social development of students is an objective of higher education which Andrews supports. The social side of life is certainly important, and I should be the last to disparage the proper furtherance of it; still a university career ought not to be primarily dedicated to social development however good, but to interests which are directly mental or moral, or both. (37:309) As to the moral purpose, he declares that a university has real advantages "for the creation of noble character in their students." Expanding on this, he adds, I intensely reprobate the view said to have been expressed by the head of one university, that we are not responsible for the moral welfare of our pupils, our work for them being purely intellectual . . . I think him wrong. . . . we fail in duty unless to the uttermost of our power we aid them to form right and strong characters. (37:307) In the intellectual area, he maintains that higher education should lead the students to be thinkers. It should lead them into a search for truth -- an investigation (37:317, 323, 327). Andrews approves of sports, physical training and bodily exercise, expanding at some length on their value. He declares, Nearly all earnest sport properly carried on also has immense moral value for all participants. It develops independence of action, the sense of individual responsibility and at the same time fits for joint activities, cooperation and obedience to authority. It cultivates the will, particu larly the power of instantaneous decision. It trains the 4° sense of fairness. It imparts moral poise, the ability to be fair when under powerful provocation to take advantage. (37:312) Andrews suggests that the higher education should be practical. He states it thus: If I had my way, therefore, I would permit a pupil to graduate as bachelor only on the condition that he should not merely master a number of subjects mentally, but should in addition do or make something concrete and useful. . . . For the infusion of a somewhat more practical spirit into higher education there are many strong reasons. The atmosphere of most university communities is still a bit malarial with pride of scholarship. The bookish fellow with his starch and hauteur, the prig, the pedant, the intellectual pharisee is still with us. (37:321) Andrews calls for general courses for all students as well as specialization. He feels students should "learn something of every part; a special student everything of some part" (37:318). He uses the term "extensive" and "intensive" sources, and while acknow ledging the need for specialization, he states, I so far risk my life as to say that it takes higher talent to frame a good course on the salient facts and laws of biology as a whole, than it does to frame a good course on the possible significance of a suspected new convolution in the superior anterior lobe in the brain of a rare species of butterfly. (37:319) Higher education should not be restricted to a few. He says, "A state which aims to perpetuate democracy cannot decline to make ample provision at public expense for all phases and forms of education" (37:315). Higher education, according to Andrews' inaugural address, should train the mind, the character, and the body. It should train 41 for the social and the practical. It should be in the vanguard in the search for truth. It should be general as well as specialized, and should provide all phases and forms of education at public expense. Charles Richard Van Hise Biographical Sketch.--Charles Richard Van Hise was born May 18, 1875 in Fulton, Wisconsin. He died November 19, 1918. He received his doctor's degree from the University of Wisconsin (37:162). He taught geology there and at the University of Chicago. For many years, he was on the staff of the U. S. Geological Survey. His book, The Conservation of Natural Resources in the United States, is considered by conservationists as one of the most important in its field. He was president of the University of Wisconsin from 1903 to 1918 (62) . He had also taught metallurgy, mineralogy, and geology at Wisconsin (37:162). His inaugural address was given on June 7, 1904 (37:161). Analysis of Address.--Higher education is to promote "intellec tual attainments^' such as is understood by the terms "scholarship and research" It must produce "scholars and investigators" As Van Hise states it, 9 4 If the university does not become the center for the cultivation of the highest capacities of the human mind, where is the work to be done in this country? In America there is no other available agency. This work must be undertaken by the university, or else must remain undone. (37:184) Van Hise speaks of the "edifice of knowledge!' He speaks of "a school whose chief function is to add to the sum of human 42 achievement." He further elucidates: In the university men are trained to regard economic and social questions as problems to be investigated by the inductive method, and in their solutions to aim at what is best for the whole people rather than at what is favorable to the interests with which they chance to be connected. (37:179, 184, 177) The university should be the place for searching, for investi gation, for research, and for a "deeper insight into the order of the universe in which he (the student) lives" (37:182). Van Hise goes even farther. He says, "The final and supreme test of the height to which a university attains is its output of creative men, not in science alone, but in arts, in literature, in politics, and in religion" (37:183). Students should have their choice of subjects with "ample opportunity for the pursuit of the chosen subject, even until they become creators in it" (37:183). Higher education, according to Van Hise, is to train men "filled with a burning enthusiasm for the advancement of race." Higher education should aim at producing men who will lead in "con structive advance" in the community (37:177). Such products are "to be benefactors, not only of the state, but of the entire earth" (37:183). The purpose of the university is to train men who, "directly or indirectly, (will) control the destinies of the nation" (37:181). Van Hise speaks of the importance of training that will fit men to "deal with meni' that will provide the training which will enable them to adapt and appreciate their fellow men (37:174). 43 The higher education must provide opportunity to secure a "liberal education!' Van Hise refers to what he terms a "combination" university. He expounds as follows: We are now able to suggest the ideal American university --one which has the best features of the English system with its dormitories, commons, and union; one which includes the liberal and the fine arts and the additions of science and applied science; and one which superimposes upon these an advanced school modeled upon the German universities, but with a broader scope. In such a university the student in the college of liberal and fine arts has opportunity to elect work in applied science, and thus broaden his education. He feels the inspiring influence of scholarship and research, . . . The student in applied knowledge is not restricted to subjects which concern his future profession, but he has the opportunity to . . . liberalize his education. He, too, feels the stimulus of the graduate school, . . . Thus the colleges of liberal arts, of applied knowledge, and of creative scholarship interlock. Each is stronger and can do the work peculiar to itself better than if alone. This combination university is the American university of the future. (37:177, 184, 185) Van Hise seems to indicate in his inaugural address that the purposes of higher education are to cultivate the highest capacities of the human mind; to add to the sum of human knowledge and achieve ment; to make creative men who will be leaders in the advancement of the community and the race, so as to benefit the world; to provide a liberal education; and to train men and women to live with each other. Edwin Anderson Alderman Biographical Sketch.--Edwin Anderson Alderman was born in Wilmington, North Carolina, on May 15, 1861. He died April 29, 1931. The University of North Carolina was the university from which he graduated. He received eleven honorary degrees. At North Carolina 44 State Normal College, he was professor of history. He was professor of education at the University of North Carolina. He was president of North Carolina, president of Tulane, and president of the University of Virginia from 1904 to 1931. He authored such books as, A Brief History of North Carolina, Growing South. Functions and Needs of Schools of Education in Universities and Colleges, and The Memorial Addresses "of Woodrow Wilson (37:74). His inaugural address at the University of Virginia was on April 13, 1905 (37:73). Analysis of Address.--He does not hesitate in his inaugural address to quote the founder, Thomas Jefferson, for a statement of purposes for the founding of the university. Not since John Milton, declares Alderman, has there been "put forth such a classic statement of educational purpose" (37:78). These are as follows: (1) To form the statesmen, legislators, and judges on whom public prosperity and individual happiness are so much to depend; (2) To expound the principles and structure of government, the laws which regulate the intercourse of nations, those formed municipally for our own government, and a sound spirit of legislation which, banishing all unnecessary restraint on individual action, shall leave us free to do whatever does not violate the equal rights of another; (3) To harmonize and promote the interests of agriculture, manufactures, and commerce, and by well informed views of political economy, to give a free scope to the public industry; (4) To develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order; 45 (5) To enlighten them with mathematical and physical sciences, which advance the arts and administer to the health, the subsistence and comforts of human life; (6) And, generally, to form them to habits of reflection and correct action, rendering them examples of virtue to others and of happiness within themselves. (37:77, 78) Alderman also quotes President Eliot and his declaration of the "three indispensible attributes of a true university: "Freedom in the choice of studies; opportunity to win distinction in special lines of study; a discipline which imposes on each individual the responsibility for forming his own habits and guiding his own conduct" (37:78, 79). Alderman then adds, "To this absolutely right foundation are due the just claims that here began the first real American university" (37:79). Alderman speaks of a "university character," maintaining that one does not have to "search for this institutional character, as for something elusive and subtle." It shines out before the face of the stranger in five clear points of light: A sympathetic understanding of democracy as a working hypothesis of life, guaranteeing to every man a chance to realize the best that is in him. An absolute religious freedom, combined with wide and vital religious opportunities. An appeal to the best in young men, resulting in the creation of a student public opinion and a student system of honor, which endowed the University of the past, and endows the University of to-day with its richest asset of reputation and fame. A high standard of scholarship rigidly maintained, in an air of freedom of learning and freedom of teaching, begetting an austere ideal of intellectual thoroughness and honesty. 46 A conception of culture as a compound of sound learning and gracious conduct, as an inheritance of manhood and moral will won through discipline and conquest, and as a capacity to deal with men in the rough work of the world with gentle ness and simplicity. (37:81, 82) Alderman speaks of the purpose of higher education in the area of "social duty" and training for service and leadership in American life as follows: Who shall leaven this tumult of peoples with soberness and simplicity and Americanism? What is Americanism coming to signify spiritually to the world? Shall it be alone pride of power, passion for achievement, genius for self-indulgence, mad waste of energy, as in the anthill; or shall it mean stead fast justice, respect for law, sober discipline, responsible citizenship, and moral sturdiness? This University is just one of the circle of American institutions, seeking to guarantee the right answers to these large questions of human welfare. (37:85) Higher education should produce what Alderman calls the "great citizen!1 This individual "shall be an upward striving man who wants the truth and dares to utter it." Alderman continues by stating that this "great citizen" is one who . . . counts adaptability and toleration among his virtues, who insists on a little leisure for his soul's sake, and who has a care, whether amid the warfare of trade, or in the quiet and still air of study, for the building of things ever better and better about him. Fashioned by the sweep of genius through experience, great citizens may come who have never seen a university, but universities are the organized efforts of monarchies and democracies to produce such types. (37:87, 88) Alderman's stated purposes for higher education include training for leadership and service, develop the intellect and reasoning powers, train citizens of character, provide religious opportunities, an understanding of men so as to be able to deal with them, and the development of the potentials of each person. 47 Edward Sidney Mezes Biographical Sketch.--Edward Sidney Mezes was born on Septem ber 23, 1863, and died September 10, 1931. Belmont, California was his birthplace. Both of his parents were immigrants, his mother having come from Florence, Italy, and his father from Spain. He taught at Bryn Mawr following graduation from both the University of California and Harvard University. He also taught at the University of Chicago and the University of Texas. He became dean of the University of Texas in 1902. Six years later, he became its president. In 1914, he was elected president of the College of the City of New York. It was in this institution that he was responsible for the establishment of the schools of technology, education, busi ness, as well as for the expansion of summer, vocational and evening courses (37:388). His inaugural address as president of the University of Texas was on December 1, 1909 (37:387). Analysis of Address.--Mezes stated that the fundamental objectives of higher education were the training of citizens, the diffusion and search for knowledge and the training of character. In speaking of the training of men, he declares that the university's "foremost duty is to train for enlightened and loyal citizenship . . . And of equal importance, though of less urgency, are the duties of 'increasing and diffusing knowledge among mankind'" (37:390). He puts the same thought in different ways throughout his address. 48 As to the diffusion of knowledge, he asserts, "Not least important is the duty of the state institution to render more general the intelligent appreciation of knowledge and training" (37:392). He also speaks of the need for "thoroughness of training" (37:401) and "investigation" (37:397). In regard to mental training, he states it should be the "mental training that abides through life, the ability to think our way through our problems intelligently and sanely" (37:401). He speaks of the importance of character training and states: Here higher education must do its part, although it must always be remembered that colleges do not deal with raw materials; they can only do their best with the half finished products handed over to them by the home and the secondary schools. (37:402) Frank LeRond McVey Biographical Sketch.--Frank LeRond McVey was born on Novem ber 10, 1869, in Wilmington, Ohio. His doctorate was taken at Yale, after he had graduated from Ohio Wesleyan University. He received many honorary degrees. He was also a member of Phi Beta Kappa. He was a writer and history instructor at Teachers College, Columbia University. He was professor of economics at the University of Minnesota. At the University of Chicago, he was a lecturer. He was also president of the University of North Dakota. Later he was to become president of the University of Kentucky. He authored several books and contributed to a number of educational periodicals. He participated in surveys for Oklahoma, Florida, Indiana, North Carolina and Kentucky (37:368). 49 His inaugural address, as president of the University of North Dakota, was delivered on September 28, 1910 (37:367). Analysis of Address.--One of McVey's best statements on the purpose of higher education is as follows: My hearers will therefore, I trust, indulge me if I sketch in outline the purpose of a university . . . . . . A university is an association of men and women brought together to study truth. As a place, it furnishes facilities and offers encouragement to grapple with the great problems of life and thought; it is a medium through which people, either on its campus or in the commonwealth, may receive an uplift in right thinking; it is an agency for resolving the problems of civilization into their parts and offering some solution. More specifically, it works to develop the reason ing powers of youth, to enlarge their minds and instil virtue and order; to enlighten men regarding the sciences and com forts of life; to inculcate habits of reflection and correct action; to expound principles of government, to study the principles of political economy; to create leaders, statesmen, legislators, judges, and to afford with all the highest institutional training for the youth of the commonwealth in the various callings for which scientific training based upon a liberal preparation is desirable and wise. . . . The institution will meet its duty to the people of the state by preparing thoroughly the young people who come to its doors for service in specific callings after they have had adequate preliminary preparation. (37:372, 373) The university is to train individuals in high scholarship and moral character. McVey states it thus: . . . a university is a beacon light to the people of a commonwealth, pointing out to them, not only where advances are to be made in the realms of commerce and trade, but in the fields of morals, general knowledge, and better living; and vice versa, we may say that there is no clear indication of the advances a people have made than that set by their university. (37:386) A purpose of higher education is to give young people the "spirit of work guided by high ideals" maintains McVey (37:383). 50 The university's job is to create "intelligent citizens", he says. This includes an "ability to perceive relationships and to interpret the meaning of essential facts." He speaks of the "spirit of learning" which should be inculcated into each student. He refers to this as a "new type of learning" and adds, . . . the one place to which we can turn for help is the college and the university. More than sixty years ago Mr. Gladstone said: 'There is not a feature of a point in the national character which has made England great among the nations of the world that is not strongly developed and plainly traceable in our universities . . .' In America . . . each year shows a closer association between educational institutions and national growth. (37:371, 372) The implication here is that one purpose of higher education is for national growth. Later in his address he puts this more plainly by stating, The changing concepts of government, business, and social life are demanding men and women who can render efficient service in any capacity. It is the possession of these powers of trained intellect and mind, balanced by character, by a majority of the people, which makes for efficiency in the nation. As life grows more complicated, we are compelled to rely more and more upon school, college and university to train for efficiency in nearly every calling. ((37:382) As to religious training, McVey declares: The separation of church and state prevents the state university from giving instruction in theological concepts, but she can and does constantly give instruction in the large faith set forth by the founder of Christianity 'in the love of God and the service of man.1 Too much emphasis cannot be laid on this statement. There is practically no difference in the training, surroundings, or moral influences of a denominational college and a state university. Both are guided by men of proven lives. (37:377) According to McVey then, the primary of fundamental purposes of higher education are to train the intellect, train men and women 51 for any capacity, for leadership, develop character and high ideals and contribute to the national growth. Stratton Duluth Brooks Biographical Sketch.--Stratton Duluth Brooks was born on September 10, 1869; he died on January 18, 1949. He was born in Everett, Missouri; graduated from the Michigan State Normal College, also the University of Michigan, and from Harvard University. Brooks was the principal at the high school in Danville, Illinois and also in LaSalle, Illinois. Later, he was superintendent of schools at Cleveland, Ohio and then at Boston, Massachusetts. He authored such books as Brooks1 Reader. Composition and Rhetoric and English Composition. From the superintendency of the schools of Boston, he went as president of the University of Oklahoma in 1912. He was also president of Missouri University from 1923 to 1931 (37:408). His inaugural address as president of the University of Oklahoma was on October 21, 1912 (37:407). Analysis of Address.--Brooks states that "The chief function of the university is to train men . . . such . . . as will enable them to replace error with accuracy, supplant speculation with speci fic knowledge, . . . and marshal evidence to demonstrate that effort is effectively expended" (37:410). He further adds that higher education should give a reason able guarantee that its "graduates can perform efficiently the public 52 and private duties they may be called upon to perform" (37:410). In other words, higher education should train the "better citizen" He » should be one who can serve his community and fill the needs of the community. It is to the university that the community "turns for instruction in any subject not specifically provided for elsewhere" (37:413). Higher education should of course provide knowledge; but Brooks states, And now we go still further and demand that the knowledge be not only useful but that it be used not only for private profit but also to improve the prosperity, defend the peace, protect the health, and enlarge the civic, social, and spiritual ideals of the community. (37:422) Higher education, thus, trains for service. Brooks adds another purpose of higher education: There is, however, a still broader definition of education that the university must keep in mind; namely the purpose of education is to improve both the labor and the leisure of mankind. After a man has done all that he needs to do or desires to do for himself and for his fellow man, there is still time that he may call his own— the idle hours of life that may be devoted to that inalienable right of man--the pursuit of happiness. . . . The university is obligated to improve man's pleasure; to give him a taste for and an appreciation of all that is best and noblest; to teach him to love music and art and literature and life in all their various manifestations; to enjoy contemplation, to appreci ate activity, and ever in peace and contentment to take great pleasure in the pursuit of truth and beauty. Thus may a man because of his university education, live more serviceably, enjoy more intensely, die more contentedly. (37:426) Thus, according to Brooks, the major purposes of higher education are to train men for service, for public office, as the "better citizenl' Higher education transmits knowledge, but such 53 that will improve the community, even the "spiritual ideals of the community." Higher education also trains a man to use his leisure time with profit and pleasure. Henry Suzzallo Biographical Sketch.--Henry Suzzallo was born on August 22, 1875. He died September 25, 1933. He was the son of immigrant parents, and was born in San Jose, California. After graduating from Stanford, he took his doctorate at Columbia, where he served as acting dean of the Teachers' College. He accepted the presidency of the University of Washington in 1915. He administered the university with ability. He also edited the Riverside Educational Monograms, published by Houghton-Mifflin Company. After leaving the University of Washington as president, he became editor-in-chief of Colliers and the National Encyclopedia. At the time of his death, he was president of the Carnegie Corpora tion, New York (37:208). His inaugural address as president of the University of Washington was on March 21, 1916 (37:207). Analysis of Address.--A theme that runs through his inaugural address is that higher education should train for leadership. He states it thus: I conceive the special trust that I here receive to be the training of men and women for the higher responsibilities of i^erican life. That mission of universities is a long established tradition. For many centuries they have trained picked men for leadership. (37:209) 54 However, these leaders must be moral men and women, trained for service. MWe propose to train every man and woman to expert service," he says. He speaks of his concept of the university in the following words: The true university is never a mere child of time; it is a foster-mother to things eternal. With the calm precise eye of science it examines human experience and fastens on the enduring. Its mission is to stabilize progress. It must know which of men's dreams have been vagaries and which have been helpful aspirations. It searches the soul of history for the values which have urged us unceasingly toward a finer civilization. In all the trial, error and success, which make up the gross fact of human action, it points the truths which give life a sure technique for worthy achieve ment. These truths and values are its disciplines. It knots them into the minds of its youthful students until they become the working codes of honor of university men. (37:216) Higher education continues the search for truth; it prepares men and women for life, especially for leadership, but leadership with values and moral worth, according to Suzzallo. Private College Presidential Addresses, 1860 - 1916 Andrew Dickson White Biographical Sketch.--Andrew Dickson White was born of English parentage in Homer, New York, on November 7, 1832. He died Novem ber 4, 1918. He went to Geneva College (now Hobart) and to Yale (36:246). He then travelled in Europe, after which there were seven years as professor of history at the University of Michigan. This was a subject of lifelong interest. Andrew Dickson’White served as president of Cornell University for its first twenty years. He 55 regarded his share in the university as the crowning achievement of his life. It is for his part in founding and maintaining the univer sity, "more than by any other work of my life, I hope to be judged," he declares. His ideas of a university grew out of unsatisfactory days in two old-fashioned colleges--narrow in their courses of study, and in their parental attitude towards pupils. This idea could be summed up by a sentence attributed to Ezra Cornell: "I would found an institution where any person can find instruction in any study." Of his contribution to American higher education, it might be said: He believes, first, in an institution, religious in spirit, but freed from all denominational or partisan restriction or control upon trustees, faculty or students --an institution entirely free in its cultivation of scholarship and character; secondly, in a 'democracy of stu dies,' placing classical and modern studies--humanities, sciences, and technical arts--on an equal footing; and thirdly, in the treatment of students as men and women, and of teachers as their friends. Upon these 'formative ideas'--then novel, now generally adopted in our univer- sities--was founded President White's notable contribution to American higher education. . . . He tried above all to interest students in their studies. . . . he 'sought to promote a reasonable devotion to athletics,' as exercise and as a valuable influence on character. (27:vii, ix, x) The vision and statesmanship which White demonstrated as chairman of the New York State Senate's Committee on Education, attracted him to Ezra Cornell. The fight that was led by White to preserve the vast land endowments of the Federal Government to the states for education was responsible for a close friendship between Dr. White and Ezra Cornell. The result gave dignity to vocational education on the college level for the first time in America (36:246). His inaugural address was given on October 7, 1868 (36:245). Analysis of Address.--White refers in his address to "perme ating or crowning ideas" of higher education. These are: . . . First, the need of labor and sacrifice in developing the individual man, in all his nature, in all his power is, as a being intellectual, moral and religious. . . . The second of these permeating ideas is that of bringing the powers of man, thus developed, to bear upon society. (36:264, 265) His foundation and formative ideas might be listed under seven points as follows: 1. The close union of liberal and practical education. 2. "I would found an institution where any person can find instruction in any study."--Ezra Cornell. 3. The principle of unsectarian education. 4. A living union between higher education and the whole school system of the state. 5. The idea of concentration of revenues for advanced education. 6. The idea of equality between different courses of study. "No class of students shall be regarded by us all with more favor than those who work with their hands that they may work with their brains." 7. To combine labor and study--physical education and scientific study (36:248-259). Charles William Eliot Biographical Sketch.--Charles William Eliot was born on March 20, 1834; he died August 22, 1926. He was president of Harvard 57. University for forty years and one of the most influential educators of his time. He was born in Boston of prominent New England parents, who were identified with civic and cultural movements in Boston. He went to school at Boston Latin School, and also attended Harvard University and the University of Berlin. He taught both at Harvard and at the Massachusetts Institute of Technology prior to his acceptance of the presidency of Harvard. His administration at Harvard marked "a new era in which he enhanced the elective system, emphasized the signifi cance of extreme care in faculty selection and advocated increased salary scales and greater use of sabbatical leaves for teachers" (36:14). His inaugural address as president of Harvard University was dated October 19, 1869 (36:13). Analysis of Address.--Higher education should provide general knowledge in all the main subjects of human interests, Eliot sug gested. "These principles are the justification of the system of elective studies," he declared (36:17, 23). The endless controversies whether language, philosophy, mathematics, or science-supplies the best mental training, whether general education should be chiefly literary or chiefly scientific, have no practical lesson for us to-day. This university recognizes no real antagonism between literature and science, and consents to no such narrow alternatives as mathematics or classics, science or meta physics. We would have them all, and at their best. To observe keenly, to reason soundly, and to imagine vividly are operations as essential as that of clear and forcible expression; and to develop one of these faculties, it is not necessary to repress and dwarf the others. (36:15) 58 The elective theme runs through Eliot's address. He also speaks of "intellectual freedom" and the service the university can render to the community. He puts it thus: And what will the university do for the community: First, it will make a rich return of learning, poetry, and piety. Secondly, it will foster the sense of public duty--that great virtue which makes republics possible. (36:41) The transmission of knowledge, an elective system, intellect ual freedom, service to the community, in "learning, poetry, and piety" and inculcating a sense of public duty would be the main purposes of higher education as given by Eliot in his inaugural address. Daniel Coit Gilman Biographical Sketch.--Daniel Coit Gilman was born on July 6, 1831. He lived until October 13, 1908. He was born in Norwich, Connecticut. In 1848, he entered Yale College. He taught at Yale for seventeen years. He was responsible for the plan of the Sheffield Scientific School at Yale. In 1872, after a second call, he accepted the presidency of the University of California. He accepted the presidency of Johns Hopkins University on January 30, 1875. We get the true dimensions of his leadership, as we picture him in this role, of the first president of Johns Hopkins. Under his leadership and emphasis on "personality plus science," Johns Hopkins became known as the outstanding university of the country. 59 After retiring from Johns Hopkins, he accepted the presidency of the Carnegie Institute, of Washington (36:294). His inaugural address was dated February 22, 1876 (36:293). Analysis of Address.--In speaking of the aims of higher education, he says, What are we aiming at? An enduring foundation; a slow development; first local, then regional, then national influence; the most liberal promotion of all useful knowledge; the special provision of such departments as are elsewhere neglected in the country; a generous affiliation with all other institutions, avoiding interferences, and engaging in no rivalry; the encouragement of research; the promotion of young men; and the advancement of individual scholars, who by their excellence will advance the sciences they pursue, and the society where they dwell. (36:321) He speaks of the importance of research and the "search for truth". Higher education is to "promote the good of mankind." Enlarging on the function of higher education, he says: It is a reaching out for a better state of society than now exists; it is a dim but an indelible impression of the value of learning; it is a craving for intellectual and moral growth; it is a longing to interpret the laws of creation; it means a wish for less misery among the poor, less ignorance in schools, less bigotry in the temple, less suffering in the hospital, less fraud in business, less folly in politics; it means more study of nature, more love of art, more lessons from history, more security in property, more health in cities, more virtue in the country, more wisdom in legi slation, more intelligence, more happiness, more religion. (36:303, 304) In short, a betterment of society. On the subject of character development, he declares: The object of the university is to develop character--to make men. It misses its aim if it produces learned pedants, or simple artisans, or cunning sophists, or pretentious 60 practitioners. Its purport is not so much to impart knowledge to the pupils, as to whet the appetite, exhibit methods, develop powers, strengthen judgment, and invigorate the intellec- ual and moral forces. It should prepare for the service of society a class of students who will be wise, thoughtful, pro gressive guides in whatever department of work or thought they may be engaged. (36:309) Daniel Coit Gilman's objectives of higher education, as stated in his inaugural address, might be summarized as: to make men of character; to improve mankind; and extend the frontiers of knowledge. G. Stanley Hall Biographical Sketch.--Granville Stanley Hall was born on February 1, 1844, in Ashville, Massachusetts, of English parentage. He died, April 24, 1924. The school work in the local schools, he accomplished with relative ease. He entered Williams College in 1863 (36:362). He was professor of psychology at Antioch College and at Johns Hopkins University before going to Clark University as its first president. At Clark, he also headed the psychology department. He stimulated research in psychology and was known as an authority in the study of children. He was the first educator to apply the results of experimental child psychology to teaching methods. His works include: The Contents of Children's Minds on Entering School; Adolescence; and Educational Problems. He also founded and edited The American Journal of Psychology (51). His inaugural address was given on October 2, 1888 (36:362, 361). 61 Analysis of Address.--G. Stanley Hall's purposes of higher education include: the diffusion of knowledge; investigation and the increase of knowledge; training of men and women to produce citizens and leaders. He intimated that higher education should be the "means by which knowledge and culture, the most precious riches of the race, are increased and transmitted" (36:365). Higher education, however, is also to "increase knowledge" and "diffuse" it. Investigation is also one of it's purposes (36:370, 371). He spoke of universities as the "chief nurseries of talent" (36:370, 371). One of the purposes of the university was to furnish the "highest type of men as its leaders" (36:373)--the leaders for society or democracy, that is. This involved specialized training so as to produce "good teachers, preachers, doctors, advocates, engineers, and technologists of various kinds" (36:371). David Starr Jordan Biographical Sketch.--David Starr Jordan was born on January 19, 1851. He died September 19, 1931. He was born of English parentage, on a farm near Gamesville, New York. As a boy, he attended the local ungraded school (36:352). He was further educated at Cornell University. He taught in Illinois, Wisconsin, and Indiana. He was president of the Indiana University from 1885 to 1891, when he became the first president of 62 Stanford University. He built that school into an important institu tion. He was chancellor of the university from 1913 to 1916. Upon his retirement, he devoted time to his peace efforts and studies in nature. He advised the government on fish conservation and fisheries (55). His inaugural address as the first president of Stanford was on October 1, 1891 (36:351). Analysis of Address.--David Starr Jordan's purposes of higher education include the producing of the "educated man"; training for right living, and promoting a thirst for knowledge. It should encour age investigation. He said, We hope to give to our students the priceless legacy of the educated man, the power of knowing what really is. The higher education should bring men into direct contact with truth. It should help to free them from the dead hands of old traditions and to enable them to form opinions worthy of the new evidence each new day brings before them. An educated man should . . . be in some degree the founder of a new intellectual dynasty, for each new thinker is a new type of man. . . . Every influence which goes out from these halls should emphasize the value of truth. The essence of scholarship is to know something which is absolutely true. (36:354) He spoke of "the value of right living,' of "virtue and integrity," of "character" and of "virtue and piety" (36:354-356). He hoped that the total influence of the university would have a "civilizing power" and that the higher education, as expressed at Stanford, would do "its part in the work of civilization" (36:354- 356) . 63 Jordan spoke of the "character of the university" of a "university atmosphere" and of the "university spirit!1 He indicated that the teacher plays a vital role in this spirit of place, but that beauty and fitness were also forces in education, and "Every object with which the young mind comes in contact leaves on it its trace. . . . and the least feature of our surroundings has its influence, greater or less" (36:356). In this vein, he further adds: These long corridors with their stately pillars, these circles of waving palms, will have their part in the students' training as surely as the chemical laboratory or the seminary room. Each stone in the quadrangle shall teach its lesson of grace and of genuineness, . . . The noble pillars of the gallery of art, its rich treasures, the choicest remains of the ideals of past ages--all these and a hundred other things, which each one will find out for himself, shall fill his mind with bright pictures, never to be rubbed out in the wear of life. Thus in the character of every student shall be left some imperishable trace of the beauty of Palo Alto. (36:357) He spoke of the purpose of the university as being the "wish to satisfy for coming generations the hunger and thirst after know ledge." He implied that a purpose of higher education would be the training of men and women "in the wisdom of the ages, and imbued with the love of nature, the love of man, and the love of God" (36:359). ■ James H. Kirkland Biographical Sketch.--James Hampton Kirkland was born on September 9, 1859, and died August 5, 1939. He was born in Sparten- burg, South Carolina. In 1877, he graduated from Wofford College. He received his doctorate from the University of Leipzig in 1885. He received six honorary degrees. He taught Greek and Latin at Wofford College before he accepted the chancellorship of Vanderbilt in 1893. 64 He held this position for forty-five years. He founded the Associa tion of Colleges and Secondary Schools of Southern States. He was chairman of the Board of Trustees of the Carnegie Foundation for Advancement of Teaching in 1922 and 1923 (36:328). His inaugural address was dated September 25, 1893 (36:327). Analysis of Address.--Kirkland states the purposes of higher education as including the "providing (of) nobler homes of learning and means of higher culture." The matter of learning and preparing youth for life is included. He speaks of the "most important part of the work that we have yet accomplished," as that of the college department, "elevated in its standard, broad in its scope, liberal in its spirit, and Christian in its character" (36:329, 336, 340). Actually, much of Kirkland's address was devoted to discussing finances. He said relatively little about the purposes of higher education. One catches a phrase here or there by careful search. He hints at his concept of the purposes of higher education in his concluding remarks when he says, "The presence of the univer sity creates an atmosphere of culture, stimulates intellectual life, and elevates the whole tone of society" (36:348). Arthur Twining Hadley Biographical Sketch.--Arthur Twining Hadley was born of parents who were of New England stock on April 23, 1856. He died March 6, 1930. His father and grandfather were associated with the teaching profession. His father was Greek professor at Yale Univer 65 sity for a while. Hadley was born in Hew Haven, Connecticut (36:44). He graduated with highest honors from Yale in 1876. He held many public offices, and his advice on railroads was sought by Congress, railroad companies and Presidents (50). After graduating from Yale, he spent three years studying history and political science. Two of these were at the University of Berlin. When he returned from Europe in 1879, he became tutor at Yale College. He wrote and travelled much. He was president of Yale from 1899 to 1921, a period of twenty-two years (36:44). His inaugural address was delivered on October 18, 1899 (36: 43) . Analysis of Address.--Hadley was concerned with what he termed "training" and "teaching" as vital functions of higher education. He therefore favored the elective system. He was concerned with what he referred to as the "intellectual side"; but, he did not forget the moral aspects. He declared, "Of all these interests, the most funda mental are those connected with religious observances and religious feeling" (36:47, 50, 55). He also spoke of "utilizing the powers of the students in such a way that they can be of service to the college community and the world at large" (36:55). Other than these principles, his address dealt mostly with ways and means of achieving these objectives. Nicholas Murray Butler Biographical Sketch.--Nicholas Murray Butler was born in Elizabeth, New Jersey in 1862. He died in 1947. He graduated from 66 Columbia University, where he received his doctorate degree. He also studied in Berlin and Paris and received honorary degrees from leading universities of the world. "He was an active member in educational, political, and civic affairs and held memberships in the leading organizations contributing to the improvement of these areas of cul ture." He received the Nobel Peace Prize in 1931. He became presi dent of Columbia University in 1902, holding that position until October, 1945 (36:84). Butler was active in urging a uniform set of college admission requirements and the formation of a joint board of examiners. Out of his suggestion grew the College Entrance Examination Board. Butler is also known for the stand he took on academic freedom during World War I. In his commencement address in the spring of 1917, he made the distinction between academic freedom before entering the war and after entrance into the war. There was guarantee of complete freedom prior to the war, while the country was making up its collective mind; but upon entrance into the war, this freedom could no longer be extended. Harvard's A. Lawrence Lowell took the opposite position, claiming that if ever academic freedom was needed, it was during the conflict. Butler, however, is rated as a president of brilliance and is men tioned with such outstanding men as Gilman of Hopkins, Harper of Chicago, Angell at Michigan. These men of "eminence" left their "imprint on academic affairs," but also "led public thought outside academic walls" (6:240, 311, 352). Butler's inaugural address was delivered on April 19, 1902 (36:83). 67 Analysis of Address.--Butler's purposes of higher education, as revealed in his inaugural address, could probably be summarized in two words: scholarship and service. He frequently refers to the matter of scholarship and truth-seeking, to extending and widening "the boundaries of human knowledge," as a chief purpose or objective of higher education. "The university is concerned with the promotion of the true scholarship" (36:86, 88, 89). Then he goes on to state, But a university is not for scholarship alone. In these modern days the university is not apart from the activities of the world, but in them and of them. It deals with real problems and it relates itself to life as it is. The university is for both scholarship and service; and herein lies that ethical quality which makes the university a real person, bound by its very nature to the service of others. To fulfill its high calling the university must give and give freely to its students, to the world of learning and of scholarship, to the development of trade, commerce, and industry, to the community in which it has its home, and to the state and nation whose foster-child it is. A university's capacity for service is the rightful measure of its impor tunity. (36:90, 91) This service he speaks of includes the training of men and women so they may serve their community, their nation, their govern ment, as "good citizens^' carrying with them a "practical idealism" Butler concludes by stating: Scholarship and service are the true university's ideal. The university of today is not the 'home of lost causes, and forsaken beliefs, and unpopular names, and impossible loyalties.' It keeps step with the march of progress, widens its sympathies with growing knowledge, and among a democratic people seeks only to instruct, to uplift, and to serve, in order that the cause of religion and learning, and of human freedom and opportunity, may be continually advanced from century to century and from age to age. (36:92-94) 68 It can be observed from the above statement that one of his purposes of higher education is the betterment of society. He includes the ethical, moral or religious phase. Woodrow Wilson Biographical Sketch.--Woodrow Wilson was born December 28, 1856, and died February 3, 1924. He was born in Staunton, Virginia. His father was a Southern Presbyterian minister. His mother was of Scottish Presbyterian background. He did not start to school until he was nine. He learned slowly and could not easily read until he was eleven, yet he started college before he was seventeen. He studied at Davidson College, the University of North Carolina and the law school of the University of Virginia. He took up graduate work at Johns Hopkins University. He received his doctorate in 1886. He taught at Bryn Mawr and at Wesleyan University. Several colleges offered him positions as college president, but he refused them all. He was elected president of Princeton in 1902. Princeton had never had anyone but a clergyman as president, prior to this date. He determined to change the university from "a place where there are youngsters doing tasks to a place where there are men thinking." He served as Governor of New Jersey, and as President of the United States from 1913 to 1921, which years encompassed America's partici pation in World War I. While Wilson was President of the United States, the Virgin Islands were purchased, the 17th, 18th, and 19th Amendments to the Constitution were adopted, the Panama Canal was opened, and the League of Nations was established (65). 69 His inaugural address as president of Princeton University was on October 25, 1902 (36:63). Analysis of Address.--He declared that one of the purposes of higher education was to train men, widely and broadly, with "largeness of views, judgment, and easy knowledge." The purpose of higher education was to train for service. It was also to extend the bound aries of knowledge by research. He referred to "the true university atmosphere" as a pervading sense of the unity and unbroken circle of learning" (36:66, 67, 77). His purposes invision the training of men with moral prin ciples and "right adjustments" He said, We are here not merely to release the faculties of men for their own use, but also to quicken their social under standing, instruct their consciences, and give them the catholic vision of those who know their just relations to their fellow men. Here in America, for every man touched with nobility, for every man touched with the spirit of our institutions, social service is the high law of duty, and every American university must square its standards by that law or lack its national title. (36:79, 80) He declared that "The final synthesis of learning is in philosophy" and added, that while an institution of higher learning was removed from "the bustle of affairs," it was no place in which to merely dream. He said, It is a place for the first conspectus of the mind, for a thoughtful poring upon the map of life; and the boundaries which should emerge to the mind's eye are not more the intellectual than the moral boundaries of thought and action. I do not see how any university can afford such an outlook if its teachings be not informed with the spirit of religion, and that the religion of Christ, with the energy of a positive faith. The argument for efficiency in education can have no permanent validity if the efficiency sought be not moral as 70 well as intellectual. The ages of strong and definite moral impulse have been the ages of achievement; and the moral impulses which have lifted highest have come from Christian people,--the moving history of our nation were proof enough of that. Moral efficiency is, in the last analysis, the fundamental argument for liberal culture. (36:80, 81) The purposes of higher education, as indicated in Wilson's inaugural address would include: transmission of a "sound learning," extension of knowledge in research, training for service, and high moral and Christian efficiency. Ernest Martin Hopkins Biographical Sketch.--Ernest Martin Hopkins was born on November 6, 1877, in Dunbarton, New Hampshire. He was a graduate of both Worcester Academy and Dartmouth College. He received honorary degrees from a number of America's leading universities. He had wide experience in the business world as an organizer. He accepted the presidency of Dartmouth College in 1916. He was a lecturer for the Jayne Foundation. He has also been a member of the Rockefeller Foundation (36:120). His inaugural address as president of Dartmouth College was on October 6, 1916 (36:119). Analysis of Address.--In speaking of the purposes of higher education, Dr, Hopkins spoke of the need for "constructive idealism interpreted in terms of service" (36:121, 126). Another purpose of higher education is to "develop our national life" (36:126). 71 Higher education is also to transmit knowledge (36:124). It is to train and develop the "mental process" and intellectual com petency (36:127, 130). Higher education should "prepare for the whole of life," so the individual is able to serve the group (36:124, 135). The purpose of higher education, according to Hopkins, also includes character training, transmission of our cultural heritage, and training for leadership (36:130, 131, 127). Summary of Addresses in the 1860 - 1916 Period In looking at the major objectives of higher education as suggested in the inaugural addresses of selected American college and university presidents, we find certain major objectives appearing repeatedly. These include: 1. The training for, or production of citizens or citizenship. Hereafter referred to as Citizenship. 2. Transmission of the culture, or training for the social and cultural environment in which one is to live. Hereafter referred to as Cultural Training. 3. Development of the individual's potential, including personal adjustment, reasoning powers, creativity and development of the person's faculties. This will be listed as Individual Develop ment on the chart. 4. Training for service, to influence one's community, to better the world, advance the race and lead to national growth. Hereafter referred to as Involvement in Community--Service. 72 5. Increase of knowledge and learning, transmission and dif fusion of information, intellectual achievement and excellence and scholarship, which will be labeled as Knowledge Extension. 6. Training and preparation of leaders, which will be referred to as Leadership Training. 7. Moral, ethical, religious or Christian training; the train ing in values, and the training or development of character. This will be referred to as Moral and Religious Training. 8. Research and the search for truth, in its various aspects will be listed as Research. 9. Though the "spirit of place" is a means of achieving objectives, rather than an objective itself, in the strict sense, yet, since this study is seeking to ascertain how many of the presidents mentioned this "spirit of place" or environment of learning, this will be listed as Spirit of Place. In comparing the objectives of the public and private institu tions, it will be observed that training for citizenship was mentioned more by the presidents of public institutions, as well as development of the individual's potential, leadership training and research. The presidents of private institutions mentioned influence in the com munity and service more frequently and slightly more reference was made to moral and ethical or religious training. It is of interest to note that rather than great differences, there is a marked simi larity in their statements of major objectives of higher education. Figure 1 will illustrate these findings. If all ten pre sidents spoke of a certain objective, the bar graph or line extends the full ten spaces of the chart. If only one president of the group of ten selected spoke of the listed objective, then the bar extends only one space. Figure 1 is self-explanatory. 74 (Public) , Key: xxxxxx (Private) Number of Presidents 1 2 3 4 5 6 7 8 9 10 1. Citizenship 2. Cultural Trining 3. Individual Development 4. Involvement in Community--Service 5. Knowledge Transmission 6. Leadership Training 7. Moral and Religious Training 8. Research 9. Spirit of Place xxxx cxxx cxxx XXX3 X X X X XXX3 xxxx: CXXX3 X X X 3 XX X3 xxxx: CXXX3 :xxx3 XXX3i xxxx xxxx XX X3 xxxx: : x x x 3 X X X ) XXX3i XX3CX X X X 3 xxxx: CX3CX3 XX X3 XXX35 XXXX xxxx xxxx xxxx: xxxx: X X X3 xxxx X X X3 xxxx: CXXX3 XX X3 XXX3i xxxx xxxx xxxx X X X3 xxxx: :xxx3 XXX3 XXX3 xxxx Fig. 1.--Number of Presidents in the 1860 - 1916 Period Who Spoke of Selected Objectives of Higher Education 75 Public College Presidential Addresses. 1917 - 1967 Harry Woodburn Chase Biographical Sketch.--Harry Woodburn Chase was born in Grove- land, Massachusetts on April 11, 1883. After graduating from Dart mouth, he took his doctorate at Clark University. He received many honorary degrees. At Clark University, he was the director of the Clinic for Subnormal Children. He was also professor of education, professor of psychology, and acting dean of the College of Liberal Arts of the University of North Carolina. From 1919 to 1930, he was president of the University of North Carolina. He was also president of the University of Illinois from 1930 to 1933, and then president of the New York University from 1933 to 1951. At the University of North Carolina, he placed much emphasis on research, and thus gave the institution national standing. He improved academic standards and collected a faculty of high quality. He also had a successful career at Illinois and New York (37:32). His inaugural address at the University of North Carolina was on April 28, 1920 (37:31). Analysis of Address.— Chase declared that the objective of higher education was to train men, to "lift men" as he put it. The university would train so that men would realize their "higher selves," so they would truly be liberated in "body, mind and spirit, . . . men really free, not from responsibility, but through it. It is the achievement of such a responsible freedom which is the common business of education" (37:38). > 76.. t Higher education is to improve civilization through leader- ( I ship. He says, The challenge of the South to the Southern State University today is that she show herself worthy of leadership in this great constructive enterprise, this the world's latest attempt to evolve a new and higher civilization. Such a challenge she can meet by no merely perfunctory response. It is for her passionately and reverently to dedicate herself and all of herself to this great task. (37:37) He spoke of the need for education and research and the train ing of men as citizens for their jobs. He said, At this hour of constructive need, the college could not more greatly sin against itself and the state than by training men who should hold themselves aloof from the work-a-day life of the world, from participation and leadership in every fine and worthy human cause. The university believes with her whole heart that it is the function of the college to train for citizenship and for service. (37:43) Chase referred to the university being a place where men would "lift themselves up unto the everlasting hills beyond the workshop and the marketplace, into those high places where men walk alone with their souls and with God" (37:39). By implication, he refers to the objective of higher education to implant the higher cultural and ethical values, for he said that the university should dedicate its powers to uplifting society and to building a civilization "in which more and more men shall do justly, shall love mercy, and shall walk humbly with their God" (37:38). Ernest Hiram Lindley Biographical Sketch.--Ernest Hiram Lindley was born October 2, 1869. He died on August 21, 1940. He was born in Paoli, Indiana. He graduated from Indiana University and took his doctorate at Clark 77 University, in Worcester, Massachusetts. He also did post-doctoral work at both the University of Jena, Leipsig, Heidelberg, and at Harvard. He was a member of Phi Beta Kappa. He was professor of philo sophy at Indiana University. He was also president of the University of Idaho. In 1920, he became chancellor of the University of Kansas. He gave his inaugural address the same year. He also was a member of the Board of Trustees of the Carnegie Foundation and many civic and religious organizations (37:218). Analysis of Address.--Lindley1s inaugural address was notable for the amount of space he took to speak of the need for training men to use their leisure time. This seemed to be a part of the develop ment of the individual's full potential. He also spoke of training the individual for his "ideal career." This could mean homemaking or any of a number of vocations (37:222, 223, 230). He said that, "Training for citizenship is one of the great obligations of the university, which becomes increasingly important with the growing complexity of government" (37:228). Higher education was also to contribute to "social progress" and "intellectual activity" (37:224, 226). On training for leadership he said, "The university aspires to train the young men of Kansas for leadership in the commerce of Kansas" (37:227). On moral and ethical values, and the need for higher education to inculcate these ideals, he said, 78 A liberal education, then, gives dominion over work and leisure. It lifts every task of life from the level of a trade to the level of an art, and indeed from the level of an art to the level of religion, where abide the eternal values. (37:231) Lindley repeatedly spoke of research as being a task that higher education should perform for society (37:226). In summary, it might be said that Lindley's purposes of higher education, as revealed in his inaugural address would include: training for citizenship, development of the full potential of the individual, including training him to effectively and profitably use his leisure time, aid in social progress, improve intellectual activity, train for leadership and research. There was slight mention of religion in terms of the quotation used above. Lotus Delta Coffman Biographical Sketch.--Lotus Delta Coffman was born on Janu ary 7, 1875, in Salem, Indiana. He went to school at the Indiana State Normal School, Terre Haute, Indiana University and took his doctorate at Columbia. He was the recipient of many honorary degrees from such universities as Indiana, Columbia, Michigan, Northwestern, and Denver. He was a member of Phi Beta Kappa. He was principal and superintendent of schools in Indiana; also, supervisor of training schools in Charleston, Illinois and lecturer at Columbia University. He was professor of education at the University of Illinois and dean of the College of Education at the University of Minnesota, before his appointment as president of the University of Minnesota in 1920. His inaugural address is dated May 13, 1921 (37:187, 185). 79 Analysis of Address.--His purposes of education for colleges and universities included training in citizenship and transmission of the cultural heritage. He spoke of the task of higher education as that of being "a guardian of the treasury of civilization" (37:189, 202) . Higher education was to have the objective of serving, and making a better world. He said, A university . . . breathes the spirit of helpfulness and of interest in the problems of men everywhere. . . . When a university ceases to be saturated with high-minded cosmo politanism, a spirit of mutual helpfulness, and a desire to know and to understand the problems of the world, it will cease to be a university. . . . This great aim, this funda mental purpose of a true university, we must constantly proclaim from the housetops, that we do not lose sight of it. (37:203) As to the purpose of educating, that involved with scholar ship, he said, "it is a platitude to declare that the primary purpose of a university is to educate" (37:196). He also spoke of the need for training for leadership in the professions and of the task of molding character. He referred to Christian ethics, as follows: Our Christian ethics teaches us to be our brother's keeper, and the Golden Rule commands us to do unto others as we would have them do unto us. Any individual who thinks of his job primarily in terms of the money he can earn from it, anyone who thinks of a profession in terms of personal gain, any nation that thinks its problems lie almost entirely within its own boundaries, is on the road to self-destruction. (37:202, 206) Coffman also called for research. The purpose of higher education should be to "search for and discover truth^' to push back the frontiers of knowledge (37:204, 206). 80 As to the "spirit of place" Coffman said, A university is a . . . subtle, pervasive, and irresist ible force which can best be described by the term "the institutionality of the university." Its constituent elements are the attitudes, the standards, the ideals, and the traditions of the institution. A university is not an aggregation of individuals merely: it has a social mind, . . . The social mind of a university is not lifeless and inert; it is a powerful dynamic touching the life of faculty and students at every turn. . . . The primary factor of institutionality in a university is student ship, but a university is no longer a school merely. It is a republic of minds, dedicated to the dispassionate con sideration of the problems of life and dominated by a whole some philosophy of helpfulness and mutual good faith. Just as the largest achievement of an individual is himself, so the largest achievement of a university is itself. It makes its own soul . . . (37:195, 196) Again Coffman spoke of this element by stating, "There are certain ideals, there is a certain tone, there is a certain atmosphere characterizing the life of a university that distinguishes it from every other human institution" (37:201). Arnold Bennett Hall Biographical Sketch.--Arnold Bennett Hall was born in Franklin, Indiana, on July 22, 1881. He died June 1, 1936. He graduated from Franklin College and received the J. D. degree cum laude from the University of Chicago. He was a member of Phi Beta Kappa. He taught political science and international law at the University of Chicago. At Northwestern University, he taught law and politics and at the University of Wisconsin, he was professor of law. From 1926 to 1932, he was president of the University of Oregon. In 1933, he was director of Brookings Institute (37:344). 81 His inaugural address was delivered on October 16, 1926 (37:343). Analysis of Address.--Arnold Bennett Hall was very clear in stating that, "The first great task of our university is that of giving the best possible education to the sons and daughters of Oregon" (37:347). He further added: Education is not concerned with the mere memorizing of fixed notions but with developing habits of straight and honest thinking. It should enable one to make rational adjustments and maintain intellectual poise in facing the eternal flux of life. (37:347) He was concerned that higher education provide for the "special needs of the individual" (37:349). Higher education has as an objective the public welfare, and the training of citizens to influence and build for a better world. He said: Every consideration of public welfare, the intellectual and moral growth of the nation, the very foundations of our democracy itself, depend upon our capacity to stimulate and encourage among the great mass of our population the habits of critical and independent thinking and the intelligent conservation and direction of the great emotional powers of life . . . Higher education must use the same persuasive power (the art of publicity used to motivate citizens to buy) to motivate the citizens to seek a more critical attitude of mind and a more intelligent basis for his judgment. If higher education is to retain the idea of service to the people as the keynote of its ideals, it must produce adequate leadership . . . (37:363) Hall frequently refers to the need for training leaders (37: 347, 361, 362). 82 Much of his address also deals with research as an objective of higher education (37:347, 352, 353, 354, 355, 360). He suggested that a way must be devised whereby the research could be made readily available. As to the moral and character building objectives of higher education, he spoke of the "fundamental problem of the training of character and the shaping of ideals" (37:351). He also declared: Education that does not stimulate reverence for things that are holy, that fails to develop a consciousness of spiritual reality, that cannot develop, organize and intelligently direct the emotional powers of youth is tragi cally inadequate and incomplete. (37:348) Robert Gordon Sproul Biographical Sketch.--Robert Gordon Sproul was born in San Francisco, California on May 22, 1891. He received his Bachelor's degree from the University of California. He has also been the recipient of many honorary degrees. In 1920, he became comptroller of the University of California and Secretary of Regents. In 1925, he became vice president and in 1930, he became president (37:252). His inaugural address was dated October 22, 1930 (37:251). Analysis of Address.--In speaking of the purpose or objective higher education has in developing the full potential of the individ ual, Robert Gordon Sproul said, But if the university is to command confidence, . . . If it continues to engage the present proportion of second- rate minds, which make knowledge an end in itself, which 83 stifle the desire of youth for learning, which do not relate education to the living of a good life, which stuff book knowledge into heads without teaching them to think, we must expect it to fail in its high purpose. (37:273) As to the objective of higher education in transmitting the culture, he said that for a university to command confidence it was "to treasure and convey the wisdom of the ages to coming generations" (37:273). As to the role of higher education in service and community involvement, he stated, With vision clear, we should stand guard and point the way for business of higher standards, for even-handed justice, for unstinted service, for the life more abundant. In that great work it is the university's opportunity to guide, to direct, and to lead. No responsibility could be more serious; no opportunity more challenging. (37:275) Higher education, he said, was to "provide instruction and complete education." He quotes Daniel Coit Gilman, indicating that the first task of the university is "for the promotion and diffusion of knowledge" (37:254, 259). Another purpose of higher education, according to Sproul, was "to produce leaders" (37:266). He also declared that for a university to be really great it must do more than teach; it must stand "true to the spiritual tradi tions of the earnest men who gave themselves without stint that it might grow and prosper. Such a university will lift men's hearts and teach them to keep faith with their souls" (37:274), He spoke frequently of the need for research and the search for "new knowledge” (37:269, 270, 271). 84 Sproul hinted at the idea of the "spirit of place" in these words: Of one thing more I would speak: of a feeling rather than an idea. . . . If there be not within its (university's) body a spiritual force, a quality of the soul, the one thing needful for true greatness will be lacking. That spirit is not to be shown in vain and noisy display, but equally it must not be altogether inhibited and repressed. No university can be great that does not feel itself animated and lifted up by an influence stronger than the sum of the individual forces of its students and professors. Without a sense of dedication to a task of larger scope than even teaching and research, a university will not achieve its largest usefulness. (37:274) Robert Clarkson Clothier Biographical Sketch.--Robert Clarkson Clothier was born in Philadelphia on January 8, 1885. He graduated from Haverford School and from Princeton University. Before accepting the position as president of Rutgers, or the University of New Jersey, as it is also known, he was dean of men at the University of Pittsburgh. He was president of the state University of New Jersey from 1932 to 1951, holding that position for nineteen years (37:xiv). Dr. Robert Clothier's inaugural address was given on June 11, 1932 (37:xiii). Analysis of Address.--Clothier declared, Generally speaking, the university has two great objectives. In the first place it exists to increase the store of human knowledge, by research and experiment to grasp more and more of these pebbles of knowledge until, in infinite ages hence, mankind shall have explored this endless ocean of truth which lies before and around us. . . . It is of our other great objective I want to speak with particular emphasis this morning: that of developing men 85 and women of character and capacity who are prepared to bring wisdom to the problems which confront the world, who are prepared to take their places in the work of the world, not primarily for personal gain although I hold no brief against personal gain, but primarily to make it a better world for our children and our children's children. (37:20) Clothier speaks of developing the "social-cultura\-spiritual \ aspect of a man or a woman" This total development of the individual involves, he says, the personality; it means development of the physical person through athletics, also (37:25, 26, 27). He spoke of the "thoroughness and quality of educational workmanship^' of developing the students' "intellectual capacity," through a "liberal education" (37:15, 21, 28). Higher education should, he declared, "adequately serve the best interests of the young people of our commonwealth." It should build "a race which will possess . . . wisdom--or this character." He fur ther added, Surely we serve society in a sorry manner if we send forth into the world young men and women with trained intellects but without that social point of view which will lead them to use their intellectual powers for the commonweal rather than for their personal aggrandizement. (37:19, 25, 30) He spoke of research, as has already been mentioned, and he declared that higher education should build character, create a sense of values. He stated it thus: And finally, it is my sincere belief that the university chapel, on whatever campus it is located, can and should be a vibrant influence in the spiritual life of the campus and should make its contribution to the development of the individual. Whatever his creed or doctrine, which is a matter of individual conscience, it is impossible to think of a man or woman as truly educated who lacks an understanding and grasp of spiritual values, . . . I believe in a university 86 chapel as the center from which this attitude of life spreads to classroom and dormitory, to fraternity house and athletic field. . . . I believe in it, too, for the reason that the student who attends may, if he wishes, bow down and worship his Father who is in Heaven. (37:27) It can be seen that Clothier's objectives for higher education include the increase of knowledge, the development of character, and the full potential of the individual. He felt higher education should contribute to upbuilding society and development of the intellect. Virgil Melvin Hancher Biographical Sketch.--Virgil Melvin Hancher was born near Rolfe, Iowa, on September 4, 1896. He received his B.A. degree from the University of Iowa. He was a Rhodes Scholar in Worchester College of Oxford University. Here he received the Bachelor of Arts in Juris prudence. He was a member of Phi Beta Kappa. He received his Doctor of Juris from the University of Iowa in 1924. The same year, he was admitted to the Iowa bar. He specialized in corporation law. He practiced law in Chicago before accepting the presidency of the University of Iowa. He was appointed to the College of Electors of New York University Hall of Fame in 1949, eight years after he became president of Iowa State (37:150). Virgil Hancher presented his inaugural address on May 24, 1941 (37:147). Analysis of Address.--In summarizing his objectives of higher education, Hancher stated: It is the sense of direction which will determine in the end the uses to which knowledge and understanding are put. 87 Knowledge, understanding, and a sense of direction toward the finer values of life are the intangible things--the credo--on which our hope is based. (37:158) He spoke of the "broader objective of the university" as being "the conservation and interpretation of knowledge and ideas, the search for truth, and the training of those who will practice and carry on" (37:153). So, learning and research are definitely men tioned by him as objectives of higher education. He spoke of preparing students "for the world in which they will live" To this end a student should be stimulated to develop his "own powers, by bringing out his innate capacity to think his own thoughts, to formulate his own judgments, and to act upon them" (37:156). Hancher stated, "Our task, then, is to recapture our heritage, and transmit it modified and improved by every contribution from our own time, to the men and women entrusted to our care" (37:155). Higher education should contribute to the lifting of civili zation, said Hancher: I should be content today if I could know that in a hundred or five hundred or a thousand years travelers on the summit of the distant hills, seeing the towers of this university, would say: 'How much that is rich and fruitful in our civilization we owe to the men who built and labored in that university'. To that end, Sir, as long as I am here, I shall devote myself. (37:159) Higher education was also to provide a "sense of values, a "sense of discrimination between what is true and what is false." He further added: On moral questions, the university's interest goes deeper than mere breaches of social code. No one would mini- 88 mize their importance, but above and beyond them is the determination of the code by which the student lives, . _ . . Will he advance his own interest at the expense of society, or will he, at the sacrifice of income and convenience, devote himself to the public good? And if he renders public service, will it be merely for the plaudits of the crowd and the praise of his fellows? Whoever enters into public service to gain these rewards, will be paid with grief and dis appointment. If he is governed by the code his public service will be performed simply because he could not do otherwise and live with himself. He will seek and find no external reward. Finally, the university is non-sectarian, but it is not irreligious. It acknowledges no creed and is subject to no ecclesiastical authority, but it respects every creed and pays deference to every honest evidence of faith. Morals and religion constitute a great part in our tradition. (37:158) Transmission of the cultural heritage, training of the individual, improvement of society, increase of knowledge, research, and moral values constitute Hancher1s stated objectives of higher education. Herman Lee Donovan Biographical Sketch.--Herman Lee Donovan was born in Mason County, Kentucky, on March 17, 1887. He received his degrees from the University of Kentucky, from Columbia University, and his doctor ate from George Peabody College for Teachers. At the University of Chicago, he did post-graduate work. In 1933, he received an honorary degree from the University of Kentucky. He served as principal, superintendent of schools, Dean of the Faculty at Eastern State Teachers, Kentucky, Professor of Elementary Education at the Peabody College for Teachers, and then President of Eastern State Teachers College. He became president of the University of Kentucky in 1942. In addition to being a member of Phi Beta Kappa, he also became a 89 member of numerous education and civic clubs. He authored such works as: The State Elementary Teacher Training Program, and was the co-author of Supervision and Teaching of Reading, and Learning to Spell (37:234). Herman Lee Donovan's inaugural address as president of the University of Kentucky was May 6, 1942 (37:233). Analysis of Address.--Donovan clearly declared that the first business of the university was "to pursue the university's major mission, that of teaching and learning" (37:238). The development of intelligence was definitely mentioned as one of his objectives of higher education. He used an interesting phrase in suggesting another objective of higher education--social engineers. He declared: Resting squarely upon the universities is the responsi bility for a new type of engineering which these institutions have not been so successful in producing--social engineering. To catalog all the tasks that must be performed by the social engineer would be to make a list so long and formid able as to confuse. The major assignments are to establish a society where justice shall prevail, to provide honest work for all men, to find ways and means to distribute goods and services to people, to eliminate dire poverty, to reduce crime, to care for the unfortunate, to solve our race problems, to cultivate the intellectual and spiritual develop ment of our people, to maintain the great freedoms; and, this above all, to bring about universal peace and good will among the nations of the earth. What has the university to do with this? Everything. (37:245, 244) It is clear that Donovan held that an objective of higher education was to prepare youth who would "serve society as enlight 90 ened, honest and unselfish men and women" (37:245, 244). He also stated that, "One of the obligations of American universities is to educate a generation of youth for governmental service." ". . .we are under obligation to prepare leaders--thousands of them--," he asserted (37:247, 245). The university should develop men and women who "recognize their sacred responsibilities to society" (37:247). He also stated that the university should "maintain its integrity as a center for culture, or it will perish" (37:238). The university was to develop individuals with "high ideals of duty, and splendid morality of her citizens." He spoke of the ideals of the Sermon on the Mount, and said "righteousness exalteth a nation but sin is a reproach to any people." He elaborated on the objective of character development by stating, Man, by trial and tribulation through the ages, has discovered some of the eternal verities of life. He knows that truth, honesty, integrity, fidelity, forthrightness, righteousness, love, honor, justice and duty are cardinal virtues of human character. . . . The development of social engineers who possess these qualities of character as well as vision of the possibilities of a better social order is an assignment of no small proportion. (37:246) Donovan made a meaningful summary of his concept of the higher learning in these words: I see the university aiding the state as a spark plug releases the power of a great engine. This campus will be expanded and new buildings will arise. They shall be dedicated to the glory of God and the service of men. But buildings do not make a university. I see gathered here a community of scholars and students . . . living in an atmosphere of intellectual freedom, free to teach and to publish the truths their researches reveal to them. Adequate libraries and laboratories will be available to serve the needs of teachers and students alike. The university I see will have a social vision and it will be consecrated to the building of a better world in which to live. It will concern itself, more and more, with the moral, intellectual, and technical development of a generation of new leaders who have an appreciation of the beauties of art and literature, an understanding of technology and a philosophy of life based on Christian ethics. (37:249) In summarizing Donovan's objectives of higher education as stated in his inaugural address, it might be said that he included development of citizens, cultural training, development of "social engineers" to help build a better world, intellectual training, training for leadership, character building and there was slight mention of research, Lewis Webster Jones Biographical Sketch.--Lewis Webster Jones was born in Nebraska on June 11, 1899. He graduated from Reed College and did graduate work in the School of Business of Columbia University. He took his doctorate at Brookings Graduate School of Economics. He also did post-graduate work in Cambridge, Geneva, and London. He served on the economic staff of the League of Nations. He was pres dent of three colleges: Benington College, University of Arkansas from 1947 to 1951, and the University of New Jersey (Rutgers) com mencing in 1951 (37:328). His inaugural address as president of the University of Arkansas was given on June 9, 1947 (37:327). Analysis of Address.--Jones spoke of "one of the most press ing tasks" of the university in these words": 92 We need to train good lawyers, good doctors, who are also well-informed and responsible citizens; we need good business men, good wives and mothers, who have some sympathetic under standing of what the artists and scientists are about; we need some unifying sense of social, political, and moral values, which will bring artists, scientists, practical and intellect ual workers together in the common attempt to build a civili zation which can make our discoveries of atomic power a bless ing and not a curse to mankind. (37:334) American colleges and universities- need to face the situation, he said, and "do our best to train men and women who can meet the challenge of our times." He added that higher education was to meet the "needs of the people"; it should develop "persons and citizens, capable of using their specialized knowledge to serve human and moral ends" (37:333, 334, 339). Jones spoke of the "true function of liberal education" as being that of "linking its work with the great civilized tradition of free inquiry, and of faith in the power of intelligence to enlighten and enrich all aspects of human existence" (37:335). He declared that higher education, in the form of the university, should be closely "interwoven" in "all the affairs of the . state, an active participant and leader in everything that makes for a higher standard of living and culture for the people of the state" (37:332) . Jones spoke of the "power of intelligence" and the develop ment of the mind (37:330, 335). He stated that the universities "offer the best hope we have of providing the constructive leadership we need if we are to find our way through world chaos" (37:330). 93 Jones spoke of the ’’ moral ends" of higher education, the need for development of character and "sound human values^1 and "good" citizens (37:330, 333, 334, 341). He also spoke briefly of research, actually mentioning it twice in his address (37:332, 333). In summarizing his purposes of higher education, he quotes President Futrall's definition of a university. These are his con cluding remarks: What is a university? A place where men and women of all ranks and conditions of society may come to partake of knowledge, in the discovery and conservation of which the universities have for centuries had a primary part; a place for the gathering of individuals aflame with the desire to extend the boundaries of natural science, or to search deep into the humanities, as a means of furthering the happiness and well-being of the race; a place where the technique of the professions may be learned and high character developed; a place where prevail freedom of thought and the right to speak the truth. These are our ideals for the University of Arkansas (37:342). John C. Weaver Biographical Sketch.--John C. Weaver was born in Evanston, Illinois on May 21, 1915. He took his schooling at the University of Wisconsin, receiving his doctorate in 1942. He was a member of the research staff of the Office of Geographer, U. S. Department of State from 1942 to 1944. He became an assistant professor in the department of geography in the University of Minnesota in 1946, rising to full professor in 1948. He became the dean of the School of Arts and Sciences of Kansas State College in 1955, and dean of the graduate college of the University of Nebraska in 1957. He went to the State University of Iowa in 1961, where he was vice president for research and dean of the graduate college, as well as professor of geography. In 1964, he became vice president for instruction, dean of faculties, and professor of geography at the Ohio State University, Columbus, Ohio. He became president of the University of Missouri in 1967. He was a member of many learned societies and research associations. He authored several books, including: Ice Atals of the Northern Hemisphere. The American Railroads, and Minne sota and Wisconsin, 1961 (64:2248). His inaugural address as president of the University of Missouri was on April 18, 1967 (36:1). Analysis of Address.--Weaver called for training of well- balanced men and women who would be fitted for citizenship. He said, We had better be aimed at turning out well-balanced men and women prepared, as well by the social sciences and humane learning, for citizenship in a world that though greatly influenced by science has many a fundamental problem that cannot and will not be solved by science. (36:11) He indicated that higher education would prepare young people to face life. He said, Both relevance and responsibility in education today surely demand teaching techniques and course and curricular objectives which prepare young people to face life of fast moving, and indeed, accelerating change. We must not only lead young people to competence to handle today, but we have desperate need for intellectual radar capable of sensing enough of what lies ahead, to be able to fulfill the rightful expectation of youth that they be handed an effective ’’ hot line to tomorrow". (36:8) 95 Higher education should prepare students who will, he said, "often shape the new environment," and lead to direct "betterment of the social and economic life of the state" (36:9, 20). Weaver stated that higher education should provide educational opportunity of high quality. He spoke of an "adequate educational opportunity." He said that this high quality education should be "to good students in all of the basic fields of learning" (36:7, 19). He stated that higher education should train the type of person who will give courage to the community "to help it want the right things." He also spoke of the objective that higher education has, and the need of the university to do, research (36:18, 20). In summary, it might be said that in Weaver's inaugural address he alluded to the following objectives of higher education: training for citizenship, development of the individual to his full potential, training for service and for the betterment of the com munity, educational opportunities and learning experience of excel lent quality, research and an "appetite for change." Private College Presidential Addresses, 1917 - 1967 James Alfred Perkins Biographical Sketch.— James A. Perkins was born in Phila delphia on October 11, 1911. He attended the Germantown Friends' School. In 1934, he graduated from Swarthmore College with high honors. He received his doctorate in political science from Prince ton in 1937. He stayed at Princeton from 1937 to 1941, first as instructor of political science, later as assistant professor and assistant director of the School of Public and International Affairs. During World War II, he served in the Foreign Economic Administration. After one year as an executive associate of the Carnegie Corporation, he became Carnegie vice president in 1951. In July, 1963, he became Cornell University's seventh pre sident. In 1965, he was elected to the Board of Directors of the American Council on Education. The same year he was also elected to membership in the American Academy of Arts and Science, and received the gold medal of the National Institute of Social Sciences. In 1965, he was also named chairman by President Lyndon B. Johnson of the newly created General Advisory Committee on Foreign Assistance Programs. In August, 1967, he became a member of the Board of Directors of Near East Emergency Donation, and in September of the same year he was appointed to the Board of Directors of the Chase Manhattan Bank (81). His inaugural address was delivered on October 4, 1963 (80). Analysis of Address.--Perkins was very clear in his statement of the tasks or "missions" of the university, or of higher education. He said: Learning, research and public service--this is the unique combination of tasks of the modern university. . . . Learning, research, and public service--these are the fundamental missions of the modern university. Need and miss ion have been joined, and it will be the overriding respon sibility of the university that would lead to make certain that all three missions are promoted, supported, and kept in balance. (80:12, 13) 97 He spoke of the "central interest of the university" as being that of the "preparation of students." He spoke of "education and learning" as a great responsibility of higher education (80:7, 8). Because of the speed and sweep of social change, the purposes and objectives of higher education would be effected. Higher educa tion, Perkins stated, would thus, of necessity, put "increased emphasis on individual initiative, on abilities rather than facts, on creativity rather than conformity, . . ." (80:4). He spoke of preparing the individual for "the large tasks they must assume." He further added: We want those who, during their years at Cornell, will be able to free themselves from any lingering biases of race, color and creed; who will be devoted to their country, yet recognize the universality of the world's problems; who will come to realize that it is their own job to develop their own talents, whatever they may be; and who will be sensitive to the delicate balance between the requirements of individual self-fulfillment and the restraints required for adult member ship in a complex society. (80:6) Perkins spoke repeatedly of public service, of "social application," of shaping the society and "the application of know ledge to public problems or, at least, the demonstration of how the application can be made" (80:1, 5, 10). As to the purpose of the university in fostering research, he declared, "The large commitment to research is surely the dis tinguishing characteristic of the university" (80:9). He insisted that the search for truth was made possible by "freedom of thought and inquiry that is the oxygen of academic life" (80:12). Nathan Marsh Pusey Biographical Sketch.--Nathan Marsh Pusey was born in Council Bluffs, Iowa, on April 4, 1907. He graduated from Abraham Lincoln High School in Council Bluffs and then entered Harvard College. He received his A. B. degree magna cum laude in 1928. He received his Master's in 1932 and then served as part-time assistant in history at Harvard during 1932-33. The following year, he spent in Greece as Archibald Cary Coolidge Fellow. He received his Ph.D. degree from Harvard in 1937. He taught at Scripps College, Claremont, California from 1938 to 1940 as assistant professor of history and literature. In 1940, he joined the faculty of Wesleyan University. In 1943, he became associate professor of the classics at Wesleyan. He was pre sident of Lawrence College in Wisconsin from 1944 to 1953. He became » president of Harvard in 1953. He is a former president of the Associ ation of Presidents and Deans of Wisconsin Colleges. He has been president of the Carnegie Foundation for the Advancement of Teaching and chairman of the problems and policies committee of the American Council on Education. He serves as vice chairman of the Woodrow Wilson National Fellowship Foundation, and as a member of the Ameri can Council on Education's committee on relationships with the federal government. Under Nathan Pusey's leadership at Harvard, increasing emphasis has been placed on faculty tutoring of students, either in small groups or singly; an advanced placement program has been emphasized which permits students who had studied college-level sub jects in high school to move ahead quickly. He heads a faculty of more than 5,000 and confers over 4,000 degrees each year. He controls a budget of more than $100-million per year (88). His inaugural address was delivered on October 13, 1953 (97). Analysis of Address.--President Pusey's objectives of higher education could be summed up by his statement of major concerns. He said, "Our major concerns at Harvard remain the education of youth and the advancement of learning" (97:2). He also added: I should like to add one word more: This community has never been a community unto itself alone. Today its relation ships reach throughout the whole country and everywhere into the world. As President Conant said so eloquently in June, our responsibility for the development of Western civilization is now greater than ever before. Together we must face up to this increased responsibility. (97:2) In summary it might be said, that in his inaugural address, President Pusey indicated certain objectives of higher education, and these were primarily the intellectual or educational training of the youth, the advancement of learning and development of Western civili zation. Milton Stover Eisenhower Biographical Sketch.--Milton Stover Eisenhower was born in Abilene, Kansas on September 15, 1899. He went to the Abilene public schools and took his bachelor's degree from Kansas State University in 1924. He went to Edinburgh, Scotland as U.S. Vice Consul the same year; and while there, he undertook graduate studies at the 100 University of Edinburgh. He was the recipient of eight honorary degrees. He served his government in various capacities, such as Assistant to the U.S. Secretary of Agriculture, Director of Informa tion for the U.S. Department of Agriculture, Director of the War Relocation Authority, and in 1942, Associate Director of the Office of War Information. He has served on various special assignments and committees and has been the recipient of numerous awards and decorations. He was president of Kansas State University from 1943 to 1950, then for six years president of the Pennsylvania State University, and in 1956, he became president of the Johns Hopkins University, which position he now holds. He has written various articles and such publications as: United States-Latin American Relations--1953, 1958, and The Wine is Bitter (87:1-4). His inaugural address at Johns Hopkins was delivered on February 22, 1957 (68:1). Analysis of Address.--In speaking of the purposes, Dr. Eisen hower said, "But though our purposes may not change, conditions affecting their fulfillment constantly do" (68:9). This statement suggesting that purposes may not change is significant. He referred to the university's program as being that "of education and basic research" (68:12). He spoke of "the Hopkins purposes: to develop the excep tional man" (68:4). 101 Seeing that he recognized, in his address, that higher educa tion contributes to the strengthening of the nations, one might say that he hinted that this was a purpose of higher education. He said, "of all the elements that have helped America achieve economic, moral, and intellectual strength, none is more potent than its system of mass education" (68:2). As to the extension of knowledge, he spoke of the "preserva tion, transmission, and creation of knowledge." He also spoke of "spreading the blessings of education in its noblest sense" (68:6, 13). His speech indicates his understanding of the extension of knowledge as being an objective of higher education. Three times in his address he indicated that a purpose of higher education was to train leaders. In the second paragraph from the last of his address, he referred to Gilman's proclamation in 1876 and said that was to be "our guiding spirit today." Adding: That we should in all our endeavors, develop new knowledge and make this knowledge useful to mankind through leaders skill fully trained, sound and purposeful in character, and dedicated to the effective enhancement of freedom. (68:4, 9, 13) He said the university should "stress character develop ment," for, and here he quoted Gilman again, . . . it misses its aim if it produces learned pedants, or simple artisans, or cunning sophists. Its purpose is to develop minds capable of thinking critically, objectively, and creatively within a moral framework. (68:5) He further added, "but we must not permit the acquiring of physical facilities to substitute for things of the mind and spirit" (68:10). 102 As to the research objectives of higher education, he spoke of "pushing back the dark walls of the unknown." He spoke of investi gation, research, and the development of "new knowledge" (68:4, 5, 12, 13). There is intimation of the "spirit of place" when he refers to one of their eminent scholars and quotes him as he spoke of Johns Hopkins as "an environment where learning and discovery are fused." He spoke of the manner in which this was done by adding: . . . that both are illuminated and inspired, and where knowledge is acquired and "worn with imagination," a place where current and future tendencies can be explored, weighed, and translated into instruments of enlightenment, encourage ment, and inspiration. (68:6) In summary, we could say that Milton Stover Eisenhower, in his inaugural address at the Johns Hopkins University, suggested the following objectives of higher education: development of the excep tional man, strengthening of the country, extension of knowledge, development of leadership, and men and women of character, exploration and research. He referred to Hopkins as an environment. Howard B. Jefferson Biographical Sketch.--Howard B. Jefferson was born in Norwalk, Ohio, on September 28, 1901. He received his B. A. from Denison University, Granville, Ohio, in 1923. He received his doctorate from Yale University in 1929. He was also the recipient of honorary degrees. From 1926 to 1929, he was assistant professor of philosophy at Colgate University. He rose in rank from that to professor and director of the school of philosophy and religion by 1945. He was 103 also acting director of admissions. In 1946, he became president of Clark University, Worcester, Massachusetts. He was a member of various associations and societies such as a Fellow of the -American * Academy of Arts and Sciences, the American Philosophical Association, and the National Council on Religion in Higher Education and Phi Beta Kappa. He authored several books and articles. His books include such titles as: The God of Ethical Religion, Experience and the Christian Faith, The Vitality of the Christian Tradition and The Teaching of Religion in American Higher Education (53:1067). His inaugural address as president of Clark University was delivered in 1946 or thereabouts (85). Analysis of Address.--Jefferson spoke of the reason why educational institutions exist in these words: Educational institutions are sometimes classified as public or private, but there is one sense in which they are all public. In the last analysis they exist to serve the city, the state, the nation, and the world community. (79:22) He also spoke of the "intellectual purpose" of higher educa tion (79:27, 32). He also spoke of the need for research and the objective that higher education should have in what he termed, pushing back the "frontiers of knowledge" (79:23, 24). Most of his inaugural address however was devoted to emphasis in regard to the need for higher education to create a "science of values," which he called a "worthy object" (79:33). 104 He repeatedly alluded to this item, stating that higher education had no science of good and evil, and declaring that, "There is no escape . . . the solution of our problem lies in perfecting a science of good and evil" (79:31). He further added: Just as the scientific giants of the seventeenth century forged a method which enabled us to probe the secrets of nature and to get at the sources of untold physical power, so the needs of our day demand that we raise a crop of intellectual giants who will pioneer effectively in developing a science of values. (79:31) Jefferson spoke much of this aspect in his inaugural address. Let one more reference highlight the point he was trying to make. He said: Do we really sense the potential volcanic action which underlies contemporary civilization? Can we learn what tends to keep the roof in place? And can we learn to harness this power for the service of man and worthy values? All proposals for educational reform seem like playing with toys as compared with the desperate need of fashioning intellectual tools with which to make valid judgments concerning conflicting values. (79:26) The objectives of higher education that can be found in Jefferson's inaugural address include: service to community, train ing of the intellect, research, and developing a science of values. J. E. Wallace Sterling Biographical Sketch.--J. E. Wallace Sterling was born in Linwood, Ontario, Canada, on August 6, 1906, the son of a clergyman. He was naturalized as a United States citizen in 1947. He received his A.B. degree from the University of Toronto, his A.M. from the 105 University of Alberta, and his doctorate from Stanford, in 1938. He is the recipient of some seventeen honorary degrees. He started teaching history at Regina College, Saskatchewan in 1927. While working on his Master's degree, he was history teacher and athletic coach at the University of Alberta. He taught history at Stanford and in 1937 was assistant professor of history at the California Institute of Technology; he rose from that to associate and then full professor of history at the same institution. He became chairman of the faculty, there, in 1942. In 1947, he became a member of the resident civilian faculty of the National War College, Washington, D. C. In 1948, he became director of the Huntington Library and Art Gallery, San Marino, California. Since April 1, 1949, he has been the fifth president of Stanford University. He is the recipient of many awards, and has served on many boards and commissions. Since 1965, he has been a member of the Advisory Committee on Foreign Relations of the United States Department of State and Chairman of the Commission on Presidential Scholars. In 1932 to 1937, he co edited volumes in the Hoover Institution series of publications % (82:1, 2). His inaugural address as president of Stanford was on Octo ber 7, 1949 (69). Analysis of Address.--It is of interest to note that in two different places in his address Sterling spoke of firsts. He said, In the midst of this mighty changing world, the univer sities must first devise and use methods to understand the 106 nature of these changes and what causes them. The universities then have the further obligation to communicate their methodol ogy and the substance of their investigations to their members and to the national community. (69:3) From the above, it can be seen that he recognized research and investigation as an objective of higher education. He also hints at the responsibility higher education has to serve the community. liis second reference to a first is in connection with stating the objective of higher education as being the training of youth for life work. He stated it thus: Thus, you see, a university is today supposed to perform a variety of educational services, or if you prefer, miracles. First, it is supposed to train young people for life's work. (69:5) He spoke of the objective of higher education in training youth for their civic responsibility in these words: Today, education is being anxiously and sincerely charged with the task of equipping citizens for the exercise of this civic responsibility. Colleges and universities are expected to shoulder their large share of this undertaking. . . . For we must bear in mind that the current revitalized interest in general education is part of a deeply felt need to prepare young people for the responsibilities of citizen ship. (69:5, 6) He also asked a question, which implies he recognizes and states that the transmission or implanting of culture is a task of higher education. He asks, "But how are they at their educational level in a democratic and industrial society to implant a wide culture, . . .?" (69:7). He also lists as a task of higher education, that of dis covering and organizing knowledge, but explains what he means by 107 adding, "That is to say, they are expected to have learning pursued for learning's sake" (69:6). He speaks of the university's obligation "to give leadership and nourish leaders" (69:3). In the area of values he says that higher education is ". . . expected through general education to inculcate a sense of values according to which the gifts of material civilization can be wisely judged and intelligently used" (69:6). He also adds: . . . we must have as a prime educational objective the develop ment in student and teacher alike of a greater capacity "to make relevant judgments and to discriminate among values." For only through these can the abjectness of tyranny be exposed, the measure of material things taken and the basic worth of individ ual freedom appraised. Our educational gains in the last half century have been conspicuously identified with material progress. For these gains I have nothing but the highest praise, but they supply us with only one part of the equipment we need today. Education has enabled men to take the measure of many things. Its pre eminent task today is to enable him to take his own measure--his own moral measure, and the moral measure of the society of which he is a part. (69:8) George Alexander Heard Biographical Sketch.--Dr. Alexander Heard was born in Savan nah, Georgia, on March 14, 1917. He graduated Phi Beta Kappa from the University of North Carolina in 1938. In 1948, he received his master's degree from Columbia University. It was in political science. He received his doctorate from the same university in 1951. He became Chancellor of Vanderbilt in 1963, coming from the University of North Carolina, where he served as Dean of the Graduate School. 108 He is a past president of the Southern Political Science Association and a former vice-president of the American Political Science Associ ation. At the time he was named Chancellor, he was chairman-elect of the Council of Graduate Schools in the United States. He has authored such books as A Two-Party South?, The Costs of Democracy. The Lost Years in Graduate Education, and was editor of State Legislatures in American Politics. He served as chairman of the Kentucky-Tennessee Assembly which met under the sponsorship of the American Assembly in April, 1967, to discuss the role of state legislatures in those two states. In 1961, President Kennedy appointed Dr. Heard as chairman of a special bi-partisan Commission on Campaign Costs. In 1964, President Johnson appointed Dr. Heard to serve on the National Citi zens Committee for Community Relations and in 1967 to serve on the Advisory Commission on Intergovernmental Relations. He has two honorary degrees. In January of 1967, he became a member of the Board of Trustees of the Ford Foundation (73:1). His inaugural address, on becoming chief executive of Vander bilt University, was October 4, 1963 (52:1). Analysis of Address.--He spoke of universities fostering "cultural growth." He declared, "Our first concern is the human intellect but our main concern is the human being" (52:7, 8). Several places in his address, he spoke of training men who would "shape the world about them" He spoke of how Vanderbilt trains men to "shape the affairs of men" (52:7). 109 He referred to the "education advance," and "more education and especially better education" and the objective of higher education as being the "obligation to aid however they can in creating wider educational opportunities for all citizens" (52:7). He spoke of "leadership" being a "part of Vanderbilt's spirit of mission" (52:8). Briefly he hinted at the moral aspect by stating, "We seek to fathom not truth alone, but goodness and beauty, too" (52:8). Repeatedly he spoke of the objective of "inquiry," "indepen dent inquiry," "scientific inquiry," and the "thread of inquiry" (52:6, 7). He spoke of "certain conditions under which this exploration can take place. . . . There is no inquiry without freedom, and no university without both" (52:6). He spoke further of what might be termed the "spirit of place" by declaring, The spurs to greatness are of a different order. They stem from the spirit of mission that animates a university. It is this spirit of mission within us that must be ceaselessly refreshed if Vanderbilt is to grow in greatness. The depth and scope of our research, the vitality and inspiration of our teach ing, the range and value of our services, all flow from the spirit of mission that excites what we do. For me, Vanderbilt's spirit of mission holds more than one can really ever say, but it also holds much that one must never fail to say. A sense of relevance to our times infuses it. A comprehensive vision enlightens it. The will and adventure of leadership inspire it. The style and joys and emotions of life concern it. And the spirit of mission belongs in all of us, to be of fullest meaning to any of us. (52:7) 110 Heard spoke of objectives for Vanderbilt, but in doing this it is taken to mean he spoke on behalf of higher education in general. He spoke of transmission of the culture, development of the individual, shaping the affairs of men, providing intellectual training, building leaders, learning the good, searching for truth, and a sense of mission. Kingman Brewster. Jr. Biographical Sketch.--Kingman Brewster, Jr. was born in Long- meadow, Massachusetts on June 17, 1919. He received his bachelor’s degree from Yale University in 1941 and his LLB degree from Harvard Law School in 1948. He has subsequently been the recipient of thir teen honorary degrees. He was Assistant General Counsel for the Office of U. S. Special Representative in Europe from 1948 to 1949. Then he was Research Associate of Economics and Social Science at the Massachusetts Institute of Technology until 1950, whereupon he became Assistant Professor of Law at the Harvard Law School. Then in 1953, he became Professor of Law at the Harvard Law School. This post he held until 1960, at which time he became Provost of Yale University. In 1963, he became president of Yale University. In 1966 and 1967, he has been a member of the President's Commission on Law Enforcement of Administration of Justice and the President's National Commission on Selective Service. In 1958, he published the work entitled Anti trust and American Business Abroad. In 1960, he co-authored with Milton Katz the book entitled Law of International Transactions and Relations (72:1). Ill As the seventeenth president of Yale, his inaugural address was given on April 11, 1964 (66). Analysis of Address.--Brewster spoke of the "mission" which was the "development of the capacity and the enlargement of the opportunity of those who entrust themselves to us." He spoke of splicing "experience with learning" and "exposure to contrasting cultures," and the "sharing of live experience" (66:20-22). All of these speak of the objective of the development of the individual to his full potential. Of another purpose he spoke in these words: At the undergraduate level our original, and still our central, purpose is the training of young men for a life of learning and of service, once best fulfilled in church and civil state, now finding outlet in a host of careers which put a high premium on trained intelligence. (66:20) Not only in the quotation above, but elsewhere he spoke of the purpose of higher education to train the intelligence, to trans mit knowledge. He said, "Knowledge is our special concern. . . . Every university must do what it can to respond to a rapidly expand ing population's need for a rapidly expanding knowledge" (66:19). In the area of research, -he called for freedom of inquiry and a "self-directed search for truth." In speaking of this phase of the function of higher education, he added: Any single intellectual pursuit may be highly individual, but there is a common ethic which draws some men to a university in preference to any of the many other groups which are now publicly and privately organized to discover as well as to apply knowledge. Affluence often, prestige sometimes, is fore- gone in order to be able to spend one's time and energy and mind upon whatever seems to him most intriguing and exciting, not to be directed by what some client or customer may request, or by what some absentee bureaucrat is willing to support. Maintenance of a university community based primarily upon self-directed search for truth as its dominant ethic necessarily excludes many other useful functions. Obviously it is not the only or a necessary way to organize the advancement and trans mission of learning. Indeed if there were not many institutions, including universities of the first rank, willing and able to organize intelligence to respond to practical demands, our country could not meet its needs for either welfare or survival. (66:20, 23, 24) Brewster included development of the individual, service to the community and state, training the intelligence and research as objectives of higher education in his inaugural address. f Dwight David Eisenhower Biographical Sketch.--Dwight D. Eisenhower was born on Octo ber 14, 1890, in Denison, Texas. Two years later, the family returned to Abilene, Kansas, their former home. Dwight Eisenhower attended public schools in Abilene, graduating from high school in 1909. The year following his graduation, he took competitive examinations for both the United States Military and Naval Academies, finishing first in the Annapolis examination and second in the West Point examination. He was appointed to the Naval Academy, only to discover that he would be too old for acceptance when the next Academy year commenced. It so happened that the highest man on the West Point examination list was unable to accept, thus Eisenhower received it instead. He graduated in the upper third of his class in 1915. He rose to General of the Army, and his brilliant record during World 113 War II is well known. He retired as Chief of Staff on February 7, 1948, to become the thirteenth president of Columbia University four months later, on June 7. He is the recipient of more than fifty decorations from his own and foreign governments. He has also received numerous honorary Doctor of Laws degrees. He is the holder of the Distinguished Service Medal with three Oak Leaf Clusters, the Distinguished Service Medal (Navy), the Legion of Merit and the European-African-Middle Eastern Service Ribbons with nine battle stars (91:1-6). In 1952, he retired from active army service and was elected the thirty-fourth president of the United States. In 1956, he was elected to a second term as president of the United States (49). His inauguration address as president of Columbia University was on October 12, 1948 (67). Analysis of Address.--In speaking of the training for citizen ship, he said: The citizenship, which enables us to enjoy this fullness, is our most priceless heritage. By our possession and wise use of it, we enjoy freedom of body, intellect, and spirit, and in addition material richness beyond the boast of Babylon. To insure its perpetuation and proper use is the first function of our educational system. (67:2) He spoke of general education "for citizenship" as being "the common and first purpose of them all" (67:4). He also added that "Columbia shall count it failure, . . . if they are not all their lives a leaven of better citizenship" (67:6). As to transmission of the cultural heritage, he stated it thus: 114 i j : ' It should follow, then, that Columbia will always be characterized by: First, an undergraduate body of men and women, schooled in the broad expanse of human knowledge and humble in their heritage--resolute that they shall pass both on with some increase. (67:6) As to the development of the individual, he said: The educational system, therefore, can scarcely impose any logical limit upon its functions and responsibilities in pre paring students for a life of social usefulness and individual satisfaction. The academic range must involve the entire material, intellectual, and spiritual aspects of life. (67:2) In another place he said that "the principle purpose of education itself--to prepare the student for an effective personal and social life in a free society" (67:4). He spoke of "social usefulness," and of training citizens who would "participate intelligently and effectively in democratic affairs" (67:2, 4). Eisenhower spoke of the "promotion of human knowledge," and of students being "schooled in the broad expanse of human knowledge" (67:1, 6). He referred briefly to the need for leaders and referred to "executives" and "statesmen" (67:6). Two or three times in his speech he mentioned values and "spiritual triumphs" and "fundamental principles" (67:2, 4, 6). Eisenhower also spoke of the need for research. He spoke of the university being "dedicated to learning and research" (67:4-6). In summary it might be said that Eisenhower, in his inaugural address at Columbia, spoke of the following objectives of higher education: training for citizenship, transmission of the culture, 115 development of the total individual, building a better society, increasing learning, training for leadership, adherence to principles, and research. Robert F. Goheen Biographical Sketch.--Robert F. Goheen was born in Vengurla, India, on August 15, 1919, the son of Presbyterian medical mission aries. He lived almost continuously in India until he was fifteen years old, then he entered the Lawrenceville School in Lawrenceville, New Jersey. He received his A.B. degree from Princeton in 1940 with highest honors in the Special Program in the Humanities. Following a year of graduate study at Princeton, he enlisted in the Army in 1941 and rose to the rank of Lieutenant Colonel with the First Cavalry Division in the Pacific. On his return to civilian life, he returned to Princeton and received his M.A. in 1947 and his Ph.D. in 1948. In 1951, he was named the first Arthur H. Scribner Bicenten nial Preceptor, an appointment comparable to an endowed professorship in the higher ranks. In 1953, he was named Director of the National Woodrow Wilson Fellowship Program. This took him into virtually every major university in the United States and Canada, during the course of the next three years. In 1957, he became president of Princeton. He has held many civic and national positions and is an educational statesman of recognized stature. He has been awarded honorary degrees by some twenty colleges and universities. Princeton has developed under his administration. The graduate student enrollment has more than doubled since he became president, significant new 116 instructional programs have been added and some 1,500,000 square feet of new construction has been added to the main campus (92:1-4). Analysis of Address.--In his inaugural address, Dr. Goheen spoke of the need to develop the individual student in these terms: It is this problem--how education can help to free the student from "the limits of.his own nature," how to make it more than "a slight deposit of polish," how it can give extra encouragement and perceptiveness to "those with the wider vision"--that I wish to discuss today. . . . These questions probe close to the essential heart and purpose of a liberal education. . . . It is, as it were, a working within, which seeks to free us by activating and refining those innate capacities we possess as beings gifted with the powers of thought and of choice. . . . It aims, in all, to render an individual able and willing to assume a personal and reasoned command of that which he knows and that which he does, however broad the range of his responsibility; and, I say, ultimately the broader the better. (98:2, 3) This aspect, Goheen referred to as his "second essential of an education that will liberate." In speaking of the fruits of the process, he said: Its abiding and significant fruits follow precisely from its action as a liberating process. They lie (1) in the out reach of mind beyond local prejudice and slavish veneration for that which is of merely immediate appeal, to broad grounds for understanding and decision; and (2) in the ability to think objectively, constructively, and for oneself. (98:4) His first essential was that of an "educational experience" or "extended scope of understanding" or "that liberation which comes from opened horizons, from extending wide one's ground for meaningful judgments" (98:2). 117 i j He spoke of the training which enables a person to "render meaningful service and to bear responsibility wisely, whatever he may do in later life" (98:4). He referred to the area of values when he mentioned "Prince ton's firm Christian roots" and "its abiding conviction that human fullness requires nurture of the spirit, in devotion to God" (98:1). In speaking of the "second essential of education" he said, "It aims, in all, to render an individual able and willing to assume a personal and a reasoned command of that which he knows and that which he does, however broad the range of his responsibility" (98:3). Another objective of higher education to which Dr. Goheen made reference was that of research and "intellectual exploration." He said: The student who will not venture . . . the joy of intellect ual exploration, the student who will not be bothered to possess the power of objective analysis of the world about him, the student who dares not entertain new thoughts or trust his creative intellect--the student who will not engage his own talents and resources in the process of conscious learning and conscious growth may, with luck, bluff and glide his way through college. He will not, thereby, emerge an educated man. (98:4). In summary we might say that Goheen referred to the develop ment of the individual, acquiring fundamental knowledge, serving one's community, leadership, moral values, and research as objectives of higher education. John Sloan Dickey Biographical Sketch.--John Sloan Dickey was born in Lock Haven, Pennsylvania, November 4, 1907. He graduated from Dartmouth in 1929 with highest distinction in his major, history. He attended Harvard Law School and received his LLB degree in 1932. He gained admission to the Massachusetts and Federal Bars the same year. In 1933 and 1934, he served as Assistant to the Commissioner of the Massachusetts Department of Correction. For the next six years, he alternated between law practice in Boston and his work as assistant to Francis B. Sayre, Assistant Secretary of State, as well as Special Assistant to Secretary of State Cordell Hull. In 1940, he resigned his Boston law partnership to join Nelson Rockefeller's Office of Inter-American Affairs. He was subsequently called to the State Department as Chief of the Division of World Trade Intelligence. In 1944, he was appointed as the first Director of the State Department's Office of Public Affairs. He held this position when he was called to be president of Dartmouth. He has received some fourteen honorary degrees. He has been active in civic and governmental affairs. He was a member of President Truman's Committee on Civil Rights which in 1947 produced the historic report, "To Secure These Rights" (71:1-3). Analysis of Address.--President John Dickey's inaugural address is the only one of the forty examined in this search which does not state or hint at an objective of higher education. The inaugural address is very short and simply accepts the Charter of Dartmouth College, acknowledging the responsibility and trust that has been placed upon the president. Dickey spoke of his predecessors "who gave the Collegelife and strength." He also asked for each man's help, and prayed that God would enable him to serve acceptably "the cause of Dartmouth, under whatever circumstances or chance, shall require" (84). Summary of Addresses in the 1917 to 1967 Period Examination of the selected inaugural addresses reveals an essential similarity in stated objectives of higher education as in the presidential inaugural addresses of the 1860 to 1916 period. These include: » 1. Training for, or production of citizens. 2. Transmission of the culture. 3. Development of the individual's potential. 4. Training for service and community or world involvement. 5. Intellectual achievement and learning. 6. Training of leaders. 7. Moral and religious training. 8. Research. Another intent of this study was to search for what might have been said by these college and university presidents as to the "spirit of place" or "environment of learning." Nearly all of the presidents of public institutions made reference to training of citizens, while only two private presidents did so. Cultural training was mentioned about equally by both. The same with development of the individual's potential, community involvement, and intellectual training. In the area of leadership training, the public university presidents referred to it more than the private presidents. This was also the case in the area of values. Mention was made of research almost equally. The "spirit of place" or something akin to it was mentioned by three public university presidents and two private university presidents. Figure 2 depicts these findings. If all ten presidents of public institutions mention a certain objective, the bar extends the full ten spaces on the chart. If only one president, then the appropriate bar extends for just one space. (Public) Key; scxxxxx (Private) 121 Number of Presidents 1. Citizenship 2. Cultural Training 3. Individual Development 4. Involvement in Community--Service 5. Knowledge Transmission 6. Leadership Training 7. Moral and Religious Training 8. Research 9. Spirit of Place 1 2 3 4 5 6 7 8 9 10 XXX3 X X X X XXX3 x x x x : [X X X XX X} X X X X c x x x : :xxx3 X X X 3 x x x x x x x x XXX} x x x x : c x x x : : x x x 3 X X X 2 x x x x x x x x c x x x CXXX2 XX X} x x x x : c x x x : : x x x 3 XXX3 x x x x X X X X c x x x CXXX3 XXX3 x x x x : c x x x : : x x x 3 :x x x 3 XXX3 x x x x : c x x x : : x x x 3 :x x x 3 x x x x XXX2 x x x x : c x x x : : x x x2 XXX3 x x x x x x x x c x x x CXXX2 XXX2 x x x x Fig. 2.--Number of Presidents in the 1917 - 1967 Period Who Spoke of Selected Objectives of Higher Education CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary The primary problem of this study was to discover and compare the objectives of higher education as stated in the inaugural addresses of selected American college and university presidents. The study was in terms of public and privately supported institutions in the two historical periods, 1860 - 1916 and 1917 - 1967. Ten inaugural addresses from presidents of public and ten from presidents of private institutions were selected for each historic period. A grand total of forty inaugural addresses from such prominent presidents as Andrew Dickson White, Charles William Eliot, Daniel Coit Gilman, David Starr Jordan, Nicholas Murray Butler, and Woodrow Wilson were selected for the total study. The historic periods were approximately fifty years each. The study starts with 1860, because prior to that date there was no real university in America in the true sense of the word. The period, 1860 - 1916, is traditionally known as the creative period or the period of the rise of American universities. Search was made in these inaugural addresses for statements and suggestions of the broad principles and the large over-all objectives of higher education. The manner or means of achieving 122 123 these objectives were not within the scope of this study, nor the extent to which an institution was achieving the stated objectives. The questions to which answers were sought were: 1. Do American college and university presidents, as repre sented by this select group, state their objectives for higher education in their inaugural addresses? 2. What are these objectives? 3. To what extent is there agreement or disagreement in these objectives? 4. What are the principle differences between the objectives in the two historical periods? 5. What differences are there between the objectives of the presidents of public institutions and those of the private institu tions? 6. What are the differences in the objectives of the public university presidents within each of the two historical periods? 7. What are the differences, as found in these inaugural addresses, between the private university presidents within these two historical periods? 8. To what degree will these presidents indicate that character building is an aspect or objective of higher education? 9. To what extent will these presidents refer to the "spirit of place" in their addresses? The methodology employed in this investigation might be termed a combination and adaptation of rhetorical criticism, with biographi cal and historical description. 124 There was an extensive search of related literature, which led to a listing of the primary objectives of higher education. Each inaugural address was studied to determine what objectives the presi dent referred to. In most cases, quotations are used to give validity to the study and establish that a specific objective was so stated. A brief biographical sketch is given prior to the analysis of the address itself. At the conclusion of each historical period, there is a brief summary, a comparison and a bar graph indicating how many presidents of the public and of the private institutions referred to certain objectives of higher education. Findings Categories As a result of investigation of the literature and prelimi nary analysis of the addresses with two trial coding instruments or coding sheets, it was found that the major objectives of higher education could well be classified and listed under nine major head ings. These include the "spirit of place" item, which was deliber ately included due to the specific nature of the problem of this investigation. The nine objectives with a pertinent quotation or two from selected presidential inaugural addresses plus an indication of what the category includes are given below: 1. Citizenship: the training for or production of citizens. As J. E. Wallace Sterling stated it, upon his inauguration at Stan 125 ford on October 7, 1949: Today, education is being anxiously and sincerely charged with the task of equipping citizens for the exercise of this civic responsibility. Colleges and universities are expected to shoulder their large share of this undertaking. . . . For we must bear in mind that the current revitalized interest in general education is part of a deeply felt need to prepare young people for the responsibilities of citizen ship. (69:5, 6) 2. Cultural Training: the transmission of the cultural heritage and training for the social and cultural environment in which one is to live. Robert Gordon Sproul of the University of California said, on October 22, 1930, that if the university was to command confidence, it was to "treasure and convey the wisdom of the ages to coming generations" (37:273). 3. Individual Development: including personal adjustment, use of leisure time, reasoning powers, creativity, and development of the person's full potential. Andrew Dickson White, president of Cornell for its first twenty years, referred in his address to the "permeating or crowning ideas" of higher education. He said, "First, the need of labor and sacrifice in developing the individual man, in all his nature, in all his powers, as a being intellectual, moral, and religious" (36: 264). 4. Involvement in Community--Service: including training for service, for the betterment of the race, the nation, and the world. 126 Charles William Eliot, for forty years president of Harvard, said on October 19, 1869: And what will the university do for the community: First, it will make a rich return of learning, poetry, and piety. Secondly, it will foster the sense of public duty--that great virtue which makes republics possible. (36:41) 5. Knowledge Extension: this includes the transmission and diffusion of information, the training of the intellect and scholar ship . Nathan Marsh Pusey of Harvard, on October 13, 1953, said, "Our major concerns at Harvard remain the education of youth and the advancement of learning" (97:2). Lotus Delta Coffman, president of the University of Minnesota, said on May 13, 1921, "It is a platitude to declare that the primary purpose of a university is to educate" (37:196). 6. Leadership Training: means the training and preparation of leaders in various realms. Arnold Bennett Hall, president of the University of Oregon, said on October 16, 1926, "If higher education is to retain the idea of service to the people as the keynote of its ideals, it must pro duce adequate leadership" (37:363). 7. Moral and Religious Training: this includes character building, training in values and ethics. Daniel Coit Gilman of Johns Hopkins--its first president--in speaking of the aims of education on February 22, 1876 said, The object of the university is to develop character--to make men. It misses its aim if it produces learned pedants, or simple artisans, or cunning sophists, or pretentious practitioners. (36:309) 127 8. Research: the search for truth, investigation, and extension of the frontiers of knowledge. Robert Clarkson Clothier, president of the State University of New Jersey, declared on June 11, 1932: Generally speaking, the university has two great objectives. In the first place it exists to increase the store of human knowledge, by research and experiment to grasp more and more of these pebbles of knowledge. (37:20) 9. Spirit of Place: including the "character of the univer sity" or "university atmosphere" or "university spirit" as David Starr Jordan of Stanford stated it. He said: Every object with which the young mind comes in contact leaves on it its trace. . . . and the least feature of our surroundings has its influence, greater or less. . . . These long corridors with their stately pillars, these circles of waving palms, will have their part in the students' training as surely as the chemical laboratory or the seminary room. (36:356, 357) Robert Gordon Sproul in his inaugural address on October 22, 1930, as president of the University of California, said: No university can be great that does not feel itself animated and lifted up by an influence stronger than the sum of the individual forces of its students and professors. Without a sense of dedication to a task of larger scope than even teaching and research, a university will not achieve its largest usefulness. (37:274) First Historical Period 1860-1916 (Figure 1) In comparing the number of public and private presidents who made reference to selected objectives of higher education, in their inaugural addresses, in the first historical period (1860-1916), we found the following items to be apparent: 128 1. In five of the categories, there is marked similarity between the two types of presidents. The number of presidents of both public and private institutions who spoke of Cultural Training, Knowledge Transmission, Moral and Religious Training, Research, and Spirit of Place, in this 1860-1916 period, correspond very closely. In two categories they correspond exactly, namely Cultural Training and Spirit of Place. 2. The number of presidents of public institutions referring to certain objectives exceed the private institutional presidents in significant number in the following three categories: Citizenship, Individual Development, and Leadership Training. Six public presi dents spoke of Citizenship as compared to two private presidents, in their inaugural addresses, in this 1860-1916 historical period. Eight public presidents spoke of Individual Development as compared to five private presidents. Five public presidents spoke of Leader ship Training as compared to two private presidents who referred to the same objective. 3. The private presidents exceed the public presidents in mention made of certain objectives of higher education to a signifi cant degree in two categories, namely, Involvement in Community and Moral and Religious Training. In the first instance, that of Involvement in the Community, the comparison is nine private presi dents as compared to six public; and in the Moral and Religious Train ing category, the number is ten to eight. 129 4. In two categories, namely Knowledge Transmission and Moral 1 and Religious Training, all ten of the private institutional presi dents made reference to these objectives in their inaugural addresses. 5. The Spirit of Place item was referred to by only two public and two private presidents. Second Historical Period 1917-1967 (Figure 2) In comparing the public and private institutional presidents who referred to selected objectives of higher education, the follow ing seem significant: 1. It is significant that during this historical period, the number of public presidents who referred to the categories or objec tives of higher education surpass the private presidents in each of the nine categories, though significantly in only three. These are: Citizenship, where nine public presidents made reference to this item in their addresses, whereas only two private presidents did so; in Leadership Training, seven public presidents made reference to this item as compared to five private presidents; eight public presidents referred to Moral and Religious Training as compared to six private institutional presidents. 2. With the exception of the three categories mentioned above, there is marked similarity between the number of public and private presidents who made mention of these selected objectives of higher education. 3. Research, Involvement in Community, and Knowledge Trans mission are mentioned by all ten public presidents in this period and by nine private presidents. 4. Spirit of Place is mentioned by only three public presi dents and by only two private presidents. Total Number of Presidents (Figure 3) 1. The great majority, 38 out of 40 or 95% of the presidents studied in this investigation, made mention of some objective of higher education, at least to some degree. 2. Knowledge Transmission is mentioned by more presidents than any other category. This is mentioned by 38 out of the 40 presidents of both public and private institutions in their inaugural addresses. 3. Involvement in the Community--Service ranks second in order of number of presidents mentioning this in their inaugural addresses. 4. Moral and Religious Training ranks third, with Individual Development and Research ranking fourth; Citizenship and Leadership Training ranking fifth; Cultural Training ranking sixth; and Spirit of Place ranking seventh and last. Public Presidents Only, in the Two Periods (Figure 4) 1. More public presidents in the 1917-1967 period made mention of objectives of higher education, either equalling or sur- Number of Presidents r-iNn4 iA'OMio^oHCM(ri<finvDsoocrioH(sir)'tl O'Of'®a'OHN(n<finvoNcoo\o H H H H H H H H H H N N N N N N N N N N f l ( rlfltn CO tO cn{ OCn (0 <t Knowledge Transmission Involv't in Comm.-Serv. Moral Training Individ. Development Research Citizenship Leadership Training Cultural Training Spirit of Place Fig. 3.— Total Number of Presidents Who Spoke of Selected Objectives of Higher Education 132 passing the number of presidents in the earlier period in each cate gory. 2. In three categories, the public presidents of this later period surpassed significantly the number of presidents who made mention of the same objective in the earlier period. These categories were: Citizenship, Involvement in Community, and Research. Nine presidents in the later period mention Citizenship while six of the earlier period mention it. Ten presidents of the last half of the centennial studied mention Involvement in Community, as compared to six in the earlier period. Ten mention Research as compared to five who mentioned it in the earlier period. Private Presidents in Both Periods (Figure 5) The significant trends observed in regard to the private presidents and mention made of selected objectives of higher education in their inaugural addresses are as follows: 1. Private presidents in the earlier period all made mention of Moral and Religious Training. This number dropped to six in the latter half of the centennial under study. 2. In six of the categories, there is close correlation between the number of presidents in each period mentioning the objective. 3. There is significantly greater number of presidents who mention Leadership Training and Research in the latter period. ------ (1860 - 1916) Key: xxxxxx (1917 - 1967) Number of Presidents l 2 3 4 5 6 7 8 9 10 Citizenship Cultural Training Individual Development Involvement in Community--Service Knowledge Transmission Leadership Training Moral and Religious Training Research Spirit of Place Fig. 4.--Presidents of Public Institutions in the Two Periods Who Spoke of Selected Objectives of Higher Education xxxx: :xxx: cxxx cxxx: cxxx cxxx cxxx xcxxs xxxx C X X 3 C 3:xxx> X X X 3 XX XX xxxx xxxx C X X X 3:xxx> xxxx xxxx C X X X 2cxxx? X X X ?xxxxxxxx: xxxx: cxxx cxxx: xxxx xxxx: C X X X 3:xxx> X X X 3 XXXX xxxx xxxx C X X X 3 :x x x j XXX2 xxxx xxxx xxxx: xxxx cxxx: cxxx: cxxx: xxxxx xxxx C X X X 3 ;x x x j X X X 3 xxxxx xxxx cxxx: CXXX3 X X X ] xxxx xxxx xxxx: xxxx: cxxx cxxx: xxxxx xxxx cxxx: cxxx :xxx3 X X X 3 xxxx xxxx 134 ------- (1860 - 1916) Key: xxxxxx (1917 - 1967) Number of Presidents. 1 2 3 4 5 6 78 9 10 1. Citizenship 2. Cultural Training 3. Individual Development 4. Involvement in Community--Service 5. Knowledge Transmission 6. Leadership Training 7. Moral and Religious Training 8. Research 9. Spirit of Place xxxx C X X X J xxxx xxxx xxxx xxxx: C X X X J xxxx xxxx C X 3 C X J xxxx xxxx xxxx xxxx: C X X X J X X X Xxxxx xxxx C X X X J : xxxj X X X xxxx xxxx: C X X X J C X X X J X X X X xxxx xxxx xxxx xxxx C X X X J X X X J X X X xxxx xxxx: xxxx xxxx: C X X X J xxxx xxxx xxxx xxxx xxxx C X X X J X X X 3: jcxx xxxx xxxx: C X X X J xxxx xxxx xxxx Fig. 5.--Presidents of Private Institutions in the Two Periods Who Spoke of Selected Objectives of Higher Education 135 • Leadership Training is mentioned by five presidents in the.latter period as compared to two in the earlier period; and Research by nine presidents of the latter period as compared to four in the earlier i f period. Comparison of the Two Historical Periods (Figure . 6) . When comparing all (both public and private) presidents of the earlier period (1860-1916) with those of the later period (1917- 1967), we find the following significant items in respect of the number who made reference to these objectives of higher education: 1. There is similarity in four areas: Cultural Training, Individual Development, Knowledge Transmission, and Spirit of Place. 2. Nineteen presidents in each period mention Knowledge Trans mission. 3. In four categories, the presidents of the later period exceed those of ttfe earlier period in mention they make of the objective in their inaugural address. These categories, with the percentage of excess are listed as follows: (a) Citizenship, 3770; (b) Involvement in Community, 26%; (c) Leadership Training, 86%; (d) Research, 1117c 4. It is of significance that Research was mentioned by nine teen presidents of both public and private institutions of the 1917- 1967 period, but by only nine of the 1860-1916 period. This repre sents an increase of 111%. (1860 - 1916) Key: xxxxxx (1917 - 1967) Number of Presidents Citizenship Cultural Training Individual Development Involvement in Comm.-Serv. Knowledge Transmission Leadership Training Moral Training Research Spirit of Place 1 2 3 4 5 6 7 8 9 10 11 1 2 13 14 15 16 17 18 19 20 ;x x j ;x x j x x j X X X X X X X X X X X J X X J X X J XXJ X X J X X J X X X X X X X X J X X J X X J X X X X X X X X X X X J X X J XX J X X J XXJ XXJ X X J X X J XX J XXJ XXJ X X J X X J X X J XX J X X J X X J X X J X X J X X J X X X X X X X X X X X J X X J X X J X X J X X J XXJ X X J X X J X X J XXJ XXJ X X J X X J X X J X X J X X J X X X K X X K X X K X J X X J X X J X X J X X J X X J X X J X X J X X X K X X K X X K X J X X J X X J X X J X X J X X J X X J X X J X X J X X X K X X K X X K X J X X J X X J X X J X X J X X J X X J X X J X X J X X J X X J X X X K X X K X X K X X X X J X X J :x x j x x j xxx xxx xxx x x j x x j X X J X X J X X J xxj xxj Fig. 6.— Presidents of Both Public and Private Institutions in Each Period Who Spoke of Selected Objectives of Higher Education 137 5. In two areas, the presidents of the earlier period exceeded the mention made by those of the later period. These were: (a) Cultural Training, 147® and (b) Moral and Religious Training, 28%. Comparison of Public and Private Presidents of Both Periods (Figure 7) When taking all the presidential inaugural addresses of the public presidents of both periods and comparing these with all the addresses of the presidents of private institutions of both periods, we find the following significant trends: 1. In six of the nine categories, the public presidents make mention of the category to a greater degree than do the private presidents. 2. The one area in which more private presidents_made mention of the objective is Involvement in the Community, where eighteen public presidents as against sixteen private presidents referred to this objective. 3. In six of the areas, there is observable correlation. These are: Cultural Training, Knowledge Transmission, Moral and Religious Training, Research, Spirit of Place, and Involvement in the Community. 4. There is significantly larger number of presidents of public institutions who refer to Citizenship (fifteen to four), Individual Development (sixteen to twelve), and Leadership Training (twelve to seven), than private presidents. ------ (Public) Key: xxxxxx (Private) Number of Presidents 1. Citizenship 2. Cultural Training 3. Individual Development 4. Involvement in Comm.-Serv. 5. Knowledge Transmission 6. Leadership Training 7. Moral Training 8. Research I 9. Spirit of Place * 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 XXX KXX KXX KXX XXX KXX KXX KXX KXX: :xx: XXX XXX KXX KXX x x x : :xx: :x x 3 :x x : :x x k x x c x x k x x :xx KXX KXX KXX KXX k x x k xx: [XX KXX KXX x x x k x x k x x k x x k x x : cxx: kxx: :xx: :x x KXX KXX KXX KXX KXX KXX: KXX KXX KXX KXX x x x x x x k x x k x x x x x : cxx: kxx: :xx: XXX XXX KXX KXX XXX KXX K X X K k :x x KXX KXX KXX XXX KXX KXX KXX x x x x x x x x x x x x x x x : k x x: kx x: :xx: x x x x x x x x x x x x x x x : k x x kx x: :xx: c x x k x x kx x x x x x x x x x x x x x x x x x x x Fig. 7.— Presidents of Public Institutions Compared With Those of Private Institutions in Both Periods Who Spoke of Selected Objectives of Higher Education Conclusions The findings of this investigation permit certain tentative generalizations. These are based on the frequency with which certain objectives of higher education are mentioned by selected American college and university presidents in their inaugural addresses. These tentative generalizations are: 1. There is marked agreement among college and university presidents as to the basic objectives of higher education. 2. College and university presidents perceive the basic objectives of higher education and tend to mention them in their inaugural addresses. 3. There seems to be a high degree of similarity between the perception of the objectives of higher education of presidents of public and private institutions. 4. Both public and private university presidents during the last one hundred years recognize learning, or the Transmission of Knowledge, as a chief function or objective of higher education. 5. Emphasis on Moral and Religious Training, or Character Development, is not emphasized as much in the more recent years as in the earlier half of the past century. 6. However, contrary to what might have been expected, in the aggregate view, there is little difference between the emphasis placed on Moral and Religious Training, as an objective of higher education, by public and private institutional presidents in their inaugural addresses. 140 7. Sufficient presidents made mention of Moral and Religious Training to place it third in rank order of objectives mentioned. 8. Research has become, to a significant degree, more promi nent as an objective of higher education, in the last half of the past centennial. 9. Presidents of public institutions seem significantly more cognizant of Training for Citizenship, as an objective of higher education, than do presidents of private institutions. 10. There was not as frequent mention made of the factor of "Spirit of Place," or "environment of learning," as was anticipated. This factor is apparently not generally mentioned in college and university inaugural addresses. 11. Presidents of public institutions recognize the signifi cance of Training for Leadership as an objective of higher education to an observably greater degree than do presidents of independent or private institutions. 12. Leadership Training appears to be recognized increasingly in the second fifty year period. 13. Though stated in different ways, the major objectives of higher education tend to be relatively few in number, when analysed and classified under major categories. 14. More presidents in the recent fifty year period make mention of objectives of higher education than do the presidents of the earlier period. The question could well be asked, Have the presidents of both public and private institutions become more aware of the major objectives of higher education in more recent times? Based on the findings of this study, the conclusion would be affirmative. Recommendations for Further Research * These same presidential inaugural addresses could be examined with the object in mind of searching for other categories or items mentioned by these presidents. A study could be made on what they had to say in regard to finances and the financial goals or need they had for their institutions in particular and for higher education in general. How often is reference made to the need for teachers, and quality teaching, or academic freedom. A more extensive study could be made with inaugural addresses from only public university presidents, or of only private university presidents. The author of this study wrote to every private, independent or church related college in the United States with an enrollment of 2,500 or more, asking for the most recent presidential inaugural address and received a total of sixty-nine in return. Only a small fraction of these were used in this study. Another study could undertake to search for specific items or categories in these inaugural addresses. It must also be remembered that one cannot rest content with formulation of statements of objectives. There must be implementa tion. A research study that might be undertaken would be to evaluate, by questionnaires of faculty and students in a given institution, as 142 i to how effectively the statement of objectives of a president have been implemented. There would need to be an interval of five to ten years after the inauguration to allow time for the implementation. Statements of objectives, either in catalogs or by presidents in their inaugural addresses, have little meaning unless there is implementation. Several studies could also be undertaken in the area of content analysis of college and university presidents' inaugural addresses, investigating the various aspects of speech construction, use of humor, illustrations, satire, supporting facts, or statistics. 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Philadelphia: Westminster Press, 1955. Harris, Chester W., ed. Encyclopedia of Educational Research. 3rd ed. New York: The Macmillan Co., 1960. Hites, Laird T. The Effective Christian College. New York: Macmillan Company, 1929. Johnson, B. Lamar. General Education in Action. Washington, D.C.: American Council on Education, 1952. Kerr, Clark. The Uses of the University. -Cambridge, Mass.; Harvard University Press, 1963. Knight, Edgar W. What College Presidents Say. Chapel Hill: The University of North Carolina Press, 1940. Leonard, Robert J», and others. Survey of Higher Education for the United Lutheran Church in America. New York: Columbia University Press, 1929. Lyda, Mary L., Anderson, Harold, and Good, Carter V. Research Studies in Education, 1960: A Subject-Author Index and Research Methods Bibliography. Bloomington, Ind.: Phi Delta Kappa, 1961. Newman, J. H. The Idea of a University. New York: Longmans, Green, 1947. Patton, Leslie K. The Purposes of Church-Related Colleges. New York: Columbia University Press, 1939. Prescott, F. C. Selected Chapters From the Autobiography of Andrew D. White. Ithaca, New York: Cornell University Press, 1939. 146 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. President’s Commission on Higher Education for American Demo cracy. Vol. I. "Establishing the Goals." Washington, D.C.: Government Printing Office, 1947. Reader's Guide to Periodical Literature. New York: H. W. Wilson Co., 1900. Reeves, Floyd W., and Reeves, Russell. College Organizations and Administration of the Board of Education, Disciples Christ. Indianapolis: Board of Education, Disciples of Christ, 1929. Rogers, Walter P. Andrew D. White and the Modern University. Ithaca, N. Y. : Cornell University Press, 1942. Review of Educational Research. Washington, D.C.: American Educational Research Association, 1931 to date. Smith, Huston. The Purposes of Higher Education. New York: Harper & Brothers, 1955. Snavely, Guy E. The Church and the Four-Year College. New York: Harper & Brothers, 1955. Tead, Ordway. The Climate of Learning. New York: Harper & Brothers, 1958. Weaver, David Andrew. Builders of American Universities. Vol. I. Alton, Illinois: Shurtleff College Press, 1950. _______ . Builders of American Universities. Vol. II. Alton, Illinois: Shurtleff College Press, 1952. Whitehead, A. N. The Aims of Education. New York: The Mac millan Company, 1929. Wicke, Myron F. The Church-Related College. Washington, D.C.: Center for Applied Research in Education, Inc., 1964. Young, Raymond J., compiler. A Directory of Educational Research Agencies and Studies. First Revision. Blooming ton, Ind.: Phi Delta Kappa, 1959, and later revisions. Articles and Periodicals "Angell," The World Book Encyclopedia, 1959 ed., Vol. I. American Council on Education. Higher Education in the United States. A special reprint of Part I and II and Appendixes 147 ; 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. I, IV, and VI of the Ninth Edition (1964) of American Universities and Colleges. (Washington, D.C.: American Council on Education, 1965), 19ff. Gergman, George J. "Definitions of General Education," Educational Administration and Supervision, 33 (December, 1947), 460-468. Brademar, J. "Church-Related College in the Prospect of Public Policy," Liberal Education, XLIX (December, 1963), 449-458. Buttrick, G. A. "Toward a Philosophy of the Church-Related University," Christian Scholar, XLV (Summer, 1962), 90-97. Chu, D. C. "Dynamic of Christian Colleges in America," Religious Education, LIX (March, 1964), 135-140. Cooperation in General Education. A Final Report of the Executive Committee of the Cooperative Study in General Education. (Washington, D.C.: American Council on Education, 1947), 202-205. Eckert, Ruth E. "Colleges and Universities--Programs," Encyclopedia of Educational Research, ed. Chester W. Harris, III (1960). "Eisenhower, Dwight D.," The World Book Encyclopedia, 1959 ed., Vol. 5. "Hadley, Arthur Twining," The World Book Encyclopedia. 1959 ed., Vol. 8. "Hall, Granville Stanley," The World Book Encyclopedia, 1959 ed., Vol. 8. Heard, Alexander. "Vanderbilt's Duty," Vanderbilt Gazette, Vol. 3, No. 3 (October 9, 1963), 1-8. "Jefferson, Howard B . Who's Who in America, 1966-67, 1067. Jervis, Frederick M. , and Congdon, Robert G. "Student and Faculty Perceptions of Educational Values," The American Psychologist, Vol. 13, No. 8 (August, 1958), 464-466. "Jordan, David Starr," The World Book Encyclopedia, 1959 ed., Vol. 9. 148 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66 . 67. 68. Land, W. G. "Church Colleges in Competition," Liberal Edu cation, XLVI (May, 1960), 203-207. McGrath, Earl S. "The Special Mission of the Church-Related College," School and Society, XCI (April, 1963), 165-167. Pattillo, Jr., Manning M., and Mackenzie, Donald M. Eight - Hundred Colleges Face the Future, Preliminary Report of the Danforth Commission on Church Colleges (St. Louis: Danforth Foundation, 1965), 20-48. Sanford, Nevitt. "Higher Education as a Field of Study," The American College, ed. Nevitt Sanford (New York: John Wiley & Sons, Inc., 1962), 40ff. Stuit, Dewey B. "Evaluations of Institutions and Programs," Review of Educational Research, XXX (October, 1960), 372. Umstattd, James G. "Trends in Avowed Aims," Journal of Higher Education, 28 (1957), 147-154. "Van Hise," The World Book Encyclopedia, 1959 ed., Vol. 17. Weaver, John C. "A Place to Stand," Inaugural Address, University of Missouri, Columbia, April 18, 1967 (Xeroxed copy sent by the University to the author), 1-20. "Weaver, John C.," Who's Who in America, 1966-67, 2248. "Wilson, (Thomas) Woodrow," The World Book Encyclopedia, 1959 ed., Vol. 18. Primary Sources and Unpublished Materials "Address and Remarks: The Inauguration of the 17th President of Yale University, Kingman Brewster, Jr., April 11, 1964." The Carl Purington Rollins Printing Office of Yale University Press, 1964. "Address by Dwight David Eisenhower at his Inauguration as President of Columbia University, October 12, 1948." Public Information Office of Columbia University, 1948. (Mimeographed.) "Address by Milton Stover Eisenhower Upon the Occasion of his Installation as Eighth President of the Johns Hopkins University." Public Relations Office, The Johns Hopkins University, February 22, 1957. (Xeroxed.) 149 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. "A Lofty Purpose Shared." The Address by Dr. John Ewart Wallace Sterling upon his inauguration as Fifth President of Stanford University. News and Publications Office, Stanford University, October 7, 1949. "A Place to Stand." An Inaugural Address, University of Missouri, Columbia, April 18, 1967. (Mimeographed.) Biographical Information on: John Sloan Dickey. Dartmouth . College News Service, Dartmouth College, Hanover, New Hampshire, November 1, 1967. (Mimeographed.) "Brewster, Kingman, Jr." Biographical Data from Office of Secretary to the President, Yale University, New Haven, Connecticut, November 7, 1967. (Mimeographed.) "Chancellor Alexander Heard." Biographical Data from Office of the Secretary of the University, Vanderbilt University, Nashville, Tennessee, July, 1967. (Mimeographed.) Cherney, Sheldon. "An Analysis of the Use of Humor in Presi dential Campaign Speeches, 1940-1952." Unpublished Ph.D. Dissertation, University of Southern California, 1956. Clark, Robert D. "The Pulpit and Platform Career and the Rhetorical Theory of Bishop Matthew Simpson." Unpublished Ph.D. Dissertation, University of Southern California, 1946. Dell, George William. "An Intensive Rhetorical Analysis of Selected Speeches of Robert Maynard Hutchins: 1940-1955." Unpublished Ph.D. Dissertation, University of Southern California, 1960. Emmert, Philip III. "Content Analysis of Selected Speeches in the Gubernatorial Campaigns of Selected States." Unpublished Ph.D. Dissertation, Ohio University, 1965. Hodgman, Robert Stanley. "Shaping the Idea of the University." Unpublished Ph.D. Dissertation, University of Southern California, 1964. "inaugural Address by Howard B. Jefferson." Office of the President, Clark University, Worcester, Massachusetts, 1946. (Xeroxed.) "inauguration Address, James Alfred Perkins." Office of the University Secretary, Cornell University, Ithaca, New York, October 4, 1963. 150 j 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. "James A. Perkins." Biographical Data from Office of University Secretary, Cornell University, Ithaca, New York, October, 1967. (Xeroxed.) "J. E. Wallace Sterling, Biographical Data." News and Publica tions Office, Stanford University, Stanford, California, November 3, 1967. (Mimeographed.) Johansen, Jerald Ray. "An Analysis of the Role of the Church- Related College in California." Unpublished Ed.D. Dis sertation, University of Southern California, 1967. "John Sloan Dickey Inauguration." Dartmouth College News Service, Dartmouth College, Hanover, New Hampshire, November 1, 1945. Letter from Frederick H. Jackson, President, Clark University, Worcester, Massachusetts, December 20, 1967. Miller, Harold Allen. "A Comparison of the Forms of Support Used in Contemporary American Protestant Pulpit Address With the Forms of Support Used in Other Contemporary American Public Address: A Content Analysis." Unpublished Ph.D. Dissertation, University of Minnesota, 1962. "Milton Stover Eisenhower, Biographical Data." Office of Institutional Public Relations, Johns Hopkins University, July, 1965. (Mimeographed.) "Nathan Marsh Pusey." Biographical summary sheet, Harvard University News Office. January, 1965. O'Neal, Glenn Franklin. "An Analytical Study of Certain Rhetorical Factors Used by Billy Graham in the 1949 Los Angeles Meetings." Unpublished Ph.D. Dissertation, University of Southern California, 1957. Perry, Ralph Edward. "A Study of the Objectives in Higher Education of the Six Liberal Arts Colleges of the Church of the Nazarene." Unpublished Ph.D. Dissertation, College of Education, Bradley University, 1952. "President Dwight D. Eisenhower of Columbia University." Biographical Data from Public Information Office, Columbia University, Morningside Heights, New York. (Mimeographed.) "Robert F. Goheen." Biographical Information from Director of Public Information, Princeton University, Princeton, New Jersey, November 7, 1967. (Mimeographed.) 151 93. Robertson, Malcolm R. "A Comparative Analysis of the General Education Programs in Church Related Colleges and Public Junior Colleges of California.M Unpublished Ed.D. Dis sertation, University of Southern California, 1967. 94. Sanderson, Sarah Elizabeth. "Critical Study of the Nominating Speeches at the Democratic and Republican National Con ventions of I960." Unpublished Ph.D. Dissertation, University of Southern California, 1965. 95. Shanks, Kenneth Howard. "An Historical and Critical Study of the Preaching Career of Aimee Semple McPherson." Unpublished Ph.D. Dissertation, University of Southern California, 1960. 96. Shepard, David W. "An Experiment in Content Analysis: The Radio Addresses of Henry J. Taylor: 1945-50." Unpublished Ph.D. Dissertation, University of Minnesota, 1953. 97. Text of Remarks of- Nathan M. Pusey at his Installation as 24th President of Harvard, October 13, 1953. From files of University News Office, Harvard University. 98. "The Active Mind and the Wider Vision." Inaugural Address by Dr. Robert F. Goheen, Department of Public Information, Princeton University, September 22, 1957. 99. Weniger, Charles Elliott. "A Critical Analysis and Appraisal of the Public Address of William Miller, Early American Second Advent Lecturer." Unpublished Ph.D. Dissertation, University of Southern California, 1948. 100. Wolfarth, Donald Lloyd. "The Inaugural Addresses of the Presidents of the United States: A Content Analysis." Unpublished Ph.D. Dissertation, University of Minnesota, 1959. A P P E N D I X E S 152 APPENDIX A LETTER TO DR. DAVID A. WEAVER, MARCH 3, 1967. 153 March 3, 1967 f Dr. David A. Uaavar . 2619 Brown Streae Alton, Illinois 62002 Dear Dr. Weavert This Is an 3.0.8. appeal. Can you plaase help net 2 am a graduate student, working on lay doctorate under the "guidance of Dr. Earl V. Pullias at the University of Southern California. I am very desirous of staking an analysis of the ’ Inaugural addresses of American Colleges and University Presidents -- especially as to what they have said regarding curriculum or curriculum change, the environment of learning, and moral or ethical values propounded. For this purpose, I would very much like to secure a copy of your three volume set entitled. Builders of American Universities. Zs there any possible way that you could let tse know where X Could secure a set of these three volumes? X will be happy to pay the cost. If you would be so kind as to let me know, I shall send a check by return mall. This will be a tremendous help to me In my program of studies and X would count It a real privilege and honor to have your set of books in my personal library. X do hope that It Is possible to secure these three volumes. X shall be looking forward to hearing from you. Thank you kindly. Very sincerely yours. Robert L. Osmunson Director of Admissions RLOlkw APPENDIX B DR. WEAVER'S REPLY, MARCH 24, 1967. 155 W A R H I N O T O N 6 n IVKH8IT'V ST. LOUIS BO, MISSOURI O F F IC E OF DEAN O F ADMISSIONS March 24,1967 tK&2 8 '961 Mr. Robert L. Osmunson Director of Admissions g La Sierra College La Sierra, California 92305 Dear Mr. Osmunson: I am pleased to s u d dIv you with volumes 1 and 11, of Builders of American universities. Volume 111 has not been published. Volume 11 is less articulate with regard to values,since the State University is obligated to the entire populace of a state. In this volume more attention is given to breadth of the curriculum,the development of schools of the University and on "making a living." The addresses of Presidents of privately controlled colleges and Universities emphasize moral values,a high code of etnics,and character building. This does not suggest that the Presidents of the State Systems do not suggest privately these same values,but your study deals with Inaugural Addresses,and the distinction I mentioned does appear at this point, I wish to add my encouragement to that of my g od friend Dr. Pullias, in the pursuit of this study. "The Gomputer Agei' and our failure to give an equal emphasis to Social Science, Philosophy, and Religion has taken its toll in America; The values with which you are dealing need to be recaptured while time is in our favor. 1 am a customer for a copy of your completed study. Most ^cordially, yours, David A. Weaver Assistant Director Volume 1 #3-00 Volume 11 4*50 Postage ' 20 2619 Brown Street Alton, Illinois 620G2 7.70 APPENDIX C LETTER SENT TO 143 PRESIDENTS OF INDEPENDENT COLLEGES AND UNIVERSITIES WHOSE ENROLLMENT EXCEEDS 2,500, REQUESTING RECENT INAUGURAL ADDRESSES. 157 LOMA LINDA UNIVERSITY CAMPUSES AT LOMA LINDA AND LA SIERRA ASSOCIATE DEAN OF ADMISSIONS October 25, 1967 LA SIERRA CAMPUS RIVERSIDE, CALIFORNIA 92505 Dear President An attempt is being made to secure the Presidents* inaugural addresses from the 143 Independent, Private, or Church-related American Institutions of Higher Learning whose enrollment is 2,500 or more In the interests of research as well as for the preservation of our American heritage, please be so kind as to send me a copy of the address you delivered when you were inaugurated as president of your Institution of Higher Learning. Should it happen that there is no complete text of your own inaugural address available, perhaps your library has a copy of the inaugural address of one of your recent predecessors. (The most recent would be preferable; otherwise,.the one from the president with the longest term in office.) Please, also, include a brief biographical sketch of the individual whose inaugural address is submitted. Feel free to use the enclosed blank oh which to supply.information pertinent to the material you send me. Also, indicate what I owe you for this service. The material is needed as part of the background research in connection with my doctoral dissertation at the University of Southern California, under the guidance of Dr. Earl V. Pullias of the School of Education. Thank you so very kindly for your courtesy.— Vei v sincerely <yours/C. Robert L. Osmunson Associate Dean of Admissions RL0:kw 159 Name of College or University President whose inaugural address is enclosed: Date of such address: President's term in office: From: to:_____ year year Biographical sketch is also enclosed: Yes No Zerox, mailing or other incidental costs for supplying this material: $ Signed: Date: Official Title: Name and Address of Institution: APPENDIX D LIST OF INDEPENDENT COLLEGES AND UNIVERSITIES OF THE UNITED STATES WITH AN ENROLLMENT OF 2,500. 160 PRIVATE, INDEPENDENT OR CHURCH - RELATED COLLEGES IN THE UNITED STATES WITH AN ENROLLMENT OF 2,500 OR MORE. (A letter requesting the current or most recent President's Inaugural address was sent to each of these.) i Affiliation 1 Date and/or Name, State President Founded Support Enrollment 1. Samford Univ., Ala. Leslie S. Wright 181|2 Baptist 2,815 2. Little Rock Univ., Ark. w Carey V. Stabler 1927 Private 3,U50 3. V Heald Colleges, Calif. James E. Deitz 1863 Independent 1;,000 l i . Loyola Univ., Calif. Charles S. Casassa 1911 Catholic 2,508 5. Stanford Univ., Calif. J. E. Wallace Sterling 1885 Independent 11,^33 6. Univ. of San Francisco, Calif. Charles W. Dullea 1855 Catholic 5,906 7. Univ. of Santa Clara, Calif. Patrick A. Donohoe 1851 Catholic U,87 9 8. Univ. of So. Calif., Calif. Norman Topping 1880 Independent 19,000 9. Univ. of the Pacific, Calif. Robert E. Burns 1851 Methodist 3,2i;0 10. Univ. of Denver, Colo. Wilbur C. Miller 1861; Independent 8,173 ( _ 1 O' 11. New Haven College, Conn. Marvin K. Peterson 1920 Independent 3,038 161 Name, State President 12. Univ. of Bridgeport, Conn. Henry W. Littlefield 13. Univ. of Hartford, Conn. Vincent B, Coffin 11*. Yale Univ., Conn. Kingman Brewster, Jr 15. American Univ., Wash., D.C. Hurst R. Anderson 16. Catholic Univ., of America, Washington, D. C. William J. McDonald 17. Georgetown Univ., Wash., D.C. Gerard J. Campbell 18. George Washington Univ., 'Washington, D. C. Lloyd I I . Elliott 19. Grad. Sch. U.S. Dept, of Agric 'Washington, D. C. • John B. Holden 20. Howard Univ., -Wash., D. C. James Madison Nabrit 21. Jacksonville Univ., Fla. Robert Harry Spiro 22. Orlando Junior College, Fla. Morris 3. Hale, Jr. 23. Univ. of Miami, Fla. Henry King Stanford 2i*. Emory Univ., Ga, Sanford S, Atwood 25. Ricks College, Idaho John L. Clarke 26. Bradley Univ., 111. Taliaan W. VanArsdale Affiliation Date and/or Founded Support Enrollment 1927 Independent 8,373 1937 Independent 8, i*ll 1701 . Independent 8,672 1893 Methodist 11,607 1889 Catholic 6,61*2 1789 Catholic 7,5>91 1821 Independent 12,730 1921 Independent 8,000 Jr. I867 Independent 9,000 193h Independent . 2,666 19Ul Private 2,^29 1925 Independent ll*,633 1836 Methodist 5*360 1888 Mormon 2,866 Jr. 1897 P r i v a t e 6,1 162 Name, State 27, Central YMCA Comm, Col,, 111, 28, De Vry Tech, Institute, 111, 29, Elmhurst College, 111, 30, Illinois Inst, of Tech., 111. 31, Loyola Univ., Ill, 32, Northwestern Univ., 111. 33* Roosevelt Univ., 111. 3U. Univ. of Chicago, 111. 35. Butler Univ., Ind. 36. Evansville College, Ind. 37. Univ. of Notre Dame, Ind. 38. Valparaiso Univ., Ind. 39. Drake Univ., Iowa UO. Parsons College, Iowa III. Loyola Univ., La. U2. Tulane Univ., La. President Donald A. Canar 0. I. Thompson Donald C. Kleckner John T. Rettaliata James F. Maguire J. Roscoe Miller Rolf A. Well George W. Beadle Alexander E. Jones Melvin W. Hyde Theodore M. Hesburgh Otto Paul Kretzmann Paul F. Sharp Millard G. Roberts Homer R. Jolley Herbert E. Longenecker Affiliation Date and/or Founded Support Enrollment 1961 r.M.c.A. 3,5 W* 1931 Private 2,700 1871 Un. Ch. of Chr. 2,51a 1892 Independent 8,21*9 1870 Catholic 12,021 1851 Independent 17,169 19U5 Independent 6,81*2 1890 Private 8,359 1855 Independent U,1*00 1851* Methodist 2,855 181*2 Catholic 7,1*25 1859 Lutheran 3,761* 1881 Independent 7,568 1875 Independent 5,125 1912 Catholic U,887 1831* Private 8,000 Name, State President Date Founded Affiliation and/or Support Enrollment U3. John Hopkins Univ., i - i d . Milton S. Eisenhower 1876 Independent 10,299 aa. Univ. of Baltimore, Md. Thomas G. Pullen, Jr. 1925 Independent 5,923 h$. 3oston College, Mass. Michael P. Walsh 1863 Catholic 12,309 h6. Boston Univ., Mass. Harold C. Case 1869 Methodist 21,099 U7. Harvard Univ., Hass. Nathan M. Pusey I636 Independent ia,986 1 * 8. Mass. Inst, of Tech., Mass. Hosard Wesley Johnson 1861 Independent 7,U57 1*9. Northeastern Univ., Mass. Asa S. Knowles 1898 Independent 31,737 50. Suffolk Univ., Mass. John E. Fenton 1906 Independent 3,216 51. Tufts Univ., Mass. Leonard 0. Head 1852 Independent a,837 52. Wentworth Inst., Mass. H. Bussell Beatty 190U Independent 3,392 53. Calvin College, Mich. William Spoelhof 1876 Chr. Ref. Ch. 3,23a 5U. General Motors Inst., Mich. Harold P. Rores 1919 Independent 3,061 55. Lawrence Inst, of Tech., Mich. Wayne H. Buell 1932 Independent 3,925 56. Univ. of Detroit, .Mich. Malcolm Carron, S. J. 1877 Catholic 8,200 57. St. Louis Univ., Mo. Paul C. Reinert 1818 Catholic 11, 1 1 * 8 58. Washington Univ., Mo. Thomas H. Eliot 1853 Private 12,175 164 Marne, State President 59. Creighton Univ., Neb. Henry 1 7 . Linn 60. Dartmouth College, N. I I . John Sloan Dickey 61. TJniv. of New Hampshire, H. John W. McConnell 62. College of St. Elizabeth, N.H. Sister Hildegarde Marie 63. Fairleigh Dickinson Un., N.J. Peter Sammartino 6I 4, Monmouth College, M. J. William C. Van Note 65. Princeton Univ., N. J. Hobert F. Goheen 66. St. Peter's College, N. J. Victor a. Yanitelli 67. Steton Hall Univ., N. J. John J. Dougherty 68. Stevens Inst, of Tech., N. J. J. H. Davis 69. Adelphi University, N. Y. Arthur J. Brown 70. Bryant & Stratton B. Inst. Inc. Buffalo, N. Y. William C. Gordon 71. Canisius College, N. Y. James i i . Demske 72. Columbia Univ., N. Y. Grayson Kirk 73. Cornell Univ., U. Y. James A. Perkins : 7 l | . Hofstra Univ., N. Y. Clifford Lee Lord Date Founded Affiliation and/or Support Enrollment 1878 catholic U,080 1769 1ndependent 3,658 1866 Independent 5,900 1899 Catholic 2, 8) 4 ) 4 19)41 Independent 18,970 1933 Independent )i,625 17)46 Independent 14,675 1872 Catholic 3,27)4 1856 Catholic 9,139 1870 Independent 2,500 1896 ndependent 7,0714 185U Independent 2,500 1870 Catholic 3,361 175U Independent 17,382 1865 r ndependent 13,300 1935 Independent... ..11,772 Name, State President 75. Iona College, M. Y. Joseph G. McKenna 76. Ithaca College, N. Y, Howard Dillingham 77. Long Island University, M. Y. R. Gordon Hoxie CO • C. W. Post College, N. Y. R. Gordon Hoxie 79. Manhattan College, N, Y. iregory Nugent 80. New School for Social Research N. Y. John R. Everett CO • H.Y. Inst, of Tech., N. Y. Alexander Schure CO ro • New York Univ., N.Y. James M. Hester 83. Pace College, N. Y. Edward J. Mortola 8U. Polytechnic Inst, of Brooklyn, N. Y. Ernst V'eber 85. Pratt Institute, N. Y. Richard H, Heindel 86. Rensselaer Polytechnic Inst., M. Y. Richard G. Folsom 87. Rochester Inst, of Tech., U.Y, Mark Ellingson 88. St. John!s Univ., N. Y. Joseph T. Cahill 89. Syracuse Univ., M, Y. William P. Tolley Affiliation Date and/or Founded Support Enrollment 19h0 Catholic 3,118 18?2 Independent 3,052 Independent 18,020 19$h Independent 8,998 1853 Catholic U,7lU 1919 Independent 10,200 1955 Private li,30Q 1831 Independent UO,600 1906 Independent 8,350 185U Independent 5,600 188? Independent h,35l lQ2l| Independent i t , 768 1829 Independent 9,851 1870 Catholic 12,197 I87O Mon-Sectarian. 23,8^9... 166 4 Name, State President 90. Teachers Col.— Columbia Univ. N. Y. , John H. Fischer 91. Univ. of Rochester, N. Y. W. Allen Wallis 92. Utica Col. of Syracuse Univ., N. Y. J. Kenneth Donahue 93. Vagner College, N. Y. Arthur 0. Davidson 9k. Duke University, N. C. Douglas Maitland Knight 95. Wake Forest College, N. C. Harold Wayland Tribble 96. Case Inst, of Tech., Ohio Robert W, Morse 91. John Carroll Univ., Ohio Hugh E. Dunn 98. Oberlin College, Ohio Robert Kenneth Carr 99. Univ. of Daytcn, Ohio Raymond A. Roesch 100. Western Reserve Univ., Ohio John Schoff Millis 101. Wittenberg Univ., Ohio John M. Stauffer 102. Xavier Univ., Ohio Paul L. O'Connor 103. Youngstown Univ., Ohio Albert"L. Pugsley 108. Oklahoma City Univ., Okla John F. Olson Affiliation Date and/or Founded Support Enrollment 1887 Independent 5,633 1850 Independent 3,000 19H6 Independent 3,677 1883 Lutheran 2,670 1838 Independent 7,211 1838 Baptist 3,022 1880 Independent 5,170 1886 Catholic 8,570 1833 Private 2,560 1850 Catholic 9,929 1826 Independent 6,800 1885 Lutheran 3,123 1831 Catholic 5,198 1908 Independent 12,015 1908 Methodist 2,838 Name, State President 105. Univ. of Tulsa, Okla. Eugene E. Swearingen 106. 3ucknell Univ., Pa. Charles H. Watts, II 107. Carnegie Inst, of Tech., Pa. H. Guyford Stever 108. Drexel Inst, of Tech., Pa, William W. Hagerty 109. Duquesne Univ., Pa. Henry J. GcAnulty 110. Gannon College, Pa, 'Wilfrid J. Nash 111. Gettysburg College, ?a. C. A. Hanson 112. Lasalle College, Pa. Daniel Bernian 113. Lehigh Univ., Pa. W. 1 ) . Lewis ill*. Pennsylvania military Col., Pa. Clarence R. Moll 115. Point Park Jr. Col., Pa. Dorothy C. Finkelhor 116. Robert Morris Jr. Col,, Pa, Charles L. Bewail 117. Univ. of Pennsylvania, Pa. Gaylord P. Harnwell 118. Univ. of Pittsburgh, Pa, David H. Kurtzman 119. Univ. of Scranton, Pa. Aloysius C. Galvin Affiliation Date and/or Founded Support Enrollment 189k Presbyterian 6,097 18U6 Independent 2,732 1900 Independent U,033 1891 Indepe ndent 9>610 1878 Catholic 6,763 19hk Catholic 2,979 1832 Lutheran 3,76U I863 Catholic 6,020 1863 Independent lj.,780 1821 Independent 2,69h i960 Independent 3>021 1921 Independent 2,7U6 17i|0 Independent 19,297 1787 Independent 19,39U 1888 Catholic 3,056 Name, State President 120. Villanova Univ., Pa. Joseph A. Flaherty- 121. Wilkes College, Pa. Eugene S. Farley 122. Catholic Univ. of Puerto Rico, P. R. Theodore E. McCarrick 123. Inter. Amer. Univ. of Puerto Rico, P. R. Raymond 3. Hoxeng 12U. Brown Univ., R. I. Ray L. Heffner 12^. Providence College, R. I. William P. Haas 126. 3ob Jones Univ., S. C. Bob Jones, Jr. 127. Univ. of Chattanooga, Tenn. William Henry Masterson 128. Vanderbilt Univ., Tenn. Alexander Heard 129. Abilene Christian Col., Tex. Don H. Morris 130. Baylor Univ., Texas Abner V. McCall 131. Rice Univ., Texas K. S. Pitzer 132. St. Mary's Univ., Texas Louis J. Slume 133» Southern Methodist Univ., Tex. Willis H. Tate 13li. South Texas Col. of Law, Tex. W. I. Dykes Affiliation Date and/or Founded Support Enrollment 18U2 Catholic U,l*56 1933 Independent 2,510 19U8 Catholic 6,0U6 1912 Presbyterian 7,860 1761 Independent U,850 1917 Catholic 2,7U7 1927 Independent 3,oU7 1886 Independent 2,859 1873 Independent 5,33U 1906 Ch. of Chr. 3,071 18U5 Baptist 7,3U6 1912 Private 2,768 1852 Catholic 3,UlU 1911 Methodist 7,013 19U8 YMCA 3,601 169 Name, State President 135. Texas Christian Univ., Tex. James M. Moudy 136. Trinity Univ., Texas James Woodin Laurie 137. Brigham Young Univ., Utah Ernest L. Wilkinson 138. Univ. of Richmond, Va. George M. Modi in 139. Pacific Lutheran Univ., Wash. Robert Mortvedt 140. Seattle Univ., Wash. John Fitterer 141. Morris Harvey Col., W. Va. Marshall Buckalew 142. Marquette Univ., Wis. John P. Raynor 143. Milwaukee Sch. of Engin.,Wis. Karl 0. Werwath Affiliation Date and/or Founded Support Enrollment 1873 Disc, of Chr. 7,340 1869 Presbyterian 2,508 1875 Mormon 20,028 1830 Baptist 4,591 1890 Lutheran 2,673 1891 Independent 3,610 1888 Independent 2,835 1881 Catholic 13,042 1903 Independent 2,795 --1966-1967 College Facts Chart Prepared Annually By The National Beta Club Spartanburg, S. C.

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Asset Metadata

Creator Osmunson, Robert Lee (author)

Core Title Objectives Of Higher Education As Reflected In The Inaugural Addresses Ofselected College And University Presidents

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, administration,OAI-PMH Harvest

Language English

Advisor Pullias, Earl Vivon (committee chair), Martin, David W. (committee member), Muelder, Wallace R. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-645550

Unique identifier UC11362053

Identifier 6904538.pdf (filename),usctheses-c18-645550 (legacy record id)

Legacy Identifier 6904538.pdf

Dmrecord 645550

Document Type Dissertation

Rights Osmunson, Robert Lee

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA