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INVESTMENT
FOR ALL TIME
WITH NORTHWESTERN UNIVERSITY
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AN
INVESTMENT
EOR
ALL TIME
VOLUME II
Published by
NORTHWESTERN UNIVERSITY
COMMITTEE ON DEVELOPMENT
CONTENTS
PAGE
An Investment For All Time ------ 5
by Walter Dill Scott
The Science Buildings - - - - - - - 9 to 16
The Library - -- -- 17 to 24
Educational Building -------- 25 to 32
Women's Building -------- 33 to 40
Music Building --------- 41 to 48
School of Speech -------- 49 to 56
A Gothic Chapel --------- 57 to 62
I. Engineering -------- 64 to 68
II. Endowment - - - - - - - - 69 to 73
III. Scholarships ---------- 74
IV. Graduate School --------- 75
V. Commerce -------- 76 to 77
VI. Some Investments --------- 78
VII. Trustees ----------- 79
ILLUSTRATIONS
Science Laboratory --------- i2
Library ------------- 20
Educational Building - -- -- -- -- 28
Women's Building ---------- 36
Music Building - -- -- -- -- - 44
School of Speech and Theatre Building - - - - 52
Chapel ------------- 60
AN INVESTMENT FOR
ALL TIME
COMMERCIAL house that advertised an in'
vestment for "all time" would be charged with
exaggeration, insincerity or even with fraud.
There are no commercial offerings that can be depended
upon to survive for "all time."
This booklet is issued under the supervision of a com'
mittee of business men who feel justified in describing
as investments for all time the projects presented herein.
Their confidence is the result of important considera'
tions:
The Legal Status: By enactments of the legislature of
the State of Illinois, Northwestern University is freed
from political control; and all its property, whether used
for educational or commercial purposes, is exempt from
taxation. The legality of these acts has been confirmed
by the Supreme Courts of both the state and the nation
as binding for all time.
The Geographical Location: Climate, fertility of soil,
transportation, form of government, and the character
of the inhabitants are all important factors in determin'
ing the influence and the permanence of cities. Our
McKinlock Campus is located on a strategic site in
Chicago. Our Evanston Campus is located in a pre
ferred section of a select suburb of Chicago. Gee
graphical conditions may change but so far as human
wisdom can predict, our location will be favorable for
all time.
Historical Precedents: In the 13th century Walter de
Merton, John de Baliol and others founded endowments
for the "scholars at Oxford." These examples were
followed until Oxford and Cambridge became sub
ficiently strong in endowment to become independent
of church and state control. These endowments en'
abled the English universities to survive the changes
which upset church and state in the Reformation and
the Civil Wars. At the same time they protected the
growth of the idea that educational aims and practices
should not be dictated by outside agencies. No univer'
sity of adequate endowment has ever closed its doors or
been untrue to the cause for which it was founded,
despite frequent changes in government and ecclesiasti'
cal organization. Northwestern University has the
organization and the independence which justifies the
hope that it will survive for all time.
Financial Stability: Northwestern wels originally
financed by a group of young men, each possessed of
meager financial resources. They were devoted to the
cause and contributed generously to the support of the
institution. Their example has been followed by over
fourteen thousand persons who have contributed a sum
of approximately $16,000,000. This fund has been so
wisely administered that the total assets of the Uni'
versity are over $30,000,000. Every dollar invested in
the University has grown to nearly two dollars. And
this has been accomplished despite the fact that the total
annual expense of conducting the University is approxi'
mately twice the sum received from the tuition of stu¬
dents. The financial administration during the past
• seventy-five years justifies the belief that, so far as is
humanly possible, the assets of the University will be
conserved for all time.
The Research Program: Modern industry is the result
of the discoveries of pure and applied science. The most
fundamental and far-reaching of these discoveries are
the result of research in universities. In the past re¬
search has been largely confined to the physical sciences.
Equal, or even greater discoveries will certainly be
made in many other fields. Northwestern is planning
a comprehensive program of research in all useful fields
of endeavor. Because of the achievements of research
in the past, and because of the prospect for even nobler
findings in the future, this program should achieve re¬
sults that will bless humanity for all time.
The Training Program: In a republic the chief task of
each generation is the training of leaders for the future.
So far as conditions permit. Northwestern offers train¬
ing in all the more important callings and professions.
Our ten thousand students are young men and women
who are engaged in higher education in preparation for
leadership. That they may be worthy of leadership, we
seek to inspire them with ideals of service. Such train-
X
ing, including the awakening of noble ideals, will be
increELsingly needed for all time.
These considerations justify the description of the
following projects as Investments For All Time.
THE
SCIENCE BUILDINGS
9
THE SCIENCE BUILDINGS
U university touches life more closely through
j discoveries unearthed in the laboratory than in
any phase of its work. It can be said with truth
that modern progress is based, in all of its essential ac
tivities, upon the painstaking research of university
scientists. In most cases underpaid, and with little
thought for material profit, these men have with con'
stancy and devotion labored unceasingly in the quest
for truth, step by step discovering the laws of nature,
and applying these laws to the enrichment of life.
The pages of the past glow with no finer achievement
than those which record the work of our scientists. The
human race will be forever in their debt. Through
them, the research laboratory has marched in the van of
human progress, and given unto men the power to im'
prove immeasurably the circumstances of life.
The roll call of scientific achievements is far too
extensive to permit its inclusion here. Just a few of the
noteworthy results of university research can be given.
A glance at this very meager list will emphasize the
substantial contribution which science has made to life.
field of discovery discoverer institution
Spectrum newton Cambridge University
Electro-magnetic induction. faraday _Royal Institution of London
Aseptic surgery lister. Glasgow
Cell theory of life Schwann University of Louvain
Electric furnace moissan The Sorbonne
Hydrauh'cs Bernoulli University of Basel
Acoustics and optics helmholty Berlin
Germ theory of disease pasteur Ecole Normale
Synthetic indigo adolf von baeyer Munich
field of discovery discoverer institution
Radio MAXWELL University of Cambridge
HERT2 University of Bonn
armstrong Columbia
Aeroplane langley Smithsonian Institute
Malaria ross -St. Bartholomew's, London
Diphtheria serum emil von behring Halle
Radium the curies The Sorbonne
Yellow fever reed Geo. Washington University
Salvarsan ehrlich .Strassburg
Electronic action of atom bohr. Copenhagen
Insulin, banting and macleod University of Toronto
Long distance telephony pupin Columbia University
X-Ray ROENTGEN University of Wurttberg
What has been the effect on our industrial world of
scientific research? It is estimated that the annual earn'
ings of the ten million industrial workers in America is
ten billions of dollars. This figure will certainly repre'
sent an increase of billions of dollars over the possible
earnings of these men unaided by science. The yearly
dividend of science, as measured in the increased earn'
ings of our industrial workers, is greater than the com'
bined total paid into our universities from the founding
of Harvard to the present day.
No less impressive have been results in promoting
health and increasing the life span of our people. The
diphtheria serum has reduced the mortality rate of this
disease by ninety percent.
Typhoid inoculation saved over fifty thousand lives
in the World War alone.
The infant death rate has been cut in half since 1900.
The average length of life has increased from twenty
years in the sixteenth century to fifty'eight years in
1926. An increase of eight years has been accom'
plished in the past two decades.
PROPOSED SCIENCE LABORATORY
X.
In thirty years our death rate has been cut one-third.
These facts indicate the priceless benefit which hu-
manity receives through the application of scientific
principles discovered in the laboratory. In their sig'
nificant aid to mankind, they justify, most convincingly,
every financial bequest ever made to an institution of
higher learning!
What of the future? Will scientific research place
just as great offerings on the altar of humanity in the
days to come as in the past? Will science continue to
pay handsome dividends on its investment?
The answer is, yes. We stand now upon the
threshold of a scientific advance that will eclipse the
most brilliant achievements of the past. The field for
new research is so great that some of the most glorious
discoveries of all time await the sedulous labor of tO'
day's scientist.
Searching analysis must be made of the power used
by industry that our coal, gas and oil supplies may
better be conserved. From the bowels of the earth or
the heat of the sun may come industry's power of to¬
morrow. Locked up in the atom is a terrific force which
may be harnessed to the service of man, once he has
learned to master its laws.
Increasing population will place more urgently before
science the perplexing problem of raising two bushels
of wheat where one is raised at present. Already much
has been done for the farmer, but the scientist of tomor¬
row will glean many golden sheaves that have gone
unharvested.
14
Awaiting the research of the scientist are endless op'
portunities for new forms of serum therapy and pre'
ventive medicine. Who can estimate the value of a
specific for cancer or a preventive of the degenerative
diseases which are now on the increase despite medical
advance?
As industry finds its profits multiplied through pri'
vate research, it is demanding an increasing number of
trained men for the work. This means that the burden
of maintaining the gains of science and of pushing re'
search into hitherto unexplored fields must necessarily
rest upon the university. No other agency will ap'
proach the subject in that detached and uncalculating
attitude so essential to penetrating research.
Northwestern University recognizes this increasing
need for scientific men. In the plans now being laid for
developing her Evanston campus, one of the most vital
problems is a group of new Science Buildings. At the
present time a faculty of national recognition is being
retarded by the discouragement of inadequate room and
equipment. Original investigation cannot properly be
encouraged under these conditions. The only solution
is a group of new buildings, such as the one proposed.
Northwestern University is in the unique position of
having no one of its science departments adequately
housed. Every university in the country of its size
and importance has at least one or two departments
which are properly cared for. While the condition at
Northwestern has been unfortunate, it may now be re'
garded as a matter of great good fortune that plans for
15
the future can be laid with all the science departments
in mind. It should be possible to plan a group of science
buildings which would not only adequately house the
individual departments but would be so planned that
the relations between the departments would be much
closer than in any existing university. A firmer knit'
ting together of the science departments would be of the
utmost value since the great advances of the future will
come along the ''hyphens" between two or more
sciences.
It is not the past that concerns us here, though North'
western's record gleams with notable achievement. It
is the present and future that solicit our aid. From
within these walls a new Pasteur may go forth to solve
another mystery of nature to the everlasting benefit of
humanity! Perhaps through research conducted here
may come a new boon to medicine, or a new control
over matter that shall make life more abundant for all!
It is no gesture of selFaggrandizement—this call of
Northwestern's for adequate housing for its science de'
partments. The need is imperative. A university's
ability to serve, the priceless discovery of truth, a fuller
life for man—all these are encompassed in the present
call.
THE
LIBRARY
17
THE LIBRARY
F a wise man, with unlimited wealth, could build
an entire university, he would certainly begin the
magnificent undertaking with a library. For dis'
covery and dissemination of knowledge, the chief ends
of a university, depend primarily upon books. The
library thus serves as a treasure house, holding all of
the books mankind considers worthy of preservation.
To them the scholar must go in all his work whether it
be to construct a motor car or a drawbridge or in the
effort to add some little particle to our always faulty
understanding of the nature of things.
But a library is more than a mine of information. It
is a magnet, drawing to itself not only more and ever
more books but inevitably attracting the men who can
best use what it contains. From all over the world men
seek Oxford for the privilege of working in the Bodleian
library, the cor cordium of Oxford. For more than a
thousand years the Bibliotheque Nationale at Paris has
drawn students and scholars from every land. What is
true of these European institutions is as true of Amer'
ican universities. Northwestern, for example, is known
widely for but two or three such collections. Harvard,
Columbia and Chicago all are distinguished by their
libraries. And the fame won for an institution by a
library is not subject to the fluctuations of popular im
terest. It is an enduring thing that does not diminish but
increases with the passage of time.
In yet another way the library justifies its claim as the
18
pivotal point of a university. It is the center of that civi'
lizing influence, that humani2,ing spirit, which, for lack
of a more tangible term, most persons designate as "cuh
ture." There are no royal roads to culture; by no for'
mula or nostrum can it be acquired or invoked. But
this, at least, is true-. If it is to be found at all it will be
found in the library, for in it is that literature, both
scientific and humanistic, that serves as a guide to life.
Here, and here alone, may be found the ideas and the
opinions of the wise men. Here may a student sit at the
feet of St. Paul, Dante, Hewton and Lincoln. Here is
the accumulated experience of the past, the first req'
uisite in education, which, in essence, is a process of
utili2,ing that experience to better the future.
The library is the heart and center of that life con¬
cerned not with material and transient things but with
the ideas, the truth and the knowledge that endures
from age to age. The mercy shed abroad through the
knowledge here collected will surpass the mercy of the
hospital, and the faith gathered and inspired here will
equal the faith of the church. Through it flows the life-
blood of an institution engaged in training youth for
service. He who builds a dormitory furnishes material
comfort to young men and women students^—worthy
contribution to contemporary civilization. But he who
builds a library builds for the enrichment of men's minds
and souls, a contribution to civilization for all time.
Because it serves all arts and sciences, a library is the
universal memorial. Its light goes out to the world of
business, to the church, to government, to the whole
PROPOSED LIBRARY
fabric of civilization. The past, the present and some of
the future are encompassed in its wholesome, beneficent
influence. Being so universal in its appeal, it is a most
appropriate vehicle by which a great philanthropy may
commemorate some name or purpose. And it is espe'
cially worthy of note here that some of the greatest
philanthropies of America have consisted in the giving
of libraries.
In a very true sense a university is judged by its
library, for it is here that research is largely performed.
Northwestern, in common with other universities,
recognizes this fact, and is seeking to add to its collec'
tions of books. One fact, however, has seriously handi'
capped the university in its efforts to build up a distin'
guished collection of books. Its present library is en^
tirely inadequate to care for them. Not only are the
facilities unequal to the demand, but the building itself
is not of that fireproof construction so essential to a
modem library.
Rare books are exceedingly valuable. Some of them
can never be replaced once they are lost or damaged.
The library that houses them must accept the vital re'
sponsibility of giving them every protection. This has
not been entirely possible at Northwestern. Conse'
quently the university has not been in a position to
accept many gifts of distinguished book collections
which, except for this handicap, would have found their
way here. By losing the stewardship of these valuable
books, the university's loss has been great indeed—too
great to be measured in dollars and cents.
Northwestern needs a library such as is pictured here.
However, it cannot of itself create the building. It can
only dream it. That is what a university does so often.
It dreams the things which all men handle a few years
later. And when the university and men of wealth join
hands, then such a dream as this becomes a reality—a
living memorial to the man whose name is chiseled over
its door.
And the name that appears there remains not as over
a useless mausoleum, nor on the face of a gold security,
but written across the portal of an investment for all
time. In all the temples of wealth, power and success
there is no place that it could be written so permanently
as in a library, and the treasury of knowledge. For
knowledge, it has been wisely said, is akin to God and to
eternity. -g
American colleges and universities have been the
recipients of gifts of library buildings in increasing
numbers and size. Recently the sketches of Mr. James
Gamble Rogers for the superlatively beautiful Sterling
Memorial Library at Tale have been published. The
Harry Elfins Widener Library at Harvard, opened a
decade ago, marked a new departure in the planning
of university libraries. The late Charles Franklin Doe
bequeathed funds for a magnificent library building at
the University of California; Brown University has
the John Hay Memorial Library; Columbia University
the Low Memorial Library; and the University of Chi¬
cago the Harper Memorial Library. The Cornell Uni¬
versity Library was built a generation ago by Henry
Williams Sage in memory of Jennie McGraw Fisl{e.
Mrs. Hele7i. Gould She|}ard built the library! for ]\[eiu
YorJ{ University. The main structure of the Univen
sity of Pennsylvania Library was a gift of the Furness
family; in recent years there have been two additions to
it: the Duhring Memorial stac\ and the Henry Charles
Lea wing to house the collection of medieval history.
Among colleges, Amherst has the Edmund C. Cori'
verse Library building; Bowdoin was given a library
building by Thomas H. Hubbard; Vassar, one by
Frederick Ferns Thompson, and Williams, recently, one
by Francis Lynde Stetson. Dartmouth has the Wilson
Memorial Library. Eben Horsford endowed the Iv
brary of Wellesley College.
There are also memorial browsing rooms in many of
our college and university libraries, such as the Farns"
worth room at Harvard, the Arthur Upson room at
the University of Minnesota, and the Edith Gallagher
room at Smith College. Specially fitted rooms are pro^
vided for collections of rare booXs, li\e the Alfred
ClarX Chapin Library at Williams and the Wrenn Li¬
brary at the University of Texas, while separate build¬
ings house the libraries of Americana liXc the John
Carter Brown Library at Brown University and the
William L. Clements Library at Michigan.
BooX funds, commemorating the name of a donor,
friend or relative by a booXplate in front of each vol¬
ume have enriched our college and university libraries.
In some cases such funds have been the chief means for
the purchase of booXs.
EDUCATIONAL
BUILDING
25
EDUCATIONAL BUILDING
DUCATION has in the past rested on the basis
H of custom. There have been but few sciem
^ tifically determined processes for evaluating the
products of our schools during the vital years of train'
ing. There have been but few applications of educa'
tional psychology to school method and school organi'
zation. Teaching has been largely of a haphazard,
hit'onmiss character.
As a result our school systems have been accused, and
not unjustly, of great waste. It is estimated that 10%
of the tremendous sum spent for schools each year is
devoted to reteaching what has already been taught to
students, but not learned. Gifted students have been
retarded and slower ones discouraged because of poor
school organization. This is inefficiency and represents
a waste that would not be tolerated in business.
Furthermore, it is a waste that can largely be reduced
through a more scientific educational procedure.
This is an age of efficiency. In every department of
life, old methods are yielding to new, with a saving in
time, energy and money. Demanding maximum results
at a minimum of cost, the present age regards no inno'
vation as too radical, no expenditure too great, if they
serve the purpose of efficiency.
The aims of education are thoroughly practical; to
train for citizenship; to prepare for the vocations; to dc
velop a fine type of men and women equipped mentally,
physically and spiritually to take an intelligent and con'
structive interest in human affairs. There is no reason
why education should not be just as practical in its
methods as it has always been in its aims.
The past few years have witnessed in the processes of
education a noteworthy movement to promote greater
efficiency in the training of our youth. Realizing that
the years of schooling in most cases are all too limited,
educators have been developing more efficient educa'
tional methods to prepare men and women for the tasks
of life. They have been following the lead of the biolo'
gist, the economist, and the sociologist. New laws have
been proposed as the result of countless observations.
Through the collection of vital statistics, better proc¬
esses of training have constantly been developed. The
ultimate hope of the educator is that misfits, delinquents
and criminals may be reduced to the very minimum, and
that all training be accomplished with the greatest econ¬
omy possible.
The hope for greater efficiency in education rests
squarely upon the teachers in our schools. Our teachers
must not only be equipped with adequate knowledge,
but they must understand and practice the most scien¬
tific methods of imparting that knowledge to their stu¬
dents. Teaching must advance from a vocation to the
greater dignity and usefulness of a profession.
Think for a moment what a tremendous organization
is represented by our school systems throughout the
country. There are approximately 750,000 teachers
now giving instruction to more than 27,000,000 school
children. Many of these school systems have the re-
rsTmrniiTr
IliS
sponsibility of looking after the education of over
100,000 children each. The cost of operation of our
schools is in excess of one billion dollars a year.
There is no business organi2;ation in the United States
comparable in number of employees or value of product
to our national school system; nor is there any business
which offers greater opportunity in eliminating waste,
and promoting efficiency. In such a large business, even
small leaks may be turned into great savings. For in'
stance, a saving of 3 5 minutes a day will save a child one
school year in eight; 3^^ minutes saved per day means
a saving of one school month in the course. A mub
tiplication of such economies by the 27,000,000 school
children in the country would make possible a tremem
dous saving in education each year.
It is to provide enlarged facilities for the better traim
ing of teachers in the more scientific principles of edu'
cation that Northwestern University seeks an Educa'
tional Building for its Evanston campus. Present
facilities are wholly inadequate for the proper develop¬
ment of this great field. Without such a building as is
now proposed, there is grave danger that the prestige of
the University as a vital center for modern training of
teachers may suffer through its present limited en¬
deavors.
The Educational Building will house all activities of
the University along educational lines. It will develop
and use educational statistics which permit refined
measurement of school progress. It will collect and
digest the new ideas which are constantly being devel-
oped by the finest minds of the world, working on the
problems of education. It will serve as a laboratory for
exhaustive experiment and research by the department
staff and students. It will train prospective teachers in
the methods and practice of scientific education to the
end that the later products of their teaching may be the
best that the contributed time, energy and money can
make them.
Much of the responsibility for establishing and main'
taining high standards of efficiency in our schools falls
upon the shoulders of school administrators. In recent
years, the position of city and town superintendent has
advanced beyond that of an experienced teacher to a
place of technical and expert knowledge. The superin'
tendent must be trained in School Accounting, School
Architecture, the Principles of School Administration,
and the Principles of Supervision, and he must also
assume a general educational leadership in his com'
munity. This vital kind of training will represent
an important phase of the work that will be carried
on through the increased facilities of the Educational
Building.
Hundreds of Northwestern students go forth every
year in the service of education. The reputation of the
University as a training ground for teachers has always
been high. Only through the advantages of the pro'
posed Educational Building can Northwestern students
be properly trained for scientific teaching, and the Uni'
versity maintain in the future, as in the past, its high
standing in educational work.
Northwestern University, itself, is unable to finance
the erection of this building for its Department of Edu'
cation. It can but show the need and the possibilities
of such a work. It must rely upon its friends, upon
public'Spirited men, who, alone, can make possible the
realization of its ideals, the continuation of its lofty,
unselfish service in the cause of education, of humanity
—of America.
In a true sense, the University does not solicit a gift.
What it seeks is a wider opportunity to serve—an op'
portunity in the field of education that can equal its
highest hopes only when better facilities have been
amply provided.
Under the conditions of our present practical world,
a university must be progressive, forward-looking, al¬
ways in the forefront of thought movements, if it shall
fulfill its true destiny of preparing men and women for
life. Its curriculum must embody as great a conscious¬
ness of social utility as of subjective philosophy. It
must endeavor, today, more than ever before, to make
the world of learning a more practical partner with the
world of men.
Such is the challenge which a practical age places
before a great University. Shall Northwestern Uni¬
versity fail—through inadequate facilities—to meet this
challenge in its educational work?
V
WOMEN'S
BUILDING
33
X
WOMEN'S BUILDING
Is the hopeful dream of a Women's Building, so long
firing the imagination and stimulating the efforts of
our women, to become a reality?
In 1915 the Women's Athletic Association dedicated
its efforts to the raising of funds for such a structure.
From that day until this, the energy employed by the
women of the University has been limited only by their
ingenuity. So great has been their desire for a Women's
Building that they have resorted to every imaginable
device to raise funds. Nickels and dimes have been
lured from students by the sale of sandwiches made by
the women themselves and offered along campus walks.
Programs, balloons, and the like have been attendant at
every football game in the arms of a fair young vendor,
intent on doing her part in contributing something to
the Women's Building. Plays have been given, sub'
scriptions taken and countless stunts employed to swell
the funds.
The results of these activities have been manifest in
many ways. For one thing, a bank balance of more
than $100,000 speaks well for the earnestness and grit
of our women. Furthermore, it means a substantial
start toward the building program. Back in 1915, when
the Women's Athletic Association first conceived the
idea of a Women's Building, not a cent was available for
that purpose. Insufficient time made it impossible to
launch a campaign that would put a building on the
campus before graduation days. liowever, the
34
W. A. A. girls were happy to look forward to the many
years ahead when their efforts and dreams might be
crystallized into reality and thus bring greater oppor'
tunities to other women.
And so the passing generations of Northwestern
women have felt the spell of the Women's Building
dream. Today the spirit of determination is just as in'
spiring. No sooner does a Freshman girl find herself
established on the campus than she becomes an apostle
in the furtherance of various activities that will yield a
revenue for the Women's Building. So important is
the enterprise to the womanhood of the university that
even graduates who left our halls before the movement
began are supporting it enthusiastically. The Uni'
versity Guild, an important organization of Evanston
women, has become active in the promotion of the em
terprise. This worthy group of Evanston leaders is
cooperating with the many women's organizations on
the campus, giving aid and inspiration. The members
of the University Guild, as well as our alumni organiza'
tions are today giving freely of their time and funds for
the attainment of this project.
The purpose of a Women's Building is to create a
center for all the women's activities—and there is no
center for these activities now. Here will be housed
the Women's Self'Government Association, the Young
Women's Christian Association, the Women's Athletic
Association, headquarters of the Alumnae, and various
other enterprises which enlist the interest of the women
students in general. There will be rooms for study and
36
37
reading, and a lounge. Complete social facilities will
be provided, including rooms for entertaining and full
service equipment. Right now, there is no place on our
campus for these social gatherings. Sometimes the gym'
nasium is available, but more frequently students must
seek the Evanston Woman's Club, and other places.
One end of the Women's Building will be given over to
a gymnasium which will include basketball floors, full
gymnastic equipment, and a swimming pool. There is
woeful need for this gymnasium to provide correct
physical development, as our present gymnasium is
needed for the men. It is becoming more difficult to
carry on the women's work under our present arrange'
ment.
The Women's Building will meet another no less
pressing need. It will provide comfortable quarters for
the large number of women students—approximately
half of the entire enrollment—who are non'resident in
the University. They often spend a day of nine or ten
hours on the campus, coming from as far as Wilson
Avenue on the south and Highland Park on the north.
For them, the Women's Building will provide lockers,
where they may deposit their belongings; rooms for
study; rest rooms, a refectory, and every equipment for
their comfort and convenience. Until we have this
building to supplement the system of dormitories and
sorority houses, and not until then, can we say that
Northwestern University's women are adequately
housed.
The socializing effect of such a building is beyond cab
culation. As a center of feminine activity it would
become one of the striking distinctions of Northwestern,
fixing attention on the high valuation placed on woman'
hood and giving recognition to women s important place
in Northwestern progress. More than that is the influ'
ence it would exert on women students, helping create a
happier student life, a more democratic spirit, higher
social standards and closer bonds of fellowship. Such
an enterprise would be truly a laboratory devoted to
social development of life.
In these times when the activities of girl students
parallel practically those of the other sex, the establish'
ment of a means to give them full facilities for develop'
ing their social and athletic instincts becomes a matter
of vital moment. Northwestern, being a progressive
institution and keeping ever abreast of the times, is fully
conscious of its responsibility to womanhood and of its
need of a great social center. That is why it is giving
its hearty support to the efforts of those indefatigable
workers who are struggling with might and main to
bring the dream of a Women's Building to reality.
But it is certainly not possible that the women of our
University and city alone can raise sufficient funds to
finance this enterprise adequately. At any rate not in
the immediate years. To wait longer is to deprive future
classes of a development that is not otherwise possible.
Here indeed is a rare opportunity for a public spirited
citi2,en to render a deep and lasting service. An invest'
ment in our Women's Building would make possible a
permanent home for women's activities.
yr
39
X
r
Cannot one envision a building of beauty, where
youth may have a fitting environment for its rightful
expression? The actual site has been assigned by the
University trustees; the spiritual foundation has been
laid; the erection of its walls awaits a donor. Here is
the opportunity for one gifted with social ideals to come
forth and, by donating the funds, see erected a monu'
ment to his generosity that will be a rallying place for
the fine womanhood of Northwestern and a symbol of
his unselfish service.
It would mean the creation of a magnificent building
—a monument for all time amidst the stately oaks and
ivy-crowned halls of a great University. And in a larger
sense it would be an investment not only in mortar and
steel but in the lives of countless young folks who are
being educated to become leaders in their communities.
MUSIC
BUILDING
Q
X
41
MUSIC BUILDING
USIC in its higher aspects is concerned with
enriching and ennobling life. It is so elastic
and comprehensive that it ministers alike to the
rich and the poor; the cultured, the ignorant; the just
and the unjust. It is so simple that children become
enthusiastic over it. It is so complex that its depths are
sounded only by specially endowed natures. Its prac'
tice puts a stamp of culture on any community. It is a
social, a religious and aesthetic necessity. It comforts
in sorrow and intensifies in joy. It dignifies any occa¬
sion or function, no matter how important or imposing.
It touches life so intimately that it may well challenge
the attention of the educator, the philosopher and the
philanthropist.
When music study was first offered at Northwestern
University over fifty years ago the place music would
occupy in the national life of America was still problem¬
atical. For the masses of the people it was something
outside their normal lives, something still foreign and
for the most part the product of foreign musicians.
With the passing of fifty years music has become one
of the great factors in the religious, educational, cultural
and social life of the nation. One has only to contem¬
plate the void that would be left were all mmsic to be
eliminated from our churches, theatres, concert halls,
schools and family groups to realize what a role music
now plays in our lives. People of discernment now
know that music and the other arts have to do with the
public good. They have seen music act as a great so-
cializer in hundreds of communities and contribute to
public content and morals. Music is no longer a matter
of occasional concerts and operatic performances by
visiting strangers but has become an integral part of the
daily life in nearly every household, public school, col¬
lege and public gathering. Our large cities support
countless music schools, orchestras, choral societies and
opera companies, often endowed by public spirited
philanthropists with the constant aim of bringing music
more and more to the people at large. Municipal audi¬
toriums with almost daily civic music offerings are sup¬
ported in nearly every community of importance in the
country. It is the exceptional home where some musi¬
cal instrument is not found.
At the very center of this great music fabric lies the
problem of training the music teachers, performers,
conductors and civic leaders in music, as well as the
great body of interested amateurs that make up our au¬
diences of music lovers. These activities now demand
not only people who are highly trained specialists but
those who have the background of a broad general cul¬
ture as well. This can mean but one thing; the hope
for the future of music in this country is found in our
college and university schools of music.
Northwestern University has been a pioneer and is
still a leader in university training in music. From
small beginnings it has grown under Dean Lutkin to be
one of the largest and most influential schools of higher
X
education in music in America.
A plan of academic organi2,ation is comprehensive.
From the most elementary study for children to the
postgraduate work leading to a Master's degree, provi'
sion is made for the study of all branches of the Art of
Music either as a profession or as an element in general
culture. The degree courses are acknowledged to be of
as high standard as those of any institution in the coum
try and several hundred candidates for degrees are in
attendance yearly. Entrance to these courses is based
upon the same standard of high school preparation as
that required by other departments of the Univen
sity. Four years of study and the attainment of 120
^ semester hours of credit is required for graduation and
upon completion of this program of study the student
receives the degree of Bachelor of Music. The Gradu'
ate Department offers the Master's degree for students
of exceptional ability. The curricula are differentiated
to meet the needs of students interested in the various
major subjects, especial provision being made for those
planning to teach in the public schools. All course stU'
dents are required to pursue collateral study in the Cob
lege of Liberal Arts, and the Music School in turn offers
courses especially designed for Liberal Arts students
who are interested in the cultural aspects of music.
These opportunities are among the outstanding advan¬
tages of study at Northwestern.
Another and important group of the student body is
the large and increasing class of special students drawn
mainly from Evanston and vicinity. These students are
46
not registered in full courses but from personal interest
in music as a cultural study, pursue such subjects as
their time and ability allow. It has always been the
policy of the School to offer its facilities to such stU'
dents, until now it is necessary to limit the number be'
cause of lack of space. The development of what has
been called the "creative listener" is surely one of the
normal functions of a university school of music. As
a part of this service, a special department is maintained
for the training of children, in which several hundred
are enrolled each year. At the present time all the ac
tivities mentioned above are at the limit of their expan'
sion with the present equipment. Practically every
teaching and class room is in use from eight o'clock
Monday morning till Saturday noon.
Strategically no location can compare with Evanston
as the home of a great school of music. Chicago is
rapidly assuming a continental leadership along educa'
tional and artistic lines. Already Evanston is an edu'
cational focal point for the great North Shore residence
district. Without the distractions resulting from a lo'
cation in the center of a great city, we still can offer
music students the gigantic laboratory of Chicago's im
numerable musical activities.
New York has its Institute of Musical Art; Philadeb
phia the endowed Curtis School; Rochester the mag'
nificently endowed Eastman School, but west of Roches'
ter there is no great endowed music school with uni'
versity equipment and ideals, close enough to a
metropolitan center to afford constant contact with
/
N
47
great music productions in all forms.
An equipment for the School of Music at Northwest'
ern University that comprehended a large auditorium,
adequate teaching space and class rooms and dormi'
tories with a location near transportation lines would at
once become the active center of the music of the North
Shore and would also meet a need not now supplied any
where in the Middle West. Its possibilities for service
would be incalculable.
Among the desirable extensions of the School's activi'
ties are a Department of Religious Music for the train'
ing of organists, church music directors, singers and
choral conductors; an Orchestral School for training
conductors as well els performers, and enlarged provision
for the specific training of community music leaders.
The beginnings of all these extensions are here but there
is not enough teaching space to allow of any further
expansion.
An institution of fifty years standing is here with an
honorable record as a leader in higher music education.
The most strategic location in the Middle West is ours.
The opportunity for a great civic and cultural center of
musical service is potentially ours, and already centering
in and around the School of Music are the Evanston
Orchestral Association, the music work in public schools
and the great North Shore Music Festival. The plans
for increased activity are definite and operable. The
I public good would be definitely served by putting them
into action.
SCHOOL OF
SPEECH
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49
SCHOOL OF SPEECH
P^TT^HE School of Speech of Northwestern Univen
I sity has behind it a long record of achievement.
It was founded on the principle that the best test
of a man's ability and intellectual power, as well as his
culture, lies in his capacity to use his mother tongue in
a pleasing and effective manner. Its task has been to
prepare men and women to speak with power, to know
the best in literature and to interpret it, to train teachers
for high schools and colleges, who, in their turn, have
been developing other young people to speak both con
rectly and effectively.
Furthermore, this department of the University
recognizes that the dramatic instincts constitute some of
the most powerful motives that influence human action.
Instruction, in the field of dramatics, has received at¬
tention; and courses of study have been developed to
make an adequate and sane contribution to this type of
education in America.
Those who know the history of the School of Speech
best believe that its traditions are educationally sound.
It is a place for work, for the development of character,
for the cultivation of high standards of practical service
in whatever field of activity its graduates enter. Hun¬
dreds of educational institutions have found these grad¬
uates capable and willing to contribute their time and
talent and training to help young people get ready to
lead effective and useful lives.
The training offered in this department of the Uni-
50
versity is thorough. The history and literature of each
field of study receives careful attention. Research is
emphasi2,ed.- Four years of study lead to a Bachelor's
degree. The attempt is to make this study one of lib'
eral culture and to develop skill and power in speech.
General courses in English, Economics, Sociology, Po'
litical Science, History, Foreign Languages, Science,
Mathematics or Philosophy, Psychology, and Education
are offered. In presenting these courses, there is a co'
operative arrangement between the Department of Lib'
ral Arts and the School of Speech.
In the art of speech specifically, courses in Persuasion,
Advanced Speech Composition, Psychology of Speech
Education, Forms of Public Address, the Teaching of
Speech, Building the Lecture, have been added in the
past ten years to the list of courses offered in the School
fifteen years ago.
Advanced training in Speech is obtainable in a course
of graduate study leading to a Master's degree. As a
part of the requirements for this graduate study are
Seminars in Speech Problems, in Dramatics and in Im
terpretation. And each candidate must present an
acceptable thesis on some subject in this field of Speech.
For such advanced work there is a marked demand.
Superintendents and presidents desiring teachers in high
schools and colleges are asking this institution to train
them better and to give them a more thorough cultural
background. This work in graduate study meets this
constantly increeising and urgent demand.
The organization, to do this educational work, has
52
53
not been built up in a short time. The School of Speech
at Northwestern had its inception in 1868. Since then
progress hsis been continuous and consistent. New
methods have been adopted just as rapidly as they have
proved to be true methods. The acid tests of usefulness
to American education has controlled all the develop'
ment through these years.
The past of the School of Speech is secure; it has great
ambitions for the future. Not less, but more, trained
leadership of its type is being called for. The demand
is greater than the supply. Progress must not stop at
this point. More courses, better taught courses, more
adequately trained people and better equipment to train
them must be provided. What is needed?
A new building—the existing equipment is not ade'
quate to handle the present enrollment and larger num'
bers are surely coming. If courses in Theatre Arts at
Northwestern are to take their places in the curriculum
to meet the constantly expanding demand from both
students and the public, working space must be pro'
vided. Stage facilities and audience room, laboratories
for play production, costume designing, construction of
scenery, research—these only suggest the need of build'
ing space. Northwestern University is admirably lo'
cated to become a center of educational dramatics. The
aim is not to produce professional actors, but to train
people to develop the dramatic interests of schools, cob
leges, and communities. Leadership for such work is
needed. But it must be educated. The call for such
training is one of the dominant movements in modem
V
education. Plans for adequate equipment are made;
funds are wanted to bring plans to fruition.
Endowment funds to provide the following named
professorships:
(1) A Professorship in Oral Interpretation of Litera¬
ture to enable a capable man to organi2;e courses
in this department more adequately and to give
him sufficient time for research to develop the
presentation of this work more effectively than
has yet been possible.
(2) A Professorship in Speech Construction and
Persuasion to train mimsters and lecturers for the
public platform; and to train teachers for ad¬
vanced work of this type in the Universities and
Theological Schools of America.
(3) A Professorship for research work in the Psy¬
chology of Teaching Problems in the field of
Speech; and in corrective speech. In corrective
speech, in particular, a vast amount of research
work is to be done and must be done, if educa¬
tion adequately performs its function in
America.
(4) A Professorship in Public Speaking for the busi¬
ness man. Here is an important field of speech
that has scarcely been touched and the School of
Commerce and the School of Engineering fur¬
nish the opportunity. Leadership as salesmen,
executives, administrators may, in the last an-
X
55
alysis, depend upon the sane and effective way
that a man can express his ideas to others.
(5) A Professorship in Dramatics and the Theatre
Arts. If high standards of taste and understand'
ing of the best in the drama are to be cultivated,
education must direct the dramatic instincts of
the race. These instincts exist; they are domi'
nant factors. Will they be properly guided?
The School of Speech recognizes both its oppop
tunities and its obligations at this point. Only
the lack of adequate funds and equipment stand
in the way of a splendid contribution to the best
in educational dramatics.
(6) A Professorship for a Director of the Play Shop.
A laboratory with adequate equipment for this
work is an urgent need. To direct this labora'
tory a capable man ought to give practically all
his time and energy.
Endowment, the larger the fund the better, to provide
scholarships for both undergraduates and graduate
study in the field of Speech. Scores of the most capable
young people in the country are ambitious to get such
training as this School offers. They are asking for help.
Scholarships would give them the required aid.
The foregoing statements present some of the urgent
needs of the School of Speech of Northwestern Univep
sity. The School has made, is making, and will continue
to make contributions to the welfare of American life
that are educationally sound and that are far'reaching
in their total beneficial effects.
56
L !J-
r
A GOTHIC
CHAPEL
A GOTHIC CHAPEL
'THE GRECIAN GLUTS ONE WITH ITS PERFECTNESS;
BUT AH! THIS OTHER, THIS THAT NEVER ENDS,
STILL CLIMBING, LURING FANCY STILL TO CLIMB,
AS FULL OF MORALS HALF'DIVINED AS LIFE,
IMAGINATION'S VERY SELF IN STONE."
^ If ^HE noblest building on the campus of North'
I western University should be a Chapel dedicated
to the worship of the living God. If education
involves the whole man, then provision must be made
for the nurture, the culture, the development of the
whole man. There must be a gymnasium and a stadium,
and an athletic field for his body; there must be libraries
and laboratories and recitation halls for his mind—and
there must also be a place set apart, dedicated to that
deep and mystical and abiding hunger of the heart of
man for communion with the eternal and invisible God.
It is not easy to forget God in Mont Saint Michel or
Chartres, or in the Chapel at West Point. It is not
eaisy to remember Him or worship Him in a lecture hall
doing duty for a Chapel, where students scramble to
their seats for credits and reluctantly share in a hasty
and perfunctory service. True, a man can worship
God anywhere—in a hut or in the woods, or under the
enormous dome of the sky, or in his own room. So can
a man or woman study anywhere. Mark Hopkins and
a log is a first rate college. A mountain'side in Galilee
is the greatest of all theological seminaries. Watt in the
kitchen with a tea'kettle is a school of engineering too;
and Newton's orchard is a physics laboratory; and
Tycho Brahe's bedroom is an astronomical observatory;
—and yet we rear our temples of learning, our medical
schools, and dental schools, and law schools, and art
schools, and music schools, housing them in buildings
which shall italiche in their dignity and beauty the im'
portance of these various fields of learning.
Religion is primary not secondary, central not periph'
eral, vital not incidental. Without it physical train'
ing is the training of a brute; without it knowledge is
a positive menace.
Our college youth are young: therefore they are keen
and curious, and adventurous and bumptious and—
irresistible. They may be irreverent—and they often
are;—and irrepressible—they usually are;—but irresis'
tible they always are, and they are never irreligious.
Most of them come from God'fearing homes; most of
them are church members when they arrive. All of
them will undergo a sea'change in religion while in coh
lege. It must be so. And it should be so. Certain
superstitions will slough off. Certain treasured idola'
tries will have to go. HoriZiOns will expand. Faith will
be tested as by fire. Character will be forged on anvils
of hot temptation; to some God will cease to be a living
power and will be but a name long laden with solem'
nity: to others God will be rediscovered in new terms
and in greater splendour.
Now the University cannot insure its students against
either spiritual blindness or moral shipwreck. But this
it can do and must do. It must as a community exalt
59
God not as a formidable dogma but as the living creat'
ing energiz,ing Lord and giver of Life, to be worshiped
and followed and loved and obeyed.
A Chapel at the University is at once a symbol and
a sacrament. It is a symbol. It reminds the student
community that of all the great facts God is the greatest.
It is a sacrament. The lofty roof borne upon massy
pillars and filled with shifting shadows, the many cob
ored light sifting down across the long'withdrawing
aisles, the loveliness of carven stone and oak, the quiet,
the dignity, the solemnity, the beauty of it all even with'
out music, even without liturgy or prophet's voice,
create an atmosphere in which the soul reaches out for
the things that are not seen, the things that are eternal.
Into such a building entered many years ago a brib
liant and profligate young student named Augustine
and he heis left the record of what impressions came to
him in one weighty hour within the Cathedral at Milan.
"What tears did I shed over the hymns and the canti'
cles when the sweet sound of the music of Thy Church
thrilled my soul! As the music flowed into my ears, and
Thy truth trickled into my heart, the tide of devotion
swelled high within me, and the tears ran down, and
there was gladness in these tears."
Princeton is building a great Gothic Chapel for her
students. The University of Chicago is building an'
other. Who will build one for Northwestern?
One other aspect needs to be considered. It is sec
ondary, but it is none the less important. We have at
present no appropriate place for great dignified and
61
solemn academic functions. If we welcome distin'
guished guests, where shall we present them to our stU'
dent body? When Commencement comes and degrees
are to be given to our graduates and the world's great
inventors, discoverers, builders, makers of contempo¬
rary history, where shall they be conferred? In a gym¬
nasium as at present? To be sure our gymnasium is a
spacious building, one excellently designed for its pur¬
pose, but it is not designed for this purpose. We need
a Chapel opening its portals to the long procession of
gowned figures of those who have at last achieved the
academic honors. The occasion demands a fitting place.
The dominant note of the Commencement ceremonies
must be dignity, and should be something more ap¬
proaching noble splendor. Such a chapel as this one
designed by our architect, James Gamble Rogers, would
satisfy the need. It is in the best tradition of that
Gothic which has a lift to it, which is
"Ever climbing, luring fancy still to climb
As full of morals half-divined as life".
Could a father or mother find a more fitting memorial
for a son, or a son for a father or mother than this
Chapel? Could a lover of both God and of youth find
a greater opportunity to bind them together than by
building
"To the glory of God and in service
of the high quest of the soul of Touth
for Him\who is at once perfect Goodness,
perfect Beauty and perfect Truth"—
The Chapel of Northwestern University!
62
I. ENGINEERING
II. ENDOWMENT
III. SCHOLARSHIPS
IV. GRADUATE SCHOOL
V. COMMERCE
VI. SOME INVESTMENTS
VII. TRUSTEES
63
X
L ENGINEERING
HICAGO is face to face with a great oppor'
tunity. If Chicago chooses, it can become
within a few short years one of the greatest em
gineering educational centers in America. This oppor'
tunity results from an agreement signed on January 12,
1926, which provides for a permanent affiliation of
Armour Institute of Technology with the School of En'
gineering of Northwestern University.
The proposed affiliation of the two schools is dictated
by motives of sound business judgment as a logical
means of providing greater service to this highly im'
portant field. It will mean that both schools, through
pooling of resources and facilities, will be able to carry
on the work more efficiently, on a broader scope, and
with greater expectation of service to the profession and
to the City of Chicago.
No gain can come by withholding the fact that for
some years both schools have been hampered by lack of
funds and inadequate facilities. Increasing enrollments
have tended to place burdens upon them in excess of
their endowment capabilities. Faced with the necessity
of making public calls for funds, with their resultant
duplication in appeal, both schools have sought a com'
mon solution of their problems by an affiliation on the
basis of the January, 1926, agreement.
This agreement provides that a fund of ten million
dollars shall be raised to make possible a permanent af'
filiation of the two schools. Five million dollars of this
64
fund is to serve as an endowment to produce income
for the education of some 2,000 students who will be
added to Northwestern University through this affilia'
tion. The other five million dollars is to provide for
the construction of needed new buildings and equip'
ment, these buildings to be erected in Evanston as well
as on the Alexander McKinlock Memorial Campus of
Northwestern University in the City of Chicago.
To give this present appeal for funds its rightful chat'
acter, let us consider briefly the function of the engineer
and the place he occupies in our present civili2,ation.
Broadly, the engineer deals with the constructive ma'
terials of the earth, and with the energies of nature, for
the purpose of making them give useful service to man.
He discovers and learns the laws of nature, and by
learning to apply them, places in the hands of man a
power greater than that reputed to the gods of antiquity.
A few years ago the cactus and sagebrush held undis'
puted sway over a great tract of land in Arizona. Then
came the engineer. He investigated, studied and made
plans. The result is the great Roosevelt Dam which
irrigates 500,000 acres of land, provides homes for thou'
sands of people, furnishes these homes and farms with
electrical power and light, and sends the products of a
former desert out into the world to give welhbeing, com'
fort and happiness.
Not many years ago our pulp and paper mills turned
out paper in sheets at the rate of about 50 feet a minute.
Today, as the result of engineering research, new ma'
chines are turning out paper at the rate of 1,000 feet a
minute—twenty times as fast. Who can estimate the
value of this cheaper paper in a democracy founded
upon the principle of widespread education?
The great cities which dot our land are eloquent
memorials to the skill and application of the engineer.
In our farming, our transportation systems, our highly
organized industries, our means of communication, in
the food we eat, the houses we live in, the clothes we
wear, in every material facility and means through
which we maintain an ordered state of society—in all
of these we find a dependence, in greater or less degree,
upon the creative and directive work of the modern
engineer.
The most enduring wealth of mankind are the forces
of nature. And when the engineer harnesses these
forces and produces power, whether it be in the form of
steam, electricity, explosive gas, or the pressure of
water, and puts it to the service of man, he makes pos'
sible an incalculable improvement in the material aspects
of life.
Back of every American worker, there is available
about three horse power; the English worker has
about 1 yi horse power. It is a significant fact that this
ratio of power between the two workers is exactly the
same as the ratio of their wages in buying power. Power
increases the output of a worker, and raises his wages
and standard of living. It is the function of the em
gineer to make this power available to the worker, and
to increase it whenever possible.
Nor is it entirely in the material content of our civili'
66
zation that engineering makes its significant contribu'
tions. The arts and humanities owe a heavy debt to the
work of the engineer. By furnishing the material back'
ground of present organized society, and making it pos¬
sible for select spirits to find time and opportunity for
reflection, study and mental training, the engineer in¬
directly weaves into the fabric of civilization the finer
motives and inspirations which make for fuller and
richer life.
The past achievements of engineering are but an
augury of still greater accomplishment in the future.
The engineer, as custodian of the materials of the earth
and the energies of nature, must accept the vital re¬
sponsibility of conserving our natural resources for gen¬
erations yet to come. He must learn how to utilize more
efficiently the great forces of nature; how to get from
coal more of its energy content; how to eliminate waste
and inefficiency to the end that more power may become
available to serve man and his industries. Such a con¬
structive program requires more men, more painstaking
research, and more untiring, wholehearted effort of the
engineer.
And so, the proposed merger of Armour Institute of
Technology with the School of Engineering of North¬
western University assumes an aspect of tremendously
vital meaning when we consider how closely and funda¬
mentally the work of the engineer touches our modern
civilization. This affiliation becomes no mere question
of giving Chicago a leadership in engineering education,
though such leadership will naturally follow. It becomes
no narrow, selfish question of Chicago's profit, though
Chicago will profit most. It becomes not a question of
how small a sacrifice we may make to create this merger,
but rather how gloriously, how triumphantly we may
build here an institution to serve humanity for all time.
Through the proposed merger, certain definite advam
tages will accrue as follows: First, increased facilities
for instruction and research, such as larger teaching
staffs, more classroom space, better laboratory equip'
ment—all of which mean greater opportunity to serve
their field; secondly, an economy in operation through
the avoidance of much present overhead expense;
thirdly, a closer identity of interest with the engineer'
ing problems and progress of Chicago and the Middle
West; fourthly, a stability that will command the es'
teem and support of the great engineering interests of
this territory. Viewed in the light of the increasing
demands which industry is making on all branches of
engineering, the advantages outlined here assume UU'
usual significance, and represent a goal that must be won
if these two schools shall fittingly discharge their obliga'
tions to the great cause for which they were founded.
So far the proposed affiliation is merely a dream of
greater service and finer accomplishment. But a dream
It must not remain! The high'minded men and women
of Chicago must never allow this great project to fail,
nor permit its indefinite postponement through lack of
required funds. Chicago will step forward to assume its
position of engineering leadership by supporting and
making possible this proposed affiliation.
11. ENDOWMENT
TT^ DUCATED men and women are produced tO'
A day at a high cost to the university. But the
present world demands educated people, and the
future race will require greater skill and character, and
hence, more careful training. Coming generations lay
upon the colleges a stern task, for a low grade output
means a low grade nation.
A university is neither buildings nor equipment, but
the characters and minds of men and women. Its life
and continuity is not in stone or timber or fine tools, but
in productive process and creation. Books are instru'
ments; buildings are great accessories; laboratories are
workshops of discovery; but a university is none of these.
A university is the study by young men and women of
life's essential problems. It is the honest search for
truth, the statement of new problems and their answers
so far as human minds can work them out. It is the
preparation of young minds and bodies for service and
better living in this world.
The courage of great builders cleared the land north
of Chicago and founded a university in the brush and
cornfields of the raw northwest. That was years ago,
and now the belief of the first givers has been justified.
Those first givers had faith in this great west, and in its
need for higher education. And they believed that
other generations would carry on with courage what
they so well began. They founded here a court for
education and a dynasty of great builders that has come
X
unbroken from the first giver of a thousand dollars down
to this day.
Today each student costs Northwestern University
two hundred dollars more each year than he pays. To
North western's bank account his four years' work rep'
resents a loss of eight hundred dollars. The student is
endowed with lifedong education and a means of serv
ing men; he is given a chance to test his steel, to work,
and to train himself for greater work thereafter, but it
costs more than he can pay. He is endowed gladly by
the university, for that is its great mission. But the
university must be endowed to keep the process going.
Endowment is the vital charge of energy that trans'
forms a low potential to a high power. It finances dis'
CO very and teaching. It subsidizes youth that seeks a
greater fitness for its service to mankind. Universities
must have power. In modern economic systems they
cannot operate without great capital.
Endowment is a dynamic force in all our higher learn¬
ing. It is the working capital of truth and further
research into this unsolved world. Without it our
great colleges would be barren shells of stone. They
would be tombs of learning. Endowment is the life-
blood of education.
Ward, Rockefeller, Rosenwald, Carnegie, Stanford,
and Baker are some of the names immortalized by their
great gifts to higher learning, in the form of endow¬
ments; every state and city has other like names high
on its lists of honor. These names are spiritual invest¬
ments in America. These names are always living.
They endow tomorrow with new hope and safety. In
the past it has belonged to other nations to give to their
universities; now America has that same opportunity.
No other nation has given as generously as America to
a great number of causes, and no other nation hats the
same confidence and power that comes only of gener¬
ous giving. But it still belongs to America to give as
freely to her universities as she has given to other
things, some of them external.
Among the great universities of America Northwest¬
ern has an endowment that is uniquely low. Its service
is distinguished. It has more students—now ten thou¬
sand—than many richer schools; but it must do its work
cramped and restricted for lack of funds. Harvard has
$47,000,000 in endowments; Columbia has $36,000,000;
Yale has $33,000,000; Chicago has $30,000,000; Stan¬
ford has $27,000,000; Cornell has $19,000,000. North¬
western has less than $10,000,000 in endowments. That
is too low a sum with which to run a great school
over a long period of years. Northwestern has doubled
its output; its running costs have immoderately ad¬
vanced during the last decade, due mainly to external
influences; the world at large still expects the same great
things of Northwestern University that it has expected
—and received—in the past; but the operating funds of
this great University have increased only very slightly.
Trusts and endowments always stabilize society.
They educate the future in the hard experiences of the
past. They impress ancient lessons upon the future.
They are ways of living—in one's purpose—beyond
71
the mortal life, and of guiding future generations in an
ordered progress. Thus civilization has evolved and
will always evolve in the future.
Five thousand dollars will endow a scholarship in the
name of the donor forever.
One hundred fifty thousand dollars will endow a re'
search chair.
Three hundred thousand dollars will endow a single
unit of a whole department.
A million dollars will endow a school of scientific re
search or of art or economics within the university.
Such a gift is one of life'tissue to creative thinking.
Such a gift is flexible and vivid, and it endures beyond
marble or granite.
Since this university was founded, it has proven com'
petent to handle great investments; its assets are some
$30,000,000. Gold that sometimes is a curse to indi'
viduals has here become a blessing to thousands. Now
there is need for more gold to meet the demands of
larger numbers and new and greater times.
Fortunes are wild horses: when beyond their captors'
hands they may become uncontrollable. They may ram
about from age to age with death and sorrow at their
heels. They may pass from generation to generation
with disasters and unrest upon their backs. Firm
hands and long experience are needed to control them
and to make them work effectively for the America that
made them possible.
Men are in charge of the greater universities whose
judgment and conservatism in financial matters is
unquestioned, and the trustees of Northwestern Univer'
sity are no exception. They are bankers and industrial'
ists, executives and students of contemporary things.
Endowments are AA investments, and a fund that
furthers teaching, research and discovery, now and for'
ever, cannot depreciate. Touth is the best investment.
Youth leaves the university with earning power and
productivity sometimes doubled, sometimes trebled, and
always greater on the average than before. That makes
for social solidarity and a strong tomorrow. Touth is
our message to tomorrow.
The return on gifts, bequests, and endowments to
our education, mostly in the eastern states, is more,
probably by many times, than one hundred per cent.
Billions in wealth have been created in the college
laboratory. Pasteur's work alone saved France the
costs of the FrancO'Prussian war.
Today is a great house built half a century ago by
men and women of a former generation. Work and
discipline, gold and good education, even life itself—all
these were laid down like granite stones for us to stand
upon. Our powers and our advantages, our freedom
to create, and the happiness of our children, was their
hope and their hard sacrifice.
Today is ours, but it was their tomorrow. They
built today and laid on it endowments of hard work and
capital. We build tomorrows.
III. SCHOLARSHIPS
N endowed scholarship or fellowship is an in¬
vestment in men and women. It serves the
donor, the recipient and the community. To
the donor it is a perpetual memorial of his interest in
education and service; to the recipient it represents edu¬
cational opportunity; to the community it offers trained
men and women most capable of community service.
Northwestern University has very few endowed
scholarships. Many other universities, such as Har¬
vard, Yale and Princeton, have over two hundred each.
Northwestern needs more, and should have more.
Five thousand dollars will endow a scholarship, ten
thousand dollars will endow a fellowship, and twenty-
five thousand dollars will endow a research fellowship,
to bear the name and ideals of the donor—for all time.
The terms of the endowment may be framed to select
the recipient on any grounds desired by the founder.
It may benefit the descendants of the donor, graduates
of some particular high school or locality, students of
some profession or form of public service, or any other
group.
The Rhodes Scholarships at Oxford have immortal¬
ized the name of Cecil Rhodes. Scholarships given to
Northwestern will similarly honor, for all time, the
names of those who give them.
IV. GRADUATE SCHOOL
I
chief aims of the Graduate School are the dis'
covery of new truth through original research and
investigation, and the training of teachers who are
capable of promoting the development of higher educa'
tional standards. Although hampered by lack of funds,
the university has made a commendable record in
graduate work as is evidenced by its 1,300 advanced
degrees already granted, and its very significant con¬
tribution to original research.
The enrollment of the Graduate School in 1912 was
83; the enrollment for the year 1925-26 is 435. There
are 180 candidates for advanced degrees at the next
commencement.
The Graduate School needs: (1) A General Endow¬
ment Fund of not less than $1,000,000. The income
from this fund will not only enable present gifted
faculty members to prosecute research work more ef¬
fectively, but will be used to bring other men to the
university who have distinguished themselves by splen¬
did accomplishment. (2) There should be made avail¬
able the income from $1,000,000 for fellowships and
scholarships. There should be a graduate house for
women, and one for men.
A distinguished faculty is the very lifeblood of a
graduate school. Northwestern's Graduate School must
hold its present men, and attract others of equal prom¬
ise. To accomplish this, it must offer working conditions
at least as favorable as those obtaining elsewhere.
V. COMMERCE
UNIVERSITY training for business executives
and prospective executives has demonstrated
its value. It has proved its right to a place by
the side of university training in law, medicine and en'
gineering.
Sixteen years ago Northwestern University had the
vision to foresee this development. It then established
evening classes in commerce in Chicago to supply sciem
tific business training. Later it established an undergrad'
uate school on the Evanston Campus, covering the last
two years of the four year college course.
The success of both these departments has been ex'
traordinary. But the time has now come for the estab'
lishment of a new type of business education—training
for college graduates. The conditions are now ripe for
the next important step in business education in
America—the establishment of a Graduate School of
Business Administration to serve particularly the coh
lege graduates of the Middle West.
It is proposed to establish such a school to be con'
ducted on a distinctly professional basis, exclusively for
college graduates. Such an institution will provide the
young man who expects to enter business the type of
professional training now offered by the medical or law
school. The Graduate School of Business Administra'
tion, when established, will not overlap or duplicate the
work now being conducted. It will serve an entirely dif'
ferent clientele, and will be conducted on a purely grad'
uate basis.
Northwestern University possesses many advantages
for undertaking this project. It has already developed
the technique and methods of business education. It has
already established research agencies in the held of busi'
ness. It has a competent faculty in business subjects. It
has an unsurpassed location for this purpose.
Such an institution would make a notable contribu¬
tion to human welfare and social progress by helping to
supply the trained personnel necessary for intelligent
leadership for our vast industrial enterprises, in succeed¬
ing generations.
It would elevate the standards of business practice,
stimulate research in business methods, greatly enlarge
the literature of business science, help to place the ex¬
ecutive responsibilities of business on a distinctly
professional basis, promote constant improvement in
business methods, and emphasize that when business is
effectively conducted, it renders a public service of the
highest value.
It is believed that the plans for such a school could
be effectively carried out with an endowment of $2,000,-
000.
VI. SOME INVESTMENTS
SOME INVESTMENTS OF VARIOUS DENOMINATIONS
^10,000,000
Is needed for Armour affiliation—
buildings and endowment.
^5,000,000
Is needed for immediate unre¬
stricted endowment of university.
^2,500,000
Will
1. Build Library Building, and
2. Maintain Library Building, and
in part,
3. Endow Library.
^2,000,000
Will endow Graduate School of
Commerce.
^1,250,000
Will build and maintain
1. Library Building, or
2. Chapel Building, or
3. Women's Building.
$1,000,000
Will
1. Build a stadium.
2. (a) Build School of Education
Building, and
(b) Maintain School of Educa¬
tion Building, and in part,
(c) Endow School of Education.
3. (a) Build Science Laboratory,
and in part,
(b) Endow Science Laboratory.
4. (a) Build School of Music
Building, and in part,
(b) Endow School of Music.
5. (a) Build School of Speech
Building, and in part,
(b) Endow School of Speech.
6. Provide for the immediate needs
of Graduate School for endow¬
ment to encourage research.
$750,000
Will build Evanston School of Com¬
merce Building.
$500,000
Will
1. (a) Build School of Speech
Building, or
(b) Build School of Music Build¬
ing, or
(c) Build School of Education
Building, or
(d) Build Science Laboratory.
2. (a) Endow any one of above
mentioned schools.
$300,000
Will provide for a single unit in
any department of the university.
$250,000
Will build School of Journalism
Building on McKinlock Campus.
$200,000
Will provide for distinguished serv¬
ice professorship in any department
of the university.
$150,000
Will provide for research professor¬
ship in any department of the uni¬
versity.
$100,000
Will
1. Provide for professorship in any
department of the university, or
2. Build Men's Dormitory, or
3. Build Women's Dormitory.
$50,000
Will provide for an instructor in the
university.
$25,000
Will provide for a research fellow¬
ship in any department of the uni¬
versity.
$10,000
Will provide a regular fellowship in
any department of the university.
$5,000
Will provide for a permanent
scholarship in any department of the
university.
$1,000
Will create endowment for the uni¬
versity.
VII. TRUSTEES
Walter Dill Scott
President, Northwestern University
William S. Mason
Robert W. Campbell
Knapp 6? Campbell, Lawyers
President, Board of Trustees
Arthur E, Andersen
President, Arthur Andersen ct Co.
Accountants
Mark W. Cresap
Sec.-Treas. Hart Schaffner Marx
Albert E. Cross
Board of Trade
Frank S. Cunningham
President, Butler Brothers
Irving S. Cutter ,
Dean, N. U. Medical School
George W. Dixon r ,
President, Arthur Dixon Transfer Co.
William A. Dyche
Business Manager CnmnanV
Chairman, State Bank ^ Trust Company
Eugene S. Gilmore
Supt., Wesley Memorial Hospital
Martin M. Gridley
Judge, Appellate Court of Illinois
loHN H. Hardin < r'
Vice Pres., American Optical Co.
Edwin H. Hughes
Bishop M. E, Church
Samuel Insull c j-
President, Commonwealth Edison Co.
Nathaniel M. Jones
Lawyer
Mrs. Carl Latham
Alumna
Nathan Wm. MacChesney
Lawyer
Franklin Martin
Surgeon, Director General American Coh
lege of Surgeons
Capitahst
George A. Mason
Lawyer
George P. Merrick
Lawyer
Counsel for University
George A. McKinlock
Capitalist
Edwin S. Mills
Vice Pres., Illinois Steel Co.
James F. Gates
Hobart Gates, Insurance
William R- Parkes
Physician
Alexander H. Revell „ cj. r.
President, Alexander H. Revell or Co.
Irwin Rew
Capitalist
Theodore W. Robinson
Vice Pres., Illinois Steel Co.
Charles H- Schweppe
Banker, Lee, Higginson cr Co.
Philip R. Shumway
President, Paper Mills Co.
George Craig Stewart
Rector, St. Luke's Episcopal ChurcE,
Evanston
Charles H. Thorne
Capitalist
Melvin a. Traylor
President, First National Bank
Charles P. Whitney
Critchell, Miller, Whitney Barbour,
Insurance
Raymond C. Wieboldt
Contractor
Milton H. Wilson
Chairman, Wilson Brothers Co.
CONFERENCE TRUSTEES
E. A. Armstrong John C. Floyd John H. Ryan
Eli p. Bennett John p. McWilliams Ernest F. Tittle
Joseph Dutton J. Hastie Odgers
79
OTHER PROJECTS
Special information portraying the following proposals for North¬
western University may be obtained from Walter Dill Scott, President
of Northwestern University, or Melvin A. Traylor, Chairman, Com¬
mittee on Development, Northwestern University:
Proposed General University Hospital
Proposed Maternity Hospital
Proposed Children's Hospital
Proposed Industrial Institute of Chemistry
Proposed Graduate School of Business Administration
Proposed Professorships in Arts, Science, Law, Medi¬
cine and Commerce