ILLINO

S

UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

PRODUCTION NOTE
University of Illinois at
Urbana-Champaign Library
Brittle Books Project, 2010.

OLD PENN
AND

OTHER UNIVERSITIES
A COMPARATIVE STUDY OF TWENTY
YEARS PROGRESS OF

THE UNIVERSITY OF PENNSYLVANIA

BY

GEORGE HENDERSON,'89C.
PRESIDENT OF THE CLASS

PUBLISHED BY THE CLASS
OF '89, C., IN COMMEMORATION
OF ITS TWENTIETH ANNIVERSARY,

JUNE 14TH,

1909

COPYRIGHT NOTIFICATION
In Public Domain.
Published prior to 1923.

This digital copy was made from the printed version held
by the University of Illinois at Urbana-Champaign.
It was made in compliance with copyright law.
Prepared for the Brittle Books Project, Main Library,
University of Illinois at Urbana-Champaign
by
Northern Micrographics
Brookhaven Bindery
La Crosse, Wisconsin
2010

ii

i

,a

Ei,
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"'

Old Penn and Other Universities
The Story of Twenty Years--1889-1909
EW of the members of the Class of Eighty-nine
when they viewed the University buildings on
the morning of June 15th but were really
at what they saw. Some of us had not
visited the Old Place for twenty years. Many
who thought they had kept touch with University doings, through the "Old Penn Weekly"
and other publications, were frankly amazed
at the present University grounds-a domain
stretching its length for eight city blocks,
stately halls, commodious dormitories, well-equipped laboratories,
beautiful lawns and a great athletic field and gymnasium, where in
our day were but unsightly ash heaps. It was the new Pennsylvania
we were viewing, with a thousand evidences of material advancement
and yet every one made possible by the old Pennsylvania spirit that
was born long before our day and shall live long after us. It
has accomplished big things-that Pennsylvania spirit-things that
every mother's son of us should be proud to know, to remember
and to tell.

Sastonished

We couldn't take it all in at the hurried glance we were able to
give it on Alumni Day, and we have gathered and are putting down
here in graphic form some of the tremendous facts of which the imposing facades and corridors are but the outward expression, and at
the same time we shall attempt to set down here the data of at
least a partial answer to the questions often asked on Alumni Day and
since-What will it be like twenty years from now? And what at
that time will be Pennsylvania's place among American Universities.
Now here are the facts. Some of them are fairly startling.

WHAT HAS BEEN DONE?
ND first let us note the physical growth of the
University in twenty years. For example, the
Campus in Igog includes 6o acres, against 40o
in i889---an addition of 20 acres. Quite a considerable increase, after all, for a University
located in the residence district of a great city.
And then the buildings that help so much to
University life. In
there were 15
....
"make
are 39. And this figure
buildings; now there
counts as one building the great dormitory group of 22 houses, and
puts together as a unit other buildings, at the Hospital and elsewhere,
that are really separate, though contiguous, structures. Indeed, if
we were to list the Fraternity houses and other buildings intimately
associated with and dependent upon the University life we should
find the total not far from one hundred. Then, too, there has been
twenty years that have elapsed
a growth in departments. Duringthe the
since the Class of Eighty-Nine left the Campus, seven new departments have been added to the University, bringing the total number of
departments up to 29; and while the total number has grown from
22 to 29, the old departments have increased marvelously in size.
To take them in their order:
-

1889,

THE COLLEGE
Students .....................

Teachers .....................

1889*
27o

45

9go8
2,519

181

The growth here has been greater than in any other department,
and fortunately, too, because the College is the seed-ground of the
*Note.-The figures given in this article are for the twenty years including the College year

1888-1889 and the College year 1907-1908.

(ccihOFr

MPOLLMuir1/1
1889

"-

908.

COLL~ir. DU: QTPAUiT.
5C/WJ1rTJFc

---

- -

WIiAQTON0-1
TAACt125 COV.Mr--

-.

VCJ
iA.f.. ill

Trec2Ji1

CcQ44!.

DEPA1
1889

ro cE:.
TP/UT.
X908.

III%5TIVCToJR5

1tt TtVcTOQ5

1.7
pQO~r
.o

CanaD
A~T R'or o1s

A55T

PO

50R

oI

______I_____
x.889

ie)06.

Old Penn and Others
professional schools; a vigorous College Department always means
a large supply of men for the professional departments.
The
Teachers' Course, started in I894; the Summer School, in 1904, and
the Evening School of Accounts and Finance, in
have all contributed materially toward the expansion in College work, the extension of its influence and the increase of its enrollment.
It is not only by the addition of new departments that the College has grown, however. Its old departments have grown as well.
The diagrams show the changes in enrollment and in the numbers of
instructors much better than they could be told in dry figures.

1905,

HE College has come in for its share of the increase in buildings.
Since our day the Physics, Zoology

and Chemistry depart-

ments have been newly housed; the Wharton School has been
provided with separate quarters and there has been erected the new
Engineering building, one of the finest additions made to the University in recent years; and last, but by no means least, dormitories,
the Houston Club, the Gymnasium and Franklin Field have contributed their share to the spirit and life of the College.
THE MEDICAL SCHOOL
I889

Students ........................
Teachers........................74
N

1904

I908

445

605
143

the Medical School plumed itself for a great celebration,
in dedicating the Medical Laboratories, which stand on the south
side of Hamilton Walk, west of Thirty-sixth Street, adjoining the
Biological Gardens. This new laboratory is built in the late Jacobean
seventeenth century style that has come to be known as "English
collegiate" architecture. Its spacious halls and stairways are lined
with Italian marble, and it is not only one of the best built and best
equipped buildings which the University possesses, but one of the
finest buildings for its purpose in America. But the Medical Department is not content to stop here. It is looking forward to the transfer
of the entire Medical School, at some time in the near future, from

Class of Eighty-nine
the old buildings which it still occupies in part, to the new ones which
will be erected on the land adjacent to these splendid laboratories.
THE LAW SCHOOL
1889

Students.....................144
Teachers ........................

6

I0go8

303
30

HEN, the Law School has had a splendid new building, which,
while somewhat separated from the Campus, forms one of the
finest additions that has been made to the University property
since Provost Harrison began his work. The teaching force, among
them some of the ablest lawyers of Philadelphia, form a group of
men thoroughly devoted to the interests of the School, and conversant
with the modern methods of teaching law. As a result of their work,
the Law School has taken a position as one of the leading institutions
of its kind in the country.
DEPARTMENT OF DENTISTRY
1889

Igo8

390
56

Students.....................159
Teachers.....................32

the Law and Medical Schools, the Department of Dentistry
and has become one of
has gone into a new building since
known departments in the University. Its students
the best
are more widely scattered than those of any other department. Many
of the members of its teaching force are known the world over as
leaders in their special line. The Dental School itself is considered
the best equipped and best lighted dental school in existence, and
adds each year to the enrollment and prestige that is coming to the
Department. With it has recently been amalgamated one of the
oldest and best separate schools of the city.

TIKE

1889,

GQOWTh

15Y
OF

VtfIVE2 5ITY

GARDUATe

---

DrFPAT' t/I1T.

I,)

L -- Aw ---

OO

i200

ay
1000

±889120

law

-

caoPw OF

IM

IM

AQ/t11\If.TEIt/1Q

1889

'ri.

CcitT

WAT

1898

Ttie.

Corr

war

fIn 1907'

rir.

CbT WAS

263,6O9,G8

73~9, 751 .48.~

106

j,078,

~G~8

636.38.

9

Old Penn and Others
DEPARTMENT OF VETERINARY

MEDICINE

I889

i9o8

Students ........................

64

131

Teachers........................

i8

24

AST of all the professional departments to secure new quarters,
the Veterinary Department erected in 1907 one of the largest
and finest buildings of the notable University group. It is
supplied with every modern device for the study of animals and their
ailments and diseases.
The departments have grown separately, and they show collectively a remarkable increase in student enrollment, which is very
clearly brought out by the diagram on page 75. The College shows
the greatest increase, but the Professional Schools are not far behind,
and all, in fact, have made a healthy growth since Eighty-Nine held
Class Day.
So the Campus has grown, as have the Departments, old and new,
and with their growth, the expenses of administering the University
have been mounting higher and higher. In 1889 they were $260,000;
in 1907 they were somewhat over $i,ooo,ooo, which change is clearly
shown by a picture in dollar marks, illustrating better than words can
tell the increased administration expenses which the University has
assumed as it has enlarged its field of usefulness, and showing clearly
the increasing financial burden which the Provost must carry from
year to year.
The Faculty also has been enlarging, as one may see by inspecting the next chart, a glance at which will show that whereas
there were 136 instructors in 1889, there were 328 in 1908. (See page

.78.)
In this description, moreover, it is most interesting to note that
while the number of full professors has remained almost stationary,
that of assistant professors shows an amazing increase. At the same
time, instructors and other subordinates have been increasing more
rapidly than any other group, clearly showing the need which the

TomA

CVLTY

Or- T1HE. Vt1V-5)TY.

908.

188$

TOo!)05

10

1

Old Penn and Others

11

University has for .chairs, well endowed, which will permit of a larger
number of older men in proportion to the increase in the younger
group of the teaching force.

9o8

1889

58
Professors ..........
Assistant Professors.. . 6
33
Instructors ..........
Assistant Instructors. . 2
Demonstrators .......
11
Ass't Demonstrators. .
Lecturers ..........
OF T11F

Rc1OWT11

or

Ti.

'8i
41

Percentage

of Increase
39 per cent.

I

583it

117
22

1,000

30

172

t

254it
"t

"

"

'7
20

300

1 AOVLTY
V 1)VMR J3TY.
190e8 .

1889

V1~
AiD
ASS5T PPOJ.

LCCTVP'5

TOTALi

88O

:166.

64.
.I*

72

1

_

,LfCTV2e5

tntT VCTOP5
D/ O15TQATOQ5

TOTAL

AI5T PI2OFL53o25.

122

206

328.

Lastly, the student body has grown, which, after all, is one of the
most important items on the whole list, for without the students
what need of Campus or

buildings?

The student body has grown,

however, and satisfactorily, too, for the 1,222 students of 1889 have
been replaced by 4,570 in agog, and this increase of 278 per cent. in
itself marks an appreciable change in "the Old Place."

TOTAL
V1V5ITY

ft/1R0LLM"/1T.
0F

PF-AM1YL'vi(A .

4150C
4200

3900

3600

530

240
VI)
2100

ioo

±00
i2

90(

60C

%0c)O

188

-

1.699

iez
12

i904

±906

13

Old Penn and Others

It looks a great deal larger in a picture, because there one can
see very vividly the hill by which we have climbed to reach the four
thousand five hundred mark.
TOTAL ENROLLMENT UNIVERSITY OF PENNSYLVANIA
1889-1909
Yes, the student body has grown big, but has it grown strong?
That is a hard question to answer, yet if length of reach be an indication of strength, and truly it seems to be, the student body has grown
strong, for it has reached out farther and farther every year, until
now its influence is broad enough to draw students, not only from
every section of Pennsylvania, but from the remotest corners of the
United States and beyond.
In I889, 9o7 students, about 74 per cent. of the whole student
3,095 students,
body, came from the State of Pennsylvania. In
or 68 per cent. of the whole student body, come from the State of
Pennsylvania. In I9gog9 there are 1,461 students from other States than
Pennsylvania-a number greater than the entire student enrollment
in the University in 1889.
Thus has Pennsylvania's name gone abroad during the past
twenty years.

igog,

ENNSYLVANIA has been growing in influence as she reached
out into wider fields of activity, and for the wide recognition
which Pennsylvania men have received there is a real reasontheir achievements have stamped them as worthy of recognition.
Through the West the great pieces of architecture, the skyscrapers, the public buildings, the splendid residences, are very largely
the work of Pennsylvania graduates. The work of rebuilding San
Francisco fell in many cases upon Pennsylvania architects, and
beyond the Mississippi "famous architect" and "Pennsylvania graduate" are almost synonymous. The Dental School sets standards for
the world. Its students are collected from all quarters of the globe,
and in Europe the school is famous in places where the University is
otherwise almost unknown.
The leaders of the Philadelphia Bar are for the most part Pennsylvanians, and the graduates of the Law School have held many
positions of legal trust and confidence in the Commonwealth.

14

Class of Eighty-nine

In May, Igog, "The Journal of the American Medical Association" published the results of the State Board examinations for all of
the medical schools of the country, and, among the larger schools,
Pennsylvania stood without a peer. Her 13o graduates in 9go8 went
before State boards in fourteen different States, and among all of
the 13o thus widely distributed there was not a failure. At the same
time Johns Hopkins, with 33 graduates, examined before twelve
boards, had 3.0 per cent of failures; the Jefferson Medical College, 141
candidates, showed 5.7 per cent. of failures before twenty-four State
boards; The College of Physicians and Surgeons, at Chicago, sent
126 men before twelve State boards, and 8.7 per cent. of them failed;
128 Northwestern graduates were examined before fifteen boards, and
3.1 per cent. of them failed. The 41 graduates of Harvard Medical
School, examined before eight boards, showed no failures. The
Harvard average, according to the aforesaid Journal, is the same as
that of Pennsylvania, but the class was one-third as large and the
number of State boards only one-half what it was in Pennsylvania's
case.
Dr. J. William White contends that the statistics of the Journal of
the American Medical Association are not accurate. In an article
which he is about publishing in the "Annals of Surgery" he states
that in igo8, Harvard, with ninety-eight candidates, appearing before
nineteen State boards, had 8.2 per cent. failures. Johns Hopkins, with
seventy-three candidates, appearing before twenty-two boards, had
2.7 per cent. failures.
This is but a brief indication of the record of efficiency shown by
almost every department of the University. Our graduates are
sought for. The Pennsylvania man carries with him a stamp of
quality. To be Pennsylvania trained is to be well trained. The fact
is known and recognized, and rests on no uncertain foundation.
While the public services rendered by the members of the Pennsylvania faculties cannot be detailed in so short a space, they can at
least be illustrated.
Dr. Leo S. Rowe is at present in South America, deputed by the
Government to investigate the relations of the South American
Republics with the United States. At the same time Dr. Emory R.
Johnson, known chiefly as an expert on transportation, has been sent
to Europe to study the European systems of inland' waterways.

Old Penn and Others

15

The teaching staff of the Engineering and Architectural Departments are constantly called into consultation on works in their special
fields. Dr. Warren P. Laird, head of the Architectural Department,
has been the consulting architect for many great public buildings.
He is at present consulting architect for the new buildings of the
Carnegie Schools in Pittsburg, a very important educational group.
The work of Dr. Leonard Pearson as State Veterinarian, in suppressing the hoof and mouth disease among the cattle of Pennsylvania, met with wide recognition and approbation.
Our own classmate, Dr. Samuel McCune Lindsay, a Pennsylvania
graduate, until recently a member of the University faculty, rendered
valuable service as Commissioner of Education to Porto Rico and later
as Secretary of the National Child Labor Committee.
These instances serve to show the varied and important public
services rendered by members of the University staff. A great deal
might be said also of their contributions to scholarly research and
science. In English Literature, in History, in Mathematics, in
Languages, in Assyriology and Semitics, in Archaeology, in Medicine,
Law and many other fields the recent publications of Pennsylvania
men have commanded the respect and often the gratitude of the
educated world.
This growth in the influence of faculty and students is one of
the greatest laurels of which Pennsylvania can boast, for while she
may win medals through her exhibits, she wins real triumphs only
through the success of her graduates and faculties.

PENNSYLVANIA AND OTHERS

THE

other Universities of the land have grown
since 1889.
r
First of all, let us look at those on
private foundation. Taking a list of the four,
other than Pennsylvania, having the largest

-

student
..

enrollment,

here, too,
change.

there

it will be
has

been

i88g
Columbia ............
Harvard ..............
Cornell ...............
Pennsylvania ..........
Yale ..................

igog

1,648
2,079

5,675
5,342
4,7oo
4,556
3,466

1,174

1,222
1,365

noted that
a

wonderful

Percentage
of Increase
244
156
3oo

278
154

With the exception of Cornell University, Pennsylvania leads
the list in student growth. Pennsylvania shows 34 per cent. more
growth than Columbia, and nearly twice the growth of Harvard and
Yale. The amount of lead over Columbia is not great, but it is a lead,
and, on the whole, Pennsylvania's growth, since I88g, has been
enviable.
But why does Cornell show an increase 22 per cent. greater than
her nearest competitor among the five largest privately endowed Universities in the country? There is one fact that may at least point
the way to an explanation. Of the five universities under consideration, Cornell alone has received any material help from the State. The
others have grown by private gift and endowment to the commanding
positions which they now occupy. From 189go to November, 1907,
Cornell received $1,750,00ooo from the State of New York, and $8oo,ooo
16

Old Penn and Others
from the- Federal Government.

growth-at

17

This may explain Cornell's great

least- the two facts exist side by side.

In view of the

phenomenal growth of. the State universities, the inference may fairly
be made that State aid is responsible for the gain of Cornell.

CI OWTh

OF V/IVLhJIT1EJ

011
P IVA~ThFOVIDoATI 011.
1889

-

1 908 .

.1889

1~908.
'TOTAL

TOTAL.

JTVDtPI1J

2Z5,715

748

JI1MT!:'1L

P

~r

rVsvz

srrv

op

Oiic.a.o, is o~ra

o 011z61) umiL..1892.

,,As

IT

3R~oHT

18

B

Class of Eighty-nine

and universities the universities on private been growing,
UT theoutdistancing on State foundation have also foundation by
leaps and bounds. Indeed, State universities have become the
modern type of collegiate institution in the United States. How did
they start, and why?
Most folks imagine that the State university is a new thing in
American educational circles, but nothing could be further from the
truth. In 1636 Harvard received State aid; in fact, up to 1650 "it
was as nearly like a State university as the colony is like the modern
State." Not until 1745 was the modern type of university organization
developed. In that year Yale received a charter giving her complete
control of her own administration and finance, which charter furnished
the model for the organization of privately endowed colleges.
Pennsylvania was not exempt from the general rule, but "received
public aid in money through the Colonial period from the King and
proprietaries of the province. It also received a gift of about 2,5oo
acres of land from one of the proprietaries."
In Colonial times State aid was the rule rather than the exception. Of the nine colleges founded during the Colonial period all
received more or less aid directly from the State. The University of
Pennsylvania, Columbia and Dartmouth were each, for brief periods,
State institutions.
During the quarrel with England, which led up to the Revolution, the conservative element in the colleges led them to side with
the King against the Colonists, and, as a result, a widespread feeling
of dissatisfaction grew up through the Colonies. When King's College (later Columbia) was founded, in 1752, a tremendous wave of
sentiment was created in favor of organizing it as a State college.
In 1775 Washington advocated a National University, and there was
an attempt to have a provision for a National University incorporated
in the Federal Constitution.
The early nineteenth century was characterized by the prevalence
of the idea of State control of education. As a consequence, the
States of the West and the Northwest, which were erected after the
Revolution, were dominated by this public sentiment, out of which
has developed in them the modern State university.

SOld Penn and Others

19

The five largest American universities on State foundation are,
in the order of student enrollment, Michigan, Minnesota, Illinois,
Wisconsin and California. All of these universities have been growing
during the two decades since 1889. In fact, a comparison will show
that there has been more growth among the State universities than
among those on private foundation. This is probably explained by
the fact that the States have been most generous in appropriations of
money for .the maintenance of these institutions. For example, the
University of Michigan has received nearly five millions from the
State since its foundation, the University of Wisconsin eight and a
half millions, and the University of Minnesota seven and a half millions. In 1907-08 Michigan received $658,ooo, Wisconsin $881,ooo and
Minnesota $1,139,000oo, and a similar amount is ordinarily appropriated
from year to year.
Thus the income of these universities has been guaranteed over
a long period of years, and with each succeeding decade more pride
has been taken in their work by the people of the various States, so
that to-day the State universities stand as a splendid monument to
the foresight and generosity of the people of the Central and Western
States.
Percentage
1889

Michigan .............

.2,153

1909

of Increase

5, 18

140

Minnesota ............

781

4,687

500oo

Illinois .................

418

4,400

952

Wisconsin ............

722

3,876

437

California .............

701o

3,751

435

In this table it will be observed that the university which has
made the least growth is Michigan, with 14o per cent., a growth
slightly less than that of Harvard and Yale, among the privately
endowed institutions. The other four State universities, however,
show an increase in enrollment which is in three cases twice and in

20
Class of Eighty-nine

20

one case three times as great as that of the most rapidly growing of
the institutions on private foundation.
The same facts are sharply brought out by a comparison between
the chart showing the growth of private universities and that which
shows the growth of State universities.
CoWTh

OF VJVER.PITITI
0r

.STATEioe9

FQV/IDATIOI.
-.

3.90$

a~s3~nis8.

1889
TOTAL

+775-.

78xL1908

°

440
4.o

Io

TOTAL

21,9o

ko

S

has. been
Qit becomes apparent that since 1889 Pennsylvania
growing in size and influence and has widened her sphere of
activity. While she is well in the lead of the universities on
private foundation, those on State foundation show an increase in
enrollment far in excess of that shown by Pennsylvania. On the
whole, the State universities make by' far
best showing so far
as enrollment is concerned.

the

UNIVERSITY DEVELOPMENT
ANY of us have never thought what the University's framework looks like. For it has, of
course, its real plan of internal organization,
something like the drawing shown on page go.
The Board of Trustees has charge of general
pm r e
matters, and through the Provost and the ViceProvost they manage the University. Of course,
both the Provost and the Vice-Provost have
considerable discretionary power, but their general policy is governed
by the Trustees.
The Provost and the Vice-Provost come into immediate contact
with the different departments of the University, each of which has
its own organization and its own responsible head. The College is
divided and subdivided into numerous departments or faculties, each
of which has a certain amount of autonomy. So it appears that the
University is an organized business concern, just as the Standard
Oil Company, the United States Steel Corporation or the Pennsylvania
Railroad are business concerns. It has its department heads, its Board
of Directors or Trustees and all of the essential features of organized
business. With this general view of the University business machinery
in mind, let us look at the work of the different departments; find
out what each is doing, and determine the part each is playing in the
upbuilding of Pennsylvania.
(i)
The College.
The Arts and Science, or cultural college course, was the original
from which all of the other courses have developed, and its
traditional position has led the great universities to throw most
emphasis upon it. The strong tendency, however, which has developed in the modern world towards specialization in everything, including education, is resulting in a shifting of emphasis from the cultural
or general courses to the scientific or special courses.
21

TI-W.

OQGA11JZATIOP1

or m.ri
Y/VIV.,5ITY Or P.f1 1SYLVAt1IA
Ion

P20oV0ST
OJT

Mc .P12

Old Penn and Others

23

First of all these scientific courses came the professional schools.
There was a time when a boy studied medicine by rolling pills and
"hitching up" for the local doctor; when a youth studied law by
sweeping out the office and arranging the books for a legal practitioner;
but those good old days are past. The modern world demands a more
intimate knowledge of medicine and the law, and this knowledge can be
secured only through long, hard study, as the graduates of the Medical
and Law Schools can well attest. So professional schools have developed outside of the general college curriculum, and the cultural
courses have ceased to be the one feature of higher education.

A

FTER the development of the law and medical schools it was
a long time before the organization of specialized schools was
First came engineering, and later dentistry,
perfected.
architecture, journalism, banking, finance and commerce. Of late
years there has also been a great development of the purely scientific
courses. Chemistry is often described as the "brains of industry,"
and is indeed responsible for much of the progress in the manufacture
of steel and various other of the leading products. The demand in the
mnanufacturing plants for well-trained chemists is, therefore, increasing
every year. Then, again, biology has been applied to the science of
medicine, and the study of biology is one of the preparatory courses
through which the modern doctor must go before he takes up the
medical course.
The courses in chemistry and biology, which were formerly taken
as electives in the cultural course, have grown until they occupy individual departments.
Then industry is evolving everywhere toward a "college-man"
basis. Fifty years ago business was haphazard. It depended on the
ability of the individual. To-day it is being rapidly developed into a
worked-out science, written down in books, a fact particularly true
of engineering, and becoming more and more true of banking, accounting, auditing, manufacturing and similar established lines of industry.
As business is put on a scientific and more and more highly specialized
basis, scientifically and especially trained men are needed to direct it.
The result of this need is expressed in the demand which comes from
all sides for college men in various lines of industrial activity. This

24

Class of Eighty-nine

demand was first made in the engineering professions, but it has now
extended until it applies to general business as well.
As already stated, professional schools were the first to break
from the cultural courses. The professional schools at Pennsylvania
have made great gains in the past twenty years of their existence.
In fact, the medical, dental, veterinary and law courses stand out
distinctively among the leading schools of their kind in the country
and in the world. They have taken many steps in advance since 1889,
principally by raising the standard of entrance to the courses, and
adding new material to the curriculum.
OW widely recognized is the character of the work of these
professional schools is attested by the estimate in which they
are held by persons outside of Pennsylvania. A table for 9go8,
giving the number of students from the State of Pennsylvania, from
other States and from foreign countries, shows that in the Dental
Department 47 per cent. of students are from outside of Pennsylvania
and 26 per cent. are from outside of the United States. While the
Dental Department leads in this respect, some of the other departments show almost as great a geographical distribution in their
student body.

HOMES OF PROFESSIONAL SCHOOL STUDENTS, 1908.

Medicine

Law

330

276

204

85

44

78

54

Pennsylvania .....

Other States ..... .185
Foreign countries..

SO

29

7

Dentistry Vet. Med.

o103

11

work which they
much, then, for the various departments and the
are doing. A word has just been said about the broad geographical distribution of the students in the professional schools. The
University at large shows an almost equally pleasing geographical
distribution. Pennsylvania has ceased to be a local institution and
has become an educational center for the whole country, as will be

Old Penn and Others2
clearly

seen by looking

25

over the following list of students from the

various States of the Union and from foreign countries :
Students from :
North Atlantic States
Maine ..................
New Hampshire..........
Vermont ................
Massachusetts...........
Rhode Island............

20

Connecticut................51

o
5
66
9

New York.................216
New Jersey...............
322
Total .................

699

North L
Central States
58

Ohio .......
.............
Indiana .................
Illinois..................

i6
2

South Dakota............

io

Mihgn

Missouri .................
North Dakota............

18

26

Nebraska .................

2

*00000110.00Wisconsin
14 Kansas..................

...............

Minnesota ...............
Iowa....................

5

13

20

Total ................

184

Southern States
Delaware.............
Maryland .............
District of Columbia .
Virginia ...............
West Virginia.........
North Carolina........
South Carolina........
Georgia ...............
Florida ...............

...

-67

096z

...

23

...

19

...

7
i8
7

...

Kentucky ................
Tennessee

7
I0

................

Alabama .................
Mississippi..............
Louisiana ................
Texas...................
Arkansas .................

'4
3
5

15

...

...

8

Total...............

12

4
280

Wester n States
Colorado...................8
Utah.....................'14
Nevada..........
Idaho ......................
4
Washington ...............
12

Oregon ........
California . .. ..

Total....53

..

..
..

2
12

26
Class of Eighty-nine

26

Students from Foreign Countries (igo8-g)
Argentine Republic.......
Asia Minor ..............
Australia ................
Bahama Islands ...........
Bolivia ..................
Brazil ..................

I
22
I

West Indies. . .... .

2

British

Canada (including

land and Nova

Newfound-

5

I

'7

Scotia) ....

'7

Chile ...................
China ...................
Colombia................
Costa Rica ...............
Cuba....................
Denmark ................
Dominican Republic ........
Ecuador.................

I
26

Egypt...............

England .................
France .................
.
Germany ................
Guatemala ..............
Hawaiian Islands..........
Holland .................

5
5
'7
I
I

6
I

6
8
'3
4

Honduras .................
Ireland ....................

x

Italy.............2
Jamaica ...................
Japan .......................
Mexico .......................
New Zealand..............

Nicaragua..........6
Panama...........2
Paraguay................
Peru ......................
Philippine Islands..........
Poland ....................
Porto Rico ................
Roumania................
Russia ....................
Salvador ...................
Sweden .................
Switzerland..............
Turkey ..................
West Bermuda ............

7
g
14

I
2

I

3

ii
I

to
x
I

I

7

Total ..................

245

THE UNIVERSITY AND THE STATE

OR the State-what is Pennsylvania doing?

Each

year it furnishes to the State several hundred graduates, most of whom are trained in some particular
branch of learning, who have made a specialized
study of some subject and who have received an
education preparing them to take a position in the
State and assist in working out its problems.
In addition to the general college work, the University is making great efforts to reach the school
teachers of Philadelphia, and the surrounding districts, by means of
the summer schools, by Saturday, evening and special courses for
teachers, and by means of a system of extension lectures given in different local centers. This work for teachers is resulting in higher
standards for the teachers of Philadelphia and the surrounding towns,
and is thus of incalculable value to the coming generation of Pennsylvania's children.
The University is also drawing students from all quarters of the
world to Philadelphia. Here they are able to see at first hand the
manufacturing and commercial facilities which the city affords, to
come in direct contact with the great resources of the State, and to
assist in developing them.
In return for these valuable services which the University is
rendering to the State, the State should render some service to the
University. It is not customary for the State of Pennsylvania to give
large sums for private purposes without requiring in return the right
to a certain control over the affairs of the institution to which the
funds are granted. Better, however, a minimum of control from
the State educational authorities than the existent necessity for the
Provost to spend a great part of his time and strength in raising
the funds with which to carry on the work of the University.
What are the State Universities doing for the States which support them? Here is a statement at first hand from the pen of Presi27

28

Class of Eighty-nine

dent Northrop, of the University of Minnesota, made in response to
the question, "What is the university doing for the State?"
"Educating 4,800 students, a large majority of whom live in
Minnesota. Revolutionizing the agriculture of the State and training
thousands of farmers. Creating an immense dairy interest-700oo or
8oo creameries. Training teachers for more than two hundred high
schools. Training engineers for mining, mechanics, electricity and
surveying. Training hundreds of doctors and dentists and pharmacists
and lawyers in such manner that they take the lead wherever they
live, lifting the general standard of thought and life for thousands.
Doing ?--doing all the good possible."
Is President Northrop's statement true? Apparently it is believed
by the people of Minnesota, for during the life of the University, from
i869 to 19o7, it has received from the State treasury $3,5oo,ooo for
"support" and $4,000,000 for buildings and other special purposes. In
all, seven and a half millions in thirty years. In 1907-o8 the University
appropriation was $1,I39,000oo,
and every year it increases as the University increases in size and value.
But is President Northrop's statement so exceptional? Could not
Pennsylvania make as good a showing, or, indeed, a better one? Is not
Pennsylvania sending out doctors, dentists, engineers and teachersyes, and architects and veterinarians and business men especially
trained in world-famed courses?
In what, then, does Pennsylvania differ from Minnesota? Merely
in this, that whereas the State of Minnesota gives its University more
than a million dollars annually in recognition of her importance and
value, our State gives to the University of Pennsylvania scarce a
quarter of a million dollars a year, most of it for a designated purpose.
A great university needs funds, particularly funds for maintenance.
Among the universities on State foundation these funds are liberally
supplied. With these institutions, thus furnished by an outside source
with the sinews of war, the University of Pennsylvania is competing.
What are her chances of ultimate success if her Provost and
Trustees are forced to collect practically all of the funds for maintaining the institution?

WHAT CAN PENNSYLVANIA DO?

WITH
jshe

(3)
(4)
(5)
(6)

More
More
More
More

the united, consistent efforts of her graduates
can do anything. The graduates have rallied
to her support in the past; they are doing it in
the present, and they will do it in the future.
What can Pennsylvania do? What are Pennsylvania's needs? There are five big ones:
(i)
.More ground.
(2)
More buildings.
departments.
and better students.
teachers.
endowment.

A

S to the Campus. The City of Philadelphia owns considerable
land adjoining the University grounds. Any of this land which
the city might convey to the University would furnish a
welcome addition to the Campus, already overcrowded with the
numerous buildings that have been erected during the past few years.
What better use is there to which the city could devote the land?
The University is an educational center drawing students every year
from other parts of Pennsylvania, from other States, and from foreign
countries. These men bring their abilities, their ideas, their money
to the city, and while they may take away with them the two first,
they invariably leave the last, so that the city is a gainer.
The University could use effectively a large amount of this city
land now partially or wholly unused, while the city could not better
invest its land than in a great educational institution which is bringing
in students from every quarter, besides furnishing a high type of
education and efficiency for the youth of Philadelphia.
Two parties with such a definite community of interest cannot
do better than to come to a mutual agreement.
29

30

Class of Eighty-nine

Then, the University is bounded on the north by a tract of
residence property, built over with old structures which are neither
an addition to the landscape, nor a source of pride to West Philadelphians. How long will it be before noble and useful University halls,
interspersed with the soft green of the Campus, will occupy and
beautify these dingy squares? The loyalty of the Alumni alone
determines the answer.

A

ND the new buildings? First of all there is need of greater
dormitory room. Did you ever live in the "dorms?" Then you
do not know what "dorm" life means for college spirit. Several
hundred men who live in the same big family have a feeling of common
fellowship. Life in the "dorms" develops what our sociologists call a
"Solidarity of Responsibility." Men who live there learn to care for
the associations that brought them together, that keep them related.
And this college spirit they never lose or forget.
Some parents, living at a distance, do not like to send their sons
to live in a general boarding house. But a dormitory, a University
institution, appeals to them, and the boys come and live there.
You would scarcely believe it, but when College opened last fall
not only were the dormitory rooms over subscribed, but there was a
long list of anxious ones, ready to snap up the room of any unlucky
fellow who might miss his examinations, and be forced to spend
another year at preparatory school grind. So we need the new
dormitories, and although they are going up steadily, they might well
go up faster.
"I will neither eat with you nor drink with you," remarked
Shylock to Bassanio. That remark furnishes a splendid text for a
sermon on the advantages of a common dining hall. If Shylock and
Bassanio had eaten together they would have been friends. People
who eat together become acquainted and they stay acquainted, too.
Very fast friendships are made around a comfortable table, a fact
which nobody can deny.
On the other hand, the common dining hall would increase
student efficiency. If all of the indigestion, dyspepsia, ill temper,
home-sickness and poor work for which the numerous "hash houses"
scattered around the University are responsible could be heaped up
in one big pile you would be horrified at its immensity. Bad food is

Old Penn and Others

31

responsible for more poor work than athletics, Mask and Wig and
the Ivy Ball all combined and multiplied several times, and a common dining hall, erected on the corner of the "big quad" which has
been reserved for it, would do more to increase student efficiency than
any event since the construction of the new gymnasium.
The Wharton School is at present luxuriating in two floors and
a cellar of an old building once used by the medical students. The
Wharton School would like to move, but it cannot. Why? Because
while it has a lot, ready and waiting for a fine new building, it has
not the $450,ooo necessary to erect the building. So it waits, rather
impatiently, on the two ancient medical floors and in the medical
cellar for a release, which will come-when? A building could be put
up for less, you say. Yes, but we build for time at Pennsylvania.
And the School of Architecture feels just the same way. It is
spending its days of tribulation in portions of an attic in a dear old
building known as College Hall and doing some of its drawing in the
old University Dining Hall. The State Legislature came very near
to releasing it at the last session by an appropriation of $250,000 for
a new building, but the appropriation failed. So the architects, from
their high perch, dream of white limestone and English brick and sigh
for freedom. There is every reason to believe that when people wake
up to the fact that Pennsylvania has the leading school of architecture
in the country, something in the way of a new building may be forthcoming.
The Biologists long ago outgrew their neat little building in the
Botanical Gardens, and they, too, are clamoring for room, and justly,
for they are doing a great work, worthy of recognition and encouragement.
All of these projects are really interesting, don't you think so?
But what would you say to a new College Hall, with its back toward
the hurly-burly and unsightliness of Woodland Avenue, and its face
toward a great stretch of open campus, with Houston Hall standing
admiringly opposite and the Library and Logan Hall at either end?
A long look ahead? Perhaps, but it will come, and the Campus will
be a lot more of a Campus than it is now, and a lot more satisfactory
to Pennsylvania men, old and new.

32

THE

Class of Eighty-nine

new
In the first place, several
Departments can grow, too.
ones are needed. First, a department of agriculture; second, a
department of forestry; third, a department of mines. Agriculture has until recently been more or less neglected by the educators.
While one-third of those gainfully employed in the country are
engaged in agricultural labor, no emphasis at all has ever been laid
upon the training of men for this most important of all occupations.
Of late years scientific discoveries have taught many things regarding
the agriculture of the country, and the newer colleges of the West,
and, latterly, the older colleges of the East, are taking up studies which
relate directly or indirectly to agricultural development. The State
of Pennsylvania contains much land which is susceptible of high
cultivation. As yet, however, it has been but meagrely developed,
owing to the lack of opportunity for agricultural training such as is
In the near
furnished in the Western colleges and universities.
future it will devolve upon the colleges of Pennsylvania to open their
doors to those who are to take part in the development of land, as
they have in the past opened their doors to those who are to take
part in clerical, professional or industrial life.
Pennsylvania, denuded of its timber, harassed by floods and
droughts, is ripe for the development of scientific forestry, and while
as yet progress in this direction has been slow, a school of forestry,
founded at the University, would aid greatly in developing an advanced
forestry policy in the State and even in the country at large. The countries of Europe and Asia have demonstrated the advantages which may
arise from scientific forestry. Pennsylvania's need of it is great, and
it but remains for her to imitate the methods now used abroad, in
order to restore her forests and eliminate the burdens which flood and
drought are imposing.
The State of Pennsylvania, moreover, leads every other State of
the Union in her mines. While there are already schools of mines
in various colleges through the State, there is, nevertheless, considerable room for extension in this direction, and the University could
not do better than establish a department of mines to equal in
efficiency and importance its departments of engineering.
But in addition to increasing the number of departments there is,
in the second place, great opportunity for the growth of old departments. College education is being more and more sought in the fields

Old Penn and Others

33

of science, theoretical and applied, and the greatest growth must,
therefore, be expected in departments which furnish this character of
training. The professional schools have been long established. Their
field is already made, but the fields for the schools of engineering,
architecture and chemistry and for the Wharton School of Finance and
Commerce are almost virgin, and susceptible of a limitless development, which will come with the growing recognition of the need of
higher education for modern specialized industry.

T

HERE must be an increase in student growth which may be
measured either in numbers, in the calibre of the students, or
in the territory from which they come. The usual method of
estimating student growth is by number. This is, indeed, the only
definite method which can be employed, and American colleges as a
result have come to emphasize growth in numbers above all other
considerations. Quantity, not quality, has been the rule of action.
As a matter of fact, elements other than quantity are far more important; indeed, it is probably fair to say that the most important
element of all is calibre. Not how many, but how good, is the test
which the college should apply to its student body. Students go out
to represent the University in the world, and one man of high calibre
is a better advertisement for the University than one hundred
mediocre men.
Student life and spirit are developed and improved by the calibre
and not by the number of the men with whom the students come in
contact. Some big universities are noted for lack of spirit, while
some small ones are famous for its prevalence. Looked at from the
standpoint of the students or of the University, therefore, quality and
not quantity should be the primary consideration in University life.
Then, as already indicated, it is important to have students from
a broad geographic area. Too much in-breeding is bad. Students
who come almost wholly from a given vicinity do not give a
sufficiently cosmopolitan atmosphere to a university to render the
life there beneficial to those who attend it, or to give and insure the
broad influence which it should have. Undoubtedly, therefore, calibre
is the most important consideration, and territorial distribution comes
second. And calibre cannot be measured numerically, though territorial distribution can to a certain extent.

34

Class of Eighty-nine

In getting new students, therefore, it is undoubtedly better to
try for quality rather than quantity. The University is doing its best
to secure this quality by raising the standards of entrance and of
courses. It remains for the Alumni to second their efforts by sending
in good men.

NEXT

let us consider the faculty.

The student body is changing

from year to year. The faculty is more permanent. There is
a need for good students, and many of them. But the faculty
is the most important of all. Students grow not because of their contact with campus or buildings, but because of their contact with men.
A strong faculty will mean a strong student body, no matter what the
character of the buildings or equipment. Some of the greatest discoveries. of science, some of the most brilliant triumphs of literary
scholarship have been achieved in dingy and ill-equipped buildings.
It must not be inferred from this statement that good equipment
is undesirable. Good equipment is a wonderful stimulus to good
work, but equipment without men cannot make a university, while
men without equipment can. That is why the discussion about
faculty has been reserved until now-it is by far the most important.
Pennsylvania needs in her faculties more men capable of advanced
work. In the discussion of what has been done it was pointed out
that there is now a larger number of professors than there was in
1889. The process should be reversed. The proportion of high-grade
men should be increasing. Why has it not been so? The Provost
answers, sadly enough, "We haven't the money." Every year there
is a struggle to get the funds necessary to pay present salaries and
costs of administration. From whence can come the funds for new
chairs of instruction?
What is the remedy? There is but one, and that is well within
the reach of the Alumni and the Class of Eighty-Nine. What would
you say to "The Eighty-Nine Chair of Political Science," or of
"Romance Languages," or of "European History," or some other such
title? It would be an immense help to the Provost in his efforts to
build up Pennsylvania.
Pennsylvania has lost strong men to colleges which could afford
higher salaries; each year good men pass by who might be had were
the funds at hand; and each year young men of promise leave the

Old Penn and Others

35

University for fields of activity which present greater opportunity for
advancement.
We must keep the strong men; capture the good men; and train
up the promising young men in the way that they should go-the
Pennsylvania way.
NDOWMENT means the giving of a dowry. What a meagre
one our Alma Mater possesses!
In 1889 it amounted to
$I,o49,o94.41 (exclusive of land and buildings), and in 9gog
it was but $3,438,000.

This is a large sum of money, but when we consider the work
to be accomplished and look at the endowments of some of our
sister institutions, it is dwarfed indeed. Some of the larger endowments as they exist in igog are as follows:
NumberEndowment.
of Students. Endowment

Per Capita.

Columbia ..........

5,675

$28,542,000

$5,029

Harvard ..........
Yale...............
Cornell ............
Princeton ..........
Pennsylvania .......

5,342
3,466
4,700
1,2oo
4,556

21,011,000

3,933
3,o4o

io,56I,ooo
8,8oo,ooo
4,000,000
3,438,000

1,874
3,333
730

A comparison of these figures with the percentage of increase
during the last twenty years will prove interesting and suggestive.
While Pennsylvania in twenty years has increased in percentage
nearly as much as Harvard and Yale combined, it was upon an endowment about one-tenth of their combined funds.
While Columbia increased 244 per cent. in this same period,
Pennsylvania increased 278 per cent.; the latter has but one-eighth of
the endowment of Columbia. Pennsylvania's growth considered in
the light of these facts has been truly phenomenal. How long this
vigorous growth can be maintained under such adverse circumstances
is a grave question.
The minimum cost to the University for each student is $35o per
annum, and yet there is received from each an average of but $175
yearly.

36

Class of Eighty nine

In speaking of the amelioration of disease and the lessening of
suffering, Huxley says: "After all, it comes down to a question of
finance," and in University work as well, in the long run, it certainly
does come down to a question of finance. Professorships, Fellowships, Laboratories and Workshops cannot be maintained without
endowments.
With a business corporation it generally happens that the more
business, the greater the profit, but with a university it is frequently
the case that the greater the work, the greater the loss. There can
be no adequate financial return from research or laboratory work.
Pennsylvania's greatest need is for adequate endowment. Others may
erect buildings or give lands, but it should be the especial privilege
of the Alumni to endow Scholarship. We have as devoted and loyal
body of men on the Faculty as can be found in the country, and yet
they are for the most part underpaid. How long is this to continue?
These men are striving that the morrow may be the brighter.
Their efforts would be assured if every Pennsylvania man would
say, as has Mrs. Florence Earle Coates in her "Song of the Red
and Blue:"
Pennsylvania! glorious name!
Thy brows with laurel bound;
Never shall know the touch of shame,
Nor be, through us, discrowned;
Who, eager a part of our debt to pay,
With thine honored sons of yore,
Still follow the Red and the Blue to-day,
And love thee forever more!

THE

of its natural
State needs the University for the development
resources, its mines, manufactures and forests. Perhaps no
other State has so great an abundance of these resources, yet
they are being carelessly wasted, when in many cases proper, scientific
care applied to them would conserve them for many years. The field
in which the University can act may be greatly broadened, as has
already been pointed out, by developing new courses in new fields.
The State needs the University to enable it to work efficiently;
while the University of Pennsylvania, situated as it is in the chief
city of the State, having on all hands a great laboratory of industry

Old Penn and Others

37

and society in which to work, with its excellent plant and efficient
staff of instructors, is capable of supplying the need which exists for
education in the development of the Commonwealth.
Pennsylvania has been growing. During the years of Provost
Harrison's, leadership more money has been contributed to-the University than any other single purpose in Pennsylvania since the landing
of William Penn. The student body has increased in size and
influence; Pennsylvania's name is being repeated the world over; but
something is lacking. In spite of the tireless energy expended by
consecrated, able men, the universities on private foundation, except
those which, like the University of Chicago, have practically unlimited
means, are being slowly but surely outstripped by the universities on
State foundation, which have behind them the wealth and resources
of this or that great State upon which they can draw to any reasonable
degree.
A university cannot do its work without income, and to this rule
Pennsylvania is no exception. To meet the expanding needs of the
community, and to place Pennsylvania in the lead of American universities, in standard, enrollment and scholarship, one thing is needful
-the support of the Commonwealth for its child, the University.
Hand in hand the State and University must go to attain their
highest aims and promote their greatest welfare. The State needs
the University. Its great natural resources, its industry, its commerce,
its institutions-all of these require for their development the leadership of trained, efficient men and women. To secure this training the
State has but to turn to the University, provide it with the means
for maintaining and continuing its work, and there will be gathered
in men and women from every section of the State, ready and
anxious to do their part in the great work. The University needs the
State. Its buildings, its equipment, its administrative expenses-all
of them must be provided for, if it is to continue its present work. In
addition new land must be secured, new buildings erected and new
expenses incurred, if the University is to maintain its place and fulfill
its proper function in the Commonwealth.

PENNSYLVANIA-TWENTY

YEARS AFTER-A

COMPARISON

N no way, perhaps, can we better appreciate the
tremendous growth of Pennsylvania during the
last twenty years than by making some comparisons.
In the foregoing pages you have seen that the
S..
student body in the University has grown from
1,2oo, in I889, to more than 4,5oo, in i9o9. The
percentage of increase is 278. There are now more
students from outside of the State of Pennsylvania
-- ,461, to be accurate-than there were in the whole University in
i889; there are almost as many students to-day from foreign countries
alone in the University as there were in the whole institution in i88g.
The College alone has now twice as many students as were in
the whole institution in I889. The College alone is now larger than
either the whole of Harvard, Yale, Columbia or Cornell in I88g.
Think of it! The College alone in
larger than the whole of
Harvard in 1889! The College alone to-day is larger than the whole of
Cornell and Yale combined in 1889. It is difficult to describe the
tremendous growth of Pennsylvania, and we can best understand it
by these comparisons.
One of the foregoing charts depicts the growth of the enrollment
in the College Department. The Scientific courses have increased the
most rapidly. The students in these courses alone to-day number
nearly three times those who were in the whole College in 1889. The
students in the Wharton School to-day are greater in number than the
whole College contained in '89. This is also true of the Department
of Arts and Sciences and of the Teachers' Courses.
The figures on a preceding page showing the annual cost of administering the University have also a lesson for us. The annual
budget has grown from $264,00ooo, in 1889, to $739,00ooo, in 1898, and in

I9gog

38

Old Penn and Others

39

If
g1907 this annual expenditure was considerably over $i,ooo,ooo.
this growth in expenditure keeps on in the next twenty years in the
same ratio either our faithful Provost, or some successor, will have to
raise the stupendous sum of $4,000,000 per annum.

On a preceding page you have seen a chart showing the growth
during the last twenty years of Harvard, Yale, Columbia, Cornell and
Pennsylvania. The latter to-day is almost as large as Harvard, Yale
and Cornell combined in i889. The percentage of increase during
the last twenty years at these institutions is interesting as well as
instructive. At Cornell it was 300 per cent.; Pennsylvania, 278 per
cent.; Columbia, 244 per cent.; Harvard, 156 per cent., and at Yale,
154 per cent. The increase in percentage at Pennsylvania almost
equals the increase in twenty years of Harvard and Yale combined.
Cornell, you will find, leads us by about 22 per cent., but when we
stop for a moment to recall that in the last twenty years Cornell has
received from the Commonwealth of New York and from the Federal
Government over $3,000,000 at least we have accounted for the slight

lead which she has.
On a preceding page you have seen a chart showing the growth
for the last twenty years of the State universities, and the story told
is even more remarkable than that of the growth of the institutions
on private foundations. In that time the University of Michigan has
increased 14o per cent., the University of California 435 per cent., the
University of Wisconsin 437 per cent., the University of Minnesota
5oo per cent., and the University of Illinois, where one of our faculty
is now President, Dr. Edmund J. James, has actually increased
952 per cent.

OW, what do these figures suggest? They very clearly point
out that if Pennsylvania is to be kept abreast of the leading
institutions of the country that in addition to the assistance
which the University receives from the Alumni and from private
sources she must supplement these by assistance from the Commonwealth of Pennsylvania, in return for the grand work she is doing
for the State. The Alumni in every county must see to it that the
needs of Pennsylvania are kept before the public, and that the great
work which she is doing for the Commonwealth is properly appreciated.

40

O

Class of Eighty-nine
WHAT WE CAN DO

is perfectly clear then. The University needs
campus, buildings, departments, students, faculty, and funds
for administration expenses. Who is to provide the means
for supplying these needs?
The Provost has heretofore been carrying almost the entire
financial burden. His time has been consumed in money raising,
when it should have been free for the work of University organization.
Yet in spite of his energy and perseverance funds are woefully lacking.
Who is to supplement the efforts of the Provost; assume a part of
his overwhelming financial burden, and release a part of his time for
work other than money getting? There is but one group sufficiently
interested in the welfare of Old Penn to assume this burden-the
Alumni. They have benefited in the part by what others have done
for Pennsylvania. Will they in turn make some sacrifices for those
who are following them through her courses?
Two ways of securing funds are open to the Alumni:
I. They must organize, and personally raise the necessary
funds, and
II. They must organize, and persuade the State to give the
necessary funds.
The field is almost virgin. What a glorious opening it furnishes
for the Class of Eighty-Nine and the Alumni of all classes.
UR problem

-GEORGE

V

27

.

"'l
.

N

HENDERSON.

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