pansion the oflBcers of administration were in the Lord
House, at the head of the College Green, the former
residence of President Lord. Parkhurst Hall, the present
commodious administration building, the gift of Lewis
Parkhurst of the class of 1878, was first occupied in
^911.
The educational expansion of the College necessarily
adjusted itself to existing conditions. It meant in part the
314 MY GENERATION
introduction of entirely new subjects like biology and
sociology into the curriculum, in part the organization of
unorganized or attached subjects like history and eco-
nomics into departments, in part the disproportionate
increase of the teaching force in some departments as
especially in the modern languages, and generally an
enlargement of the Faculty. More money naturally was
expended for equipment in the direction of the sciences
than in any other; but as a further and very definite part
of the expansion effected came in through the relative
place assigned to the new humanities, history, economics,
sociology, and the newer forms of political science, the
increase of expenditure here, both in equipment and
teaching force, was relatively great. Taking the three
sections into which the curriculum of the College was
divided, — the Departments of Language and Literature;
Mathematics and the Physical and Natural Sciences;
History, the Social and Political Sciences, and Philosophy,
— little difference appears in the expense of the first two
groups ; the first group costing somewhat more for salaries,
the second for equipment. The third group represents
about three fourths of the expense of either of the others.
The extension of the subject-matter of the curriculum
enlarged the intellectual horizon of the College; so also
did the introduction in considerable numbers of new men
into the Faculty, many of whom were from other colleges.
Of the one hundred and twenty appointments made to the
academic Faculty during the sixteen years of my admin-
istration (the enumeration does not include the faculties
in the Associated Schools), forty-eight were of graduates
of the College, seventy-two were of graduates of other
colleges. Classifying these appointments by grades:
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THE DARTMOUTH PERIOD 315
To professorships, Dartmouth graduates 4
graduates of other colleges 12 16
To assistant professorships, Dartmouth graduates 19
graduates of other colleges 25 44
To instructorships, Dartmouth graduates 25
graduates of other colleges 35 60 120
The composition of the Academic Faculty at the close of
my administration was:
Professors, Dartmouth graduates 14
graduates of other colleeges 12 26
Assistant Professors, Dartmouth graduates 14
graduates of other colleges 14 28
Instructors, Dartmouth graduates 9
graduates of other colleges 10 19 73
Thirty colleges and universities were represented by the
bachelor's degree and twenty-four by advanced degrees.
Twelve additional teachers in the Associated Schools
gave instruction in the College.
Nowhere was the modernizing process more evident
than in the changes it wrought in professional habits. No
term, for example, would have been more unfamiliar, or
in most cases unacceptable to the members of an old-time
faculty than the term "office" as a substitute for the al-
together congenial term "study." But the new buildings
brought in offices adjacent to the classrooms, and the
Faculty began to announce office hours. All the common
activities associated with instruction centered in the of-
fice — that of the Dean, which soon added to itself the
offices of registration. The advance in demands of this
form of administrative service was rapid. When Professor
Emerson was asked in 1893 to serve as Dean, it was with
31 6 MY GENERATION
the understanding that he should retain his place as head
of the Department of Physics. Within five years he found
the combination impracticable and gave over, though re-
luctantly, his teaching, and shortly after Mr. Tibbetts,
who had been his assistant, was made Registrar with his
own assistants. Acting in harmony with this general tend-
ency the Faculty proceeded to do its business more and
more by delegating its powers to committees. Without
doubt committee service is the bane of a professor's life;
but most professors found themselves in this dilemma —
either to do the drudgery often imposed by the new task,
or to be left out of the account in making up the new po-
sitions of faculty influence and authority. The advantage
of committee service became more evidently desirable
when the appointment of committees, even of the nom-
inating committee, was given over by the President en-
tirely into the hands of the Faculty.
The changes here noted could not have been effected
without the ready and even hearty cooperation of the
Faculty. Nothing, for example, could have been more de-
lightfully helpful than the hospitality of the older mem-
bers not only toward the incoming members, but also
toward the new subjects introduced into the curriculum,
and toward the new methods of instruction and adminis-
tration. The utter absence of friction in the transition from
the old to the new, or from simple to more complicated
ways, was due entirely to the spirit of the Faculty, which
was not that of acquiescence but of enthusiastic support.
The hospitality of the older members was matched by the
tactful adjustment of the incoming members to existing
conditions, most of whom were strangers to Dartmouth.
I recall those called to the headship of departments during
THE DARTMOUTH PERIOD 317
the first year — C. D. Adams in Greek; D. C. Wells in
Sociology; William Patten in Biology; H. D. Foster in
History; F. B. Emery to a new professorship in English —
and next after, F. H. Dixon in Economics; E. F. Nichols
in Physics; and L. H. Dow in French. The death of Pro-
fessor Pollens, a man of rare linguistic and literary attain-
ments, left the chair of French in a most necessitous con-
dition at a time when large demands were being made
upon it from the new position of the Modern Languages
in the curriculum. It was quite impossible to repeat Pro-
fessor Pollens's type — himself a native Swiss, educated
in this country; and the graduate schools had not begun
to do satisfactory work in the modern languages. In this
dilemma Mr. Louis H. Dow, a classical scholar who had
served for a year as a substitute in the Department of
Greek, was asked to make his classical equipment a foun-
dation for specialized training in French. The offer was
accepted, with the understanding that he should have the
right of way in reorganizing the French Department, a de-
partment which in 1908-09 was made up of one professor,
three assistant professors, and five instructors. I cite this
instance as an illustration of methods which happily came
to the relief of the College at a time when there was a
scarcity of men already prepared by special graduate
training for the headship of new departments, or of de-
partments under the pressure of enforced expansion. It
was very fortunate that in this particular emergency the
Modern Languages could be underwritten by the Classics.
While taking note of the changes attending the enlarge-
ment and reconstruction of the Faculty, it is of interest
to note the change which took place in the student body,
especially in the distribution of students according to
3i8 MY GENERATION
locality. It will be seen how definitely the process of na-
tionalizing the College had begun to take effect within the
period of reconstruction. In the Catalogue of 1893-94
the registration stood by localities — New England, 427;
Middle States, 34; Near West, 21 ; Beyond the Mississippi,
11. In the Catalogue of 1908-09 the registration stood —
New England, 839 (Massachusetts, 502, New Hampshire,
197, other New England States, 140); Middle States, 149;
Near West, 98; Beyond the Mississippi, 48.
An amusing illustration of the tendency to generalize
according to preconceived notions rather than according
to ascertained facts, appeared in the comment of a New
York daily on the success in the same year of the Dart-
mouth football team over those of Harvard and Princeton.
The success was attributed to the physique of the men
from the farms and lumber regions of northern New Eng-
land. As a matter of fact the team for that year was made
up chiefly of fellows from Western cities.
Foreseeing the exactions of the presidency on the ad-
ministrative side, I had renounced in advance all hope of
teaching. In this respect my course was in almost painful
contrast, as I often felt, with that of one of my younger
contemporaries — President Hyde, of Bowdoin — who
was able in the midst of executive duties to make his chair
of instruction a seat of power. As for myself, instead of
assuming the teaching function I did not hesitate to avail
myself of the most valuable aids in my administrative
duties. Professor John K. Lord was made Acting President
of the Faculty in the absence of the President. This ap-
pointment meant much more to me than the freedom of
often prolonged absences among the alumni. It meant the
privilege of constant and most helpful advice. Later, and
EDWARD TUCK
THE DARTMOUTH PERIOD 319
especially during the period of my illness while still in
office, the promotion of Mr. Ernest M. Hopkins, who had
been my private secretary, to be Secretary of the College,
enabled me to relieve myself of certain definite responsi-
bilities. The evidence of administrative qualities of the
highest order gave the assurance of entire competency to
meet the changed conditions.
About midway in the process of reconstruction, the Col-
lege began to receive the aid of the benefactions of Edward
Tuck of the class of 1862, then residing in Paris. I refer
distinctly and separately to the cooperation of Mr. Tuck
because of its timely significance. It was the most im-
portant individual factor in the reconstruction and ex-
pansion of the College. The amount of his benefactions,
and equally their object gave security to the advances al-
ready made, and enabled the College in due time to take
the initiative in a new field of academic training. They
also gave direct moral support to the policy of the admin-
istration. Mr. Tuck was the first of the alumni of means
to identify himself financially with what had begun to be
known as the "New Dartmouth"; and his aid preceded
any organized or collective financial support on the part of
the alumni. It was the more gratifying and assuring that
it was altogether unsolicited, indeed unlocked for. Mr.
Tuck had spent most of his time abroad since his gradu-
ation. Appointed to the consular service in Paris the year
after he left college, he passed directly from that service
into the banking house of Munroe and Company; and
although he was, during the greater part of his connection
with the house, the head of the New York branch, he
was at the time almost equally a resident of New York
and Paris. After his retirement from the banking business
320 MY GENERATION
in 1881, Paris became his permanent residence. His inter-
est in the College was not developed by contact with its
activities or by reminders of its needs.
The first intimation I had of Mr. Tuck's intentions
came in a personal letter under date of October 21, 1898,
in which he wrote that he had just seen in a New York
paper that the Trustees were urging me to take "a leave
of absence for rest and recuperation," and in which he
urged me personally to put the leave of absence into a
European trip, including a visit of Mrs. Tucker and myself
in Paris. The letter enclosed a generous check to aid in
carrying this plan into effect. It also conveyed the assur-
ance of his very great interest in the recent work for the
College, and intimated his own wish "to do something for
Old Dartmouth." The letter of my old college friend was
a happy reminder of our college days, especially as he
wrote "of the winter term of 1860-61 when we roomed
together" in the house now occupied by Professor George
D. Lord; and the kind and urgent invitation fitted into the
plan we had formed for a trip through the Near East.
Upon our return from this trip we spent a week in Paris
as the guests of the Tucks. I found the well-matured in-
tention in Mr. Tuck's mind to establish an endowment
fund in the College for the exclusive use of instruction.
The fund was to bear the name of his father, the Honor-
able Amos Tuck, who graduated from the College in the
class of 1835, and was a Trustee from 1857 to 1866. The
securities for the fund were already set aside, to be turned
over to the College by his New York agent upon the
acknowledgment of the acceptance of the fund by the
Trustees. (The securities were put by Mr. Tuck at a
minimum value of $300,000, but as he foresaw, their cu-
THE DARTMOUTH PERIOD 321
mulative value soon rose to $500,000, at which amount
they stand on the Treasurer's books.) There was no sug-
gestion or impHcation of further gifts, but within a year
the estabhshment of the Amos Tuck School of Admin-
istration and Finance, of which I shall have more to say in
its place, brought additional funds for building and library.
And it is proper to state here that at the beginning of the
administration of President Nichols, the original amount
of the endowment fund ($500,000) was duplicated, fol-
lowed by successive gifts of various intent, and that dur-
ing the opening years of the administration of President
Hopkins, though these have been coincident with the dis-
turbed and disturbing conditions of the War, Mr. Tuck
has not lost sight of the College in the midst of his patriotic
devotion to the common cause of France and America in
the War.i
The financial cooperation of the alumni as a collective
body passed through three stages. Strictly speaking it
anticipated the organized reconstruction of the College.
It formed a part of the movement of the alumni for repre-
sentation; the promise of it was in fact made an argument
for granting their request. It had to do in this initial stage
with the advancement of athletics as a part of a larger plan
for the physical development of the College. The imme-
diate result did not reach beyond the preparation of the
athletic field known as the Alumni Oval, but the ultimate
result was the construction of the new gymnasium. The
second stage was the response to the appeal for the re-
placement of Dartmouth Hall when destroyed by fire,
made by a committee of which Melvin O. Adams of the
' At the Commencement dinner of 1919, President Hopkins, in announcing
recent gifts of Mr. Tuck, said that the total of his gifts to the College in the
past twenty years amounted to over a million and a half dollars.
322 MY GENERATION
class of 1871 was chairman, a response which carried with
it to a successful issue the hesitating movement for the
building of Webster Hall. Although the corner stone of
Webster Hall was laid at the Webster Centennial, 1901,
the building was not completed till after the rebuilding of
Dartmouth Hall in 1905. The third stage has been that of
organized effort for continuous and permanent results. This
effort has already resulted in the financial cooperation
of classes, and in the beginnings of a general fund to be
made up by annual contribution of the alumni at large,
a part of each annual contribution to go on deposit, and a
part to be put at the disposal of the Trustees for current
uses. The fund was devised by Mr. H. H. Hilton, of the
Board of Trustees, in 1907, after the general scheme of the
Yale Alumni Fund, and does me the honor of bearing my
name. The more complete organization of the alumni has
added greatly to their usefulness to the College. The
Association of Class Secretaries, founded by Secretary
Hopkins in 1905, has become a very influential body; and
still more perhaps the Alumni Council, due to the same
organizing source, now recognized as a most valuable
although unchartered auxiliary to the Board of Trustees.
The period of reconstruction, as defined by the Trustees,
financially covered twelve of the sixteen years of my ad-
ministration — 1893-1905. During this period the draft
upon the fund which had been set apart to meet the
succession of annual deficits amounted to $169,476.89.
For the remaining four years there was an annual surplus
appropriated in part to the recovery of minor funds, and
in part to current improvements, as in the remodeling of
the interior of Culver Hall, and in the first enlargement of
Rollins Chapel. Meanwhile the earning power of the Col-
WEBSTER HALL
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nwi II ii'i iiiiniiw ■iMiiii I II I — nMwrmkiivmmm r i -^aJ
THE DARTMOUTH PERIOD 323
lege, estimated in the return from tuition, had increased
from less than $20,000 net in 1892 to over $120,000 net in
the years 1905-09.
I said at the outset of this section that it was one object
of the general policy of reconstruction and expansion to
test the normal capacity of the College. At the close of
my administration it was found that the normal capacity
of the College, measured by the increase of faculty and
students, by the enlargement of its facilities for instruc-
tion, and by the extension of its endowments, had in-
creased threefold.^ That this was no abnormal increase
was proven by the fact that under the more intensive
administration of my successor, President Nichols, the nor-
mal capacity, measured by the same standards, showed a
fourfold increase. With this fourfold increase of capacity
the College, under the strong and timely leadership of
President Hopkins, was able to put itself at the service
of the Nation.
IV
The New Morale
The external changes brought about by the modernizing
process were soon apparent, but their effect upon the in-
ternal life of the College could not be quickly seen or
easily estimated. The effect, for example, upon scholar-
ship was for some time in doubt. On the whole the imme-
diate effect was not favorable. The inherited scholarship
of the classroom was the resultant of well-formulated sub-
^ For a general statement regarding the endowTnents and resources of Dart-
mouth, see series of articles in Dartmonih Bi-Monthly for 1907-08 discussing
the resources and expenditures of the College, collected into a pamphlet. For a
later exhibit of the properties of the College see Manual of Charter and Docu-
ments, by Judge William M. Chase, Clerk of the Board of Trustees, 1911.
324 MY GENERATION
jects, of a logical routine, and of a compulsory discipline.
All these conditions were changed to the degree in which
the new regime took effect. There was a manifest imma-
turity about the new subject-matter as seen from the
point of view of the classroom. Students entering college
by way of the new subjects were relatively ill-prepared.
Instructors in the sciences very much preferred for their
classes those who had entered for the A.B. degree. The
new courses appeared fragmentary when compared with
the routine long at work in the classics and mathematics.
And the elective system called for a sudden shift of will
power from the college authorities to the individual stu-
dent. There was, of course, much stimulus to scholarship
latent in the new subject-matter and in the principle of
the elective system, but the interruption of the college
discipline was felt earlier than the stimulation of the
new freedom.
If any one had assumed that the modernizing process
was to be altogether an intellectual process, he would soon
have been convinced that it required for its success strong
moral supports from without, and the utilization of the
moral forces within the student body. The uncertain but
really decisive factor in the whole matter was the student
himself, involving his moral quite as much as his intellec-
tual attitude. What would his response be, or, if one may
still be justified in recalling the overw^orked and outworn
term of the new psychology, what would be the nature
of his "reaction" under the process .^^ The dominant char-
acteristic of the New England, certainly of the Dart-
mouth student of a generation ago was his independence.
Sometimes this independence showed itself in a certain
aloofness from more serious college affairs, and on occa-
THE DARTMOUTH PERIOD 325
sions in positive antagonisms. But it was the most valuable
quality which he possessed, estimated even by its educa-
tional use, and was to be preserved at the cost, if neces-
sary, of the liabilities to which I have referred. But why
should these liabilities be accepted as necessary.? Why
should not this prime quality of independence be trans-
formed into a larger self-respect, and informed with the
spirit of responsibility.? From the first I believed in the
incorporation of the students, individually and collec-
tively, into the movement for reconstruction and expan-
sion. I believed that it was entirely possible, as it was
certainly in every way desirable, that they should be made
to share in the "corporate consciousness of the College."
To the degree in which they understood and felt this
larger consciousness, they would be qualified to take a
leading part in remoulding college sentiment as a means
of reaching and applying higher standards. With this end
in view, I sought to interpret the history and traditions of
the College in their relation to present plans. The graduates
up to 1898 will recall a weekly exercise known as "Rhetor-
icals" held in the Old Chapel, attended by the whole
College — a somewhat unruly exercise open to various
liabilities, but affording a rare opportunity of indoctrin-
ating undergraduates into the permanent duties and re-
sponsibilities of the college fellowship. When this exercise
was abolished through excess of numbers, "Dartmouth
Night" was instituted, to bring the undergraduate body
into sympathetic and intelligent contact with the alumni,
the living and the dead. The portraits of the more illus-
trious of the early graduates, hung for the occasion on the
walls of the Old Chapel, and later permanently vivifying
the walls of Webster, gave a reality to the men and events
326 MY GENERATION
of the past, comparable to the effect of the presence and
the voice of the Hving graduate of hke distinction. Through
the suggestion of President Nichols in the observance of
the custom in his administration, "Dartmouth Night" was
made the occasion for gatherings of all the graduates in all
the Associations throughout the country and abroad. The
" Night " was marked by the exchange of greetings between
these widespread and remote gatherings and the gather-*
ing at the College.
The response of the students was prompt and hearty
in all ways of external aid, especially in the effort to na-
tionalize the constituency of the College. It was the stu-
dents who carried the College into the Western cities and
over the Mississippi. This cooperation required, however,
only an intelligent enthusiasm. A much deeper test was
to come in the education and control of college sentiment.
Here there was need of reform, especially in the matter
of the survival of certain college customs which had be-
come demoralizing and obstructive. The test at this point
soon came, as was to have been expected, in the natural
course of college life. The result was so significant as to
warrant a somewhat detailed reference. There was an old
custom, reaching in fact back of the memory of most living
graduates, known as the "horning" of instructors, who
had for any reason wakened the wrath of the student. It
was the accredited method of disciplining the Faculty. I
do not know whether it obtained in other colleges or was
altogether a local habit. But whether supported or not by
general college usage, the time had come for its abolition
at Dartmouth. When the custom first came under my
oflScial notice, I did not treat it in the way of discipline, but
as a fit subject for the exercise of college sentiment. I fully
THE DARTMOUTH PERIOD 327
explained its relation to the general college life, showing
how vitally it concerned the spirit of the whole college
fellowship, and making clear its absolute inconsistency
with the social progress of the College. I had no way of
measuring the impression produced by this view of the
matter, except by the length of time which elapsed before
the recurrence of a "horning." It so happened that at the
^ time of its recurrence, I was absent from the College on'
a trip among the alumni. I had just left Washington for