"In Korea the Presbyterians have the str_History for ready reference, Volume 7

of any religious denomination, with over three hundred

schools; and, what is still more striking, practically every

one of these schools is self-supporting. The Methodists follow

with over a hundred schools and over forty-two hundred

pupils."

_The Outlook,

May 2, 1908._

EDUCATION: NETHERLANDS: A. D. 1905.

New Education Law, an issue in the elections.

See (in this Volume)

NETHERLANDS: A. D. 1905-1909.

EDUCATION: PORTO RICO: A. D. 1906.

Schools as seen by President Roosevelt.

See (in this Volume)

PORTO RICO: A. D. 1906.

EDUCATION: PRUSSIA: A. D. 1904.

Denominational Education restored.

A resolution adopted by the Prussian Chamber of Deputies, in

May, 1904, restored the denominational school system which the

"May Laws" of the Kulturkampf, in 1873 and after had

abolished.

See (in Volume II. of this work)

GERMANY: A. D. 1873-1887.

Under those laws the schools were common to children of all

religious beliefs; under the new system they became either

Protestant or Roman Catholic according to the faith of the

majority of their pupils.

EDUCATION: RHODES SCHOLARSHIPS:

The Will of Cecil John Rhodes, providing Scholarships at

Oxford for students from the British Colonies and the

United States.

The late Cecil John Rhodes, who played an eminent part in the

development of South Africa and in the extension of the

British dominion in that portion of the world, died on the

26th of March, 1902, leaving a will which contained the

following directions for the use to be made of one large part

of the great fortune he had acquired:

See (in this Volume)

SOUTH AFRICA: A. D. 1902-1904)

"Whereas I consider that the education of young colonists at

one of the universities in the United Kingdom is of great

advantage to them for giving breadth to their views, for their

instruction in life and manners, and for instilling into their

minds the advantage to the colonies as well as to the United

Kingdom of the retention of the unity of the Empire; and

{209}

"Whereas in the ease of young colonists studying at a

university in the United Kingdom I attach very great

importance to the university having a residential system, such

as is in force at the universities of Oxford and Cambridge;

for without it those students are at the most critical period

of their lives left without any supervision; and

"Whereas there are at the present time fifty or more students

from South Africa studying at the University of Edinburgh,

many of whom are attracted there by its excellent medical

school, and I should like to establish some of the

scholarships hereinafter mentioned in that university but

owing to its not having such a residential system as aforesaid

I feel obliged to refrain from doing so; and

"Whereas my own university, the University of Oxford, has such

a system, and I suggest that it should try and extend its

scope so as if possible to make its medical school at least as

good as that at the University of Edinburgh; and

"Whereas I also desire to encourage and foster an appreciation

of the advantages which I implicitly believe will result from

the union of the English-speaking people throughout the world

and to encourage in the students from the United States of

North America who will benefit from the American scholarships

to be established for the reason above given at the University

of Oxford under this my will an attachment to the country from

which they have sprung, but without, I hope, withdrawing them

or their sympathies from the land of their adoption or birth.

"Now, therefore, I direct my trustees as soon as may be after

my death and either simultaneously or gradually as they shall

find convenient, and if gradually, then in such order as they

shall think fit, to establish for male students the

scholarships hereinafter directed to be established, each of

which shall be of the yearly value of £300 and be tenable at

any college in the University of Oxford for three consecutive

academical years.

"I direct my trustees to establish certain scholarships and

these scholarships I sometimes hereinafter refer to as ‘the

colonial scholarships.’

"The appropriation of the colonial scholarships and the

numbers to be annually filled up shall be in accordance with

the following table;

[Transcribers note: "Do." probably means "ditto".

https://www.acronymfinder.com/DO.html]

Total To be tenable by students of or from Number of

number scholarships to

appropriated. be filled up in

each year.

9 Rhodesia 3 and no more

3 The South African College School in

the colony of the Cape of Good Hope 1 and no more

3 The Stellenbosch College School, Do.

in the same colony

3 The Diocesan College School of Do.

Rondebosch, in the same colony

3 St. Andrews College School, Do.

Grahamstown

3 The colony of Natal, Do.

in the same colony

3 The colony of New South Wales Do.

3 The colony of Victoria Do.

3 The colony of South Australia Do.

3 The colony of Queensland Do.

3 The colony of Western Australia Do.

3 The colony of Tasmania Do.

3 The colony of New Zealand Do.

3 The Province of Ontario, Do.

in the Dominion of Canada

3 The Province of Quebec, Do.

in the Dominion of Canada

3 The colony or island of Do.

Newfoundland and its dependencies

3 The colony or islands of the Bermudas Do.

3 The colony or island of Jamaica Do.

"I further direct my trustees to establish additional

scholarships sufficient in number for the appropriation in the

next following clause hereof directed, and those scholarships

I sometimes hereinafter refer to as ‘the American

scholarships.’

"I appropriate two of the American scholarships to each of the

present States and Territories of the United States of North

America, provided that if any of the said Territories shall in

my lifetime be admitted as a State the scholarships

appropriated to such Territory shall be appropriated to such

State, and that my trustees may in their uncontrolled

discretion withhold for such time as they shall think fit the

appropriation of scholarships to any Territory.

"I direct that of the two scholarships appropriated to a State

or Territory not more than one shall be filled up in any year,

so that at no time shall more than two scholarships be held

for the same State or Territory.

"The scholarships shall be paid only out of income, and in

event at any time of income being insufficient for payment in

full of all the scholarships for the time being payable I

direct that (without prejudice to the vested interests of

holders for the time being of scholarships) the following

order of priority shall regulate the payment of the

scholarships:

"(I) First, the scholarships of students of or from Rhodesia

shall be paid;

"(II) Secondly, the scholarships of students from the said

South African Stellenbosch Rondebosch and St. Andrews schools

shall be paid;

"(III) Thirdly, the remainder of the colonial scholarships

shall be paid, and if there shall not be sufficient income for

the purpose such scholarships shall abate proportionately; and

"(IV) Fourthly, the American scholarships shall be paid, and

if there shall not be sufficient income for the purpose such

scholarships shall abate proportionately.

{210}

"My desire being that the students who shall be elected to the

scholarships shall not be merely bookworms, I direct that in

the election of a student to a scholarship regard shall be had

(I) his literary and scholastic attainments;

(II) his fondness of and success in manly outdoor sports, such

as cricket, football, and the like;

(III) his qualities of manhood, truth, courage, devotion to

duty, sympathy for the protection of the weak, kindliness,

unselfishness, and fellowship, and

(IV) his exhibition during school days of moral force of

character and of instincts to lead and to take an interest in

his schoolmates, for those latter attributes will be likely in

after life to guide him to esteem the performance of public

duties as his highest aim. As mere suggestions for the

guidance of those who will have the choice of students for the

scholarships, I record that

(I) my ideal qualified student would combine these four

qualifications in the proportions of three-tenths for the

first, two-tenths for the second, three-tenths for the third,

and two-tenths for the fourth qualification, so that ac-

cording to my ideas if the maximum number of marks for any

scholarship were 200 they would be apportioned as follows:

Sixty to each of the first and third qualifications, and 40 to

each of the second and fourth qualifications.

(II) The marks for the several qualifications would be awarded

independently, as follows (that is to say): The marks for the

first qualification by examination, for the second and third

qualifications, respectively, by ballot by the fellow-students

of the candidates, and for the fourth qualification by the

head master of the candidate’s school, and

(III) the results of the awards (that is to say the marks

obtained by each candidate for each qualification) would be

sent as soon as possible for consideration to the trustees or

to some person or persons appointed to receive the same, and

the person or persons so appointed would ascertain by

averaging the marks in blocks of 20 marks each of all

candidates the best ideal qualified students.

"No student shall be qualified or disqualified for election to

a scholarship on account of his race or religious opinions.

"Except in the cases of the four schools hereinbefore

mentioned, the election to scholarships shall be by the

trustees after such (if any) consultation as they shall think

fit with the minister having the control of education in such

colony, province, State, or Territory.

" A qualified student who has been elected as aforesaid shall

within six calendar months after his election, or as soon

thereafter as he can be admitted into residence or within such

extended time as my trustees shall allow, commence residence

as an undergraduate at some college in the University of

Oxford.

"The scholarships shall be payable to him from the time when

he shall commence such residence.

"28. I desire that the scholars holding the scholarships shall

be distributed among the colleges of the University of Oxford

and not resort in undue numbers to one or more colleges only.

"29. Notwithstanding anything hereinbefore contained, my

trustees may in their uncontrolled discretion suspend for such

time as they shall think fit or remove any scholar from his

scholarship.

"30. My trustees may from time to time make, vary, and repeal

regulations either general or affecting specified scholarship

only with regard to all or any of the following matters, that

is to say:

"(I) The election, whether after examination or otherwise, of

qualified students to the scholarships, or any of them, and

the method, whether by examination or otherwise, in which

their qualifications are to be ascertained;

"(II) The tenure of the scholarships by scholars;

"(III) The suspension and removal of scholars from their

scholarships;

"(IV) The method and times of payment of the scholarships;

"(V) The method of giving effect to my wish expressed in

clause 28 hereof; and

"(VI) Any and every other matter with regard to the

scholarships, or any of them, with regard to which they shall

consider regulations necessary or desirable.

"31. My trustees may from time to time authorize regulations

with regard to the election, whether after examination or

otherwise, of qualified students for scholarships and to the

method, whether by examination or otherwise, in which their

qualifications are to be ascertained to be made:

"(I) By a school in respect of the scholarships tenable by its

students; and

"(II) By the minister aforesaid of a colony, province, State,

or Territory in respect of the scholarships tenable by

students from such colony, province, State or Territory.

"32. Regulations made under the last preceding clause hereof,

if and when approved of, and not before, by my trustees, shall

be equivalent in all respects to regulations made by my

trustees.

"No regulations made under clause 30 or made and approved of

under clauses 31 and 32 hereof shall be inconsistent with any

of the provisions herein contained.

"In order that the scholars past and present may have

opportunities of meeting and discussing their experiences and

prospects, I desire that my trustees shall annually give a

dinner to the past and present scholars able and willing to

attend, at which I hope my trustees, or some of them, will be

able to be present, and to which they will, I hope, from time

to time invite as guests persons who have shown sympathy with

the views expressed by me in this, my will."

The trustees are the

Earl of Rosebery,

Earl Grey,

Lord Milner,

Mr. Alfred Beit,

Dr. Leander Starr Jameson,

Mr. Lewis Loyd Mitchell, and

Mr. Bourchier Francis Hawksley.

EDUCATION: RUSSIA: A. D. 1909.

Great Educational Projects before the Duma.

Primary school-houses by the hundred thousand,

and Compulsory Education.

Increased opening to Jews.

A telegram from St. Petersburg, February 16, 1909, announced

that the Ministry of Education had introduced that day a bill

before the Duma providing for a building fund for the erection

of 148,179 new primary schools throughout the empire within

ten years. These schools are to be built and maintained by the

provincial authorities on government subsidy. The same

despatch reported that a statute providing for general

compulsory education would soon be discussed in the Duma.

{211}

On the 5th of October it was announced that the Tsar had

sanctioned a resolution of the Council of Ministers permitting

the admission of an increased percentage of Jews into the

secondary schools of the Crown. In the capitals 5 per cent. of

the total number of scholars may be Jews, in other parts of

the Empire 10 per cent., and in the special Jewish settlements

15 percent.

EDUCATION: SCOTLAND: A. D. 1901.

Mr. Carnegie’s great gift to the Universities and

their students.

The first of Mr. Andrew Carnegie’s great gifts to other

institutions of education than the public libraries, which he

has assisted in such numbers, was conferred on the

universities of Scotland, his native country, in 1901. It was

a gift of $10,000,000 (£2,000,000), placed in the hands of

trustees for two purposes, namely, to improve and expand the

teaching power of the universities, on one hand, and to put

their teaching, on the other hand, more within the reach of

all the young in Scotland who craved it. It was said to have

been the original wish of Mr. Carnegie to make the tuition of

the universities free; but he found that it would be wiser to

strengthen them for their work, leave it subject to proper

fees, and provide for an allowance of pecuniary assistance to

students, in the discretion of the trustees. The application

of the gift was so arranged, one-half of the net annual income

from the great fund being appropriated to buildings,

equipments, endowments of professorships and lectureships, and

the like uses for the betterment of the university work.

There were fears at first that the effect of so much easing of

the attainment of a university education might be injurious to

the spirit and character of the students who accepted the

helping hand; but seven years of experience, under the working

of the gift, do not seem to have justified the fear. In those

seven years over 8000 of the Scottish young people had the

benefit of Mr. Carnegie’s help to a college training, and the

trustees of the Fund, in their annual report of 1909,

pronounced the result good. "In the opinion of such men as

Lord Rosebery, Lord Elgin, Lord Balfour of Burleigh, Mr.

Balfour, and Mr. Haldane, who are all helping to administer

Mr. Carnegie’s charity," says a London correspondent of the

New York _Evening Post_, "Scotland has much to thank him

for."

EDUCATION: TURKEY AND THE NEAR EAST:

American Mission Schools.

"At present [1909] there are about twenty-five thousand native

students in American schools in this country. America can

boast to-day that she has, in Turkey, nine colleges, five

theological seminaries, fifty-seven boarding and high schools,

and 348 public schools. And, if we accumulate the work of

seventy-five years, it is a simple matter to understand how

many thousands have been educated in American ways and with

the American spirit.

"Missionaries came to this country to spread Protestant

Christianity among the Moslems. They failed in that. The

Mohammedan government was against them. They tried to make

Christian Greeks, Christian Armenians, Protestants. This did

not result in a marked success, but their schools, which they

opened as a medium of spreading religion, were eagerly sought

by young men and young girls of every race. Armenians form the

majority in this country of those who have received an

American education. Bulgarians and Greeks come next.

"Many I have met who have been thoroughly educated in

missionary institutions. Generally they are not Protestants,

neither much religiously inclined. But they are moral,

independent, and broad-minded.

"The Turkish mission, as it is written about in America, is

not, in fact, areal Turkish mission; not a Moslem has been

Christianized; not a single Turk is a member of mission

communities; yet native Christians have been widely helped by

the opportunity offered for education and the growth of a

spirit of civilization and humanity.

"Year after year young men graduated from American

institutions in Turkey to go forward among their compatriots

as teachers, journalists, and public officers. The building up

of brave little Bulgaria is the work of graduates of Robert

College of Constantinople. Stambouloff, who made Bulgaria what

it is to-day, was an alumnus of the same institution. Among

the Armenian revolutionary leaders, who worked hand-in-hand

with the Young Turks to bring about a political change in

Turkey, boys of Robert College and young men educated in

American universities are prominent. I know young girls,

graduates of the American College at Scutari, who took active

part in revolutionary work during the despotic days of the old

regime; and even joined in the conspiracy which led to the

throwing of a bomb at the Sultan during the Selamlik ceremony

a few years ago. … There are a number of Turkish girls to-day

at the college in Scutari, and it is a pleasure to any one to

see Turkish women discussing in fluent English politics,

economics, and history."

_Special Correspondence of the New York Evening Post,

Constantinople, March 20, 1909._

At Beirut is the Syrian Protestant College, under Presbyterian

control, one of the most enlightened institutions abroad.

Euphrates College at Harput in Asia Minor, with a thousand

students, is a Congregational institution. At Tarsus, the

Apostle Paul’s home, is, appropriately enough, St. Paul’s

Institute. Throughout Turkey the Congregationalists have over

four hundred schools, with over twenty-one thousand pupils. In

Syria the Presbyterians maintain about a hundred schools. The

Presbyterians (North) have no work in Egypt, but the United

Presbyterians are educating there no less than fifteen

thousand pupils, a total the more surprising when we recall

that the Government schools in Egypt have only eighteen

thousand pupils. More than four thousand have received

instruction at Assiut College, the center of the United

Presbyterian work. … As in Persia, the Presbyterians are the

strongest denominational force. Besides Urumia College, they

have about a hundred and twenty-five schools throughout the

country."

_American Schools Abroad

(The Outlook, May 2, 1908)_.

EDUCATION: THE INFLUENCE OF ROBERT COLLEGE.

"Two years ago one of the subjects given out for a thesis in

the Russian Theological Seminary at Kiev was, ‘The Influence

of Robert College in the Development of Bulgaria.’ Russia has

found the influence of that College there a factor which she

has had to take into serious account; indeed, it has been said

by Russian as well as by high Turkish officials that Robert

College really created Bulgaria. Its influence has also been

abundantly recognized throughout Europe and America. In

Bulgaria itself the first National Assembly, which met to

adopt a constitution and to choose a Prince, passed a

resolution expressing the gratitude of the new-born nation to

the College. Prince Alexander conferred a high decoration on

the President of the College to express his personal

appreciation, and last summer Prince Ferdinand did the same.

{212}

Robert College has not only been the backbone of Bulgaria; it

has been the greatest civilizing power in the Turkish Empire.

Sir William White, who knew that Empire better than has any

recent British ambassador, once remarked that the College had

accomplished more for the good of the Turks than had all the

representatives of the British Government; and Professor

Ramsey, of St. Andrews, who has spent many years in exploring

Asia Minor, says:

"‘I have come in contact with men educated in Robert College

in widely separate parts of the country, men of diverse

nationalities and different forms of religion—Greek, Armenian,

and Protestant—and have everywhere been struck with the

marvelous way in which a certain uniform type, direct, simple,

honest, and lofty in tone, has been impressed upon them. Some

had more of it, some less. But all had it to a certain degree,

and it is diametrically opposite to the type produced by

growth under the ordinary conditions of Turkish life.’

"The College is not organized for the purpose of missionary

propaganda. It is not denominational. It is Christian in the

broad sense in which Princeton, Yale and Harvard are Christian

Colleges. In its faculty it has a Mohammedan Professor of

Turkish language and literature, and an orthodox Greek

Professor of Greek language and literature. … It draws

students not only from Turkey, but also from Greece, Bulgaria,

Rumania and Russia, and has already educated nearly twenty-six

hundred. If the demands upon the College continue to increase

in the future as in the past, its endowment will have to be

doubled. Occupying one of the most beautiful sites on the

Bosphorus, the College has at present five buildings, besides

six houses for professors, a teaching staff of twelve

professors and twenty-five other instructors."

_The Outlook, January 21, 1905._

Robert College was founded at Constantinople in 1863 by James

H. and William B. Dwight, sons of an American missionary to

Turkey, the Reverend Harrison G. O. Dwight. It was named after

Christopher R. Robert, of New York, its main supporter, whose

gifts to it first and last amounted to $450,000. Its first

President was the Reverend Dr. Cyrus Hamlin, who presided over

it until 1877, when he resigned, and was succeeded by the

Reverend Dr. George Washburn.

In November, 1909, it received a bequest of $1,500,000, from

the late John Stewart Kennedy, of New York, and its work will

be greatly expanded.

EDUCATION: TURKEY: A. D. 1909.

Constitutional Amendment.

See (in this Volume)

TURKEY: A. D. 1909 (MAY-DECEMBER).

EDUCATION: UNITED STATES:

The Trade Unions as a factor in the Assimilation and

Education of the foreign-born.

See (in this Volume)

LABOR ORGANIZATION: UNITED STATES.

EDUCATION: A. D. 1898-1909.

The Annual Conferences for Education in the South.

Since 1898 a series of annual Conferences for Education in the

South, inspired, organized, and sustained especially by the

joint efforts of J. L. M. Curry and Robert C. Ogden, have been

held in various Southern cities, with notable effect. At the

twelfth of these conferences, in April, 1909, at Atlanta, Mr.

Ogden, presiding, said in his address:

"This conference holds its place as a part of an educational

renaissance. Its work can perhaps be definitely defined only

at a single point. It exists primarily to impress upon the

mind of the citizen, the people, the responsibility of the

individual for educational conditions, to support the claim

that every child in America, native or foreign born, is

entitled to a good English education, that it is the duty of

the State as representing the people to provide such

education, that in the words of the man that recruited me and

pledged my service, such as it is, to this work, J. L. M.

Curry, president of this conference in its second year,

‘Ignorance Cures Nothing.’ …

"Aside from the first mentioned special influence this

conference makes no direct claim save that it has by various

agencies assisted in the promotion and development of many

progressive educational ideas, and through the Southern

Educational Board, to which it is both mother and child, has

supplied methods and incidental support that have caused many

latent forces to germinate, flourish, and bring forth abundant

fruit that otherwise never could have existed. We simply have

planted seed that eventually produced large harvests.

"I am told, and I think the statement is accurate, that during

the last seven years the public appropriations for education

in the States under the influence of the Southern Education

Board have increased $16,000,000 per annum. These figures are

difficult of verification, but probably are greater than I

have stated. We have had something to do with this result, how

much may not be a subject for definite calculation. …

"The twelve years that measure the life of the conference for

education in the South have been years of great originality in

the development of American education."

EDUCATION: A. D. 1901.

The Washington Memorial Institution.

"In almost every Government department and bureau at

Washington, prolonged scientific investigations are

continually carried on, in order that governmental action

itself may be more intelligent and more efficient, and the

general welfare of the people promoted. … While the Congress

carries on this work for governmental purposes only, it

indicated as long ago as 1892, in a joint resolution approved

April 12 of that year, that the Government’s large collections

illustrative of the various arts and sciences, and its

facilities for scientific and literary research, were to be

held accessible to the investigators and students of any

institution of higher education then existing or thereafter

established in the District of Columbia. By an almost

unnoticed but most important provision incorporated in the

general deficiency bill passed at the second session of the

Fifty-sixth Congress, and approved March 3, 1901, the

privileges given by the joint resolution of April 12, 1892, to

investigators and students of institutions in the District of

Columbia were extended to ‘scientific investigators and to

duly qualified individuals, students, and graduates of

institutions of learning in the several States and

Territories, as well as in the District of Columbia, under

such rules and restrictions as the heads of the departments

and bureaus mentioned may prescribe.

… The new opportunities created a new need, and that need is

to be met by the Washington Memorial Institution, incorporated

on May 17, 1901, and formally organized on June 3.

{213}

"The Washington Memorial Institution is the direct outcome of

the activities of the Washington Academy of Sciences and of

the George Washington Memorial Association, the latter body

being an organization of women ‘to aid in securing in the city

of Washington, D. C., the increase of opportunities for higher

education, as recommended by George Washington, the first

President of the United States, in his various messages to

Congress.’ … The plan has been worked out in consultation with

representatives of the universities and other scientific

bodies, and with their hearty cooperation and approval. It has

the merits of simplicity and of not duplicating any existing

form of educational effort." The Institution "will ascertain,

year by year, just what the opportunities for students are at

Washington, and will publish them to the world; it will

receive and enroll students who offer themselves, and direct

them to the places which await them; it will record their work

and its results, and, when requested, will certify these to

any institution of learning. It will keep in touch with the

universities, scientific schools, and colleges on the one

hand, and with the departments and bureaus of the Government

on the other. In this way it will, it may be hoped, promote

the interests and the ideals of both."

_Nicholas Murray Butler,

The Washington Memorial Institution

(American Review of Reviews, July, 1901)._

EDUCATION: A. D. 1901-1909.

Changes at the Universities.

In October, 1901, on accepting a nomination to the mayoralty

of New York City, President Seth Low, of Columbia University,

resigned from that post, and Professor Nicholas Murray Butler

became acting President until the following January, when he

was elected to the Presidency by the unanimous vote of the

trustees.

For the first time in its history, the University of

Virginia—Jefferson’s creation—received a President in April,

1905, when Dr. Edwin Anderson Alderman was inducted in office

as its administrative head. The significance of the occurrence

was expressed at the time by Professor William P. Trent, when

he said: "The University of Virginia, so long, under its

chairmen of the faculty, faithful to its founder’s prejudices

against the concentration of executive power in the hands of

an individual, has been forced by pressure from within and

from without to align itself with its sister universities in

this essential feature of educational government, and in this

fact many will see another step in the slow but certain

nationalizing of the South, as well as an indication that in

the future the University of Virginia will be widely known as

a national institution of high standing."

In the summer of 1902, President Francis L. Patton, who had

been the successor of President McCosh at Princeton

University, retired and was succeeded by Professor Woodrow

Wilson, previously occupant of the chair of Jurisprudence and

Politics since 1890.

The President who had organized the University of Chicago at

its foundation, in 1891, and directed its successful

development through fifteen years of a remarkable success,

William Rainey Harper, died on the 10th of January, 1906, and

was succeeded by Professor Harry Pratt Judson, previously at

the head of the department of Political Science and Dean of

the faculties of Arts, Literature, and Science.

President Henry Hopkins of Williams College retired in 1907

and was succeeded by Harry A. Garfield, eldest son of the

former President of the United States, and lately Professor of

Politics at Princeton University.

In October, 1908, President Charles W. Eliot of Harvard

University made known his wish to retire in the following May

from the office which he had filled with so much distinction

for forty years. His resignation was accepted with profound

regret, and he vacated the Presidency of the great University

on the 19th of May, 1909. His successor, Professor Abbott

Lawrence Lowell, taken from the chair of the Science of

Government, in the Harvard faculty, had been elected in the

preceding January. President Lowell was inaugurated with much

ceremony on the 6th of October.

Dr. Richard C. Maclaurin was called from the department of

physics in Columbia University, New York, to the presidency of

the Massachusetts Institute of Technology, in November, 1908.

President Cyrus Northrup, of the University of Minnesota,

announced in 1908 his resignation to take effect the following

year.

A change in the Presidency of Dartmouth College took place in

June, 1909, Dr. W. J. Tucker resigning because of ill health,

and Professor Ernest Fox Nichols, formerly head of the

department of physics at Dartmouth, and latterly occupying a

chair at Columbia University, being elected to his place.

Having passed his eightieth year of life and the thirty-eighth

of his administration of the University of Michigan, President

James Burrill Angell was reluctantly permitted to retire from

active service to the University at the close of the academic

year in 1909. The acceptance of his resignation by the Regents

of the University was accompanied, however, by the tender to

him of the office of Chancellor, the duties to be such as "he

may be willing and able to perform; the salary for such office

to be $4000 per year, with house rent, light and fuel, so long

as he sees fit to occupy his present residence." Dean H. B.

Hutchins, of the law department was made acting President.

EDUCATION: A. D. 1902.

Founding of the Carnegie Institution of Washington,

for Original Research.

See (in this Volume)

SCIENCE AND INVENTION: CARNEGIE INSTITUTION.

EDUCATION: A. D. 1902-1909.

The General Education Board.

Its stupendous endowment by Mr. Rockefeller.

Its plans and operations.

The General Education Board, destined to become so great an

educational power in the United States, had its birth on the

27th of February, 1902, at a meeting in New York to which Mr.

John D. Rockefeller had invited the following named gentlemen:

William H. Baldwin, Jr.,

Wallace Buttrick,

Hon. J. L. M. Curry,

Frederick T. Gates,

Daniel C. Gilman,

Morris K. Jessup,

Robert C. Ogden,

Walter H. Page,

George Foster Peabody,

John D. Rockefeller, Jr., and

Albert Shaw;

with Edward M. Shepard as counsel.

A conception of the general plan and purpose of the Board had

been, it is said, in Mr. Rockefeller’s thought for some time

past, and his guests gave hearty approval to the project in

which he asked them to join him. Then and there they became

organized temporarily under the name still borne, Mr.

Rockefeller pledging $1,000,000 to the support of their work,

which should specially be directed at the outset to the study

and improvement of educational conditions in the Southern

States.

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Offices of the Board were opened in New York April 1, 1902. It

was incorporated by Act of Congress on the 12th of January,

1903, at which time a considerable number of new members was

added to the Board, chosen from the heads of important

universities and colleges, North and South. The Board was now

in active cooperation with the United States Department of

Agriculture, whose work of scientific and systematic

instruction in agriculture, by demonstration farms and

otherwise, it found to be dealing with the most pressing of

Southern needs. It found another field of useful cooperation,

with Southern universities and colleges, in promotion of the

founding and maintaining of high schools. Its main operations

were on these lines until the summer of 1905, when, on the

30th of June, Mr. Rockefeller expanded its forces immensely by

adding $10,000,000 to his original gift of $1,000,000.

In _The Independent_ of August 6, 1908, Mr. Wallace

Buttrick, secretary of the Board, described the enlargement of

undertakings which followed this increase of endowment,

saying:

"The income of this large foundation for higher education

enabled the board to extend its work throughout the whole

country, as contemplated in its charter. Studies had already

been made of the colleges in the Southern States, and such

studies were at once made of the colleges in other parts of

the United States. After such comprehensive study and the

careful consideration of how best to aid in the development of

an adequate system of colleges in all of the States of the

Union, the board adopted the following principles as defining

its general policy: To co-operate sympathetically and

helpfully with the religious denominations; to choose the

centers of wealth and population as the permanent pivots of an

educational system; to mass its funds on endowments, securing

in this work the largest possible local co-operation."

Less than two years later, on the 7th of February, 1907, Mr.

Rockefeller nearly trebled his previous endowment by an

enormous addition to the fund in the possession of the Board,

announced in the following letter from his son, Mr. John D.

Rockefeller, Jr.:

"My father authorizes me to say that on or before April 1st,

1907, he will give to the General Education Board

income-bearing securities the present market value of which is

about thirty-two million dollars ($32,000,000), one-third to

be added to the permanent endowment of the board; two-thirds

to be applied to such specific objects within the corporate

purposes of the board as either he or I may from time to time

direct, any remainder not so designated at the death of the

survivor to be added also to the permanent endowment of the

board."

Of what was being done by the Board with this stupendous fund

Mr. Buttrick gave details in The Independent as follows:

"Conditional appropriations have been made to forty colleges,

in the States of Maine, Massachusetts, Connecticut, New York,

New Jersey, Pennsylvania, Virginia, North Carolina, South

Carolina, Georgia, Alabama, Mississippi, Louisiana, Tennessee,

Kentucky, Ohio, Indiana, Michigan, Illinois, Wisconsin,

Minnesota, Iowa, Missouri, Kansas and Colorado.

"Twenty-five of these colleges have secured subscriptions for

the supplemental sums required and but one has failed. The

remaining fifteen colleges report satisfactory progress. The

total amount thus appropriated by the board is $2,437,500; the

supplemental sums, when completed, will aggregate $10,397,000.

"From the original $1,000,000 gift to the board by Mr.

Rockefeller appropriations have been made to schools in the

South amounting to about $700,000, one-half of which has gone

to schools for the colored people. The high school propaganda

and the agricultural demonstration work have also been

supported from this fund.

"From the foregoing it will be seen that, in the Northern

States, the board devotes itself exclusively to the promotion

of higher education, having always in view the desirability of

aiding such institutions as, taken together, will constitute

an adequate system of higher education for each of the several

States, thus seeking to correct and prevent duplication and

waste and securing the highest efficiency.

"In the Southern States its work for colleges is similar to

that done in the North, and, in addition, it seeks to promote

public high schools through the State universities and the

State Department of Education, to promote elementary education

(or common schools) by increasing the productive efficiency of

rural life, and to aid in developing schools for the training

of leaders among the colored people."

But Mr. Rockefeller was not yet at the end of his gifts to

this great Foundation. On the 9th of July, 1909, the following

announcement was published:

"John D. Rockefeller has raised the total of his

contributions to the Rockefeller foundation of the general

education board to $53,000,000 by a gift of $10,000,000 which

will be passed to the credit of the board between now and

August 1. He has gone farther than that and has intrusted to

the membership of the board—as it may be constituted at some

future day—the responsibility of distributing the principal

of the fund among the educational institutions of the land if

it shall be deemed advisable.

"Under the regulations at present obtaining, this power of

final disposition would extend only to $33,000,000, inasmuch

as the board holds the other $20,000,000 in trust with the

power to dispose of the income, while Mr. Rockefeller and his

son, John D. Rockefeller, Jr., retain the right to dispose of

the principal during their lives. It was said to-day that it

always has been Mr. Rockefeller’s intention to make such a

provision for the final disposition.

"In making the announcement to-day, Chairman Gates said that

this large addition to the permanent funds of the board was

contributed because the income of the present funds

immediately available for appropriation had been exhausted and

it was found necessary to have an additional income in order

to meet the needs of ‘present great importance.’

"He said the board made it a rule never to exceed the

immediately available income—which might amount to $80,000 or

$90,000 a month—in its awards to the colleges and

universities, that something like 300 applications had been

received by the board beyond the number which it already had

acted upon, which was large.

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"Mr. Gates said that at the same meeting last Wednesday

another communication had been received from Mr. Rockefeller,

authorizing and empowering the board and its successors

‘whenever, in their discretion, it should seem wise to

distribute the principal of funds contributed by him to the

board upon the affirmative vote of two-thirds of all those who

shall at the time be members of the board.’"

EDUCATION: A. D. 1905-1908.

The Carnegie Foundation for the Advancement of Teaching.

After the founding of the Carnegie Institution, of Washington,

Mr. Carnegie’s next great gift to Education, made in 1905, was

in the sum of $10,000, 000, placed in the hands of trustees as

a fund the income of which may be applied "to provide retiring

pensions, without respect to race, sex, creed, or color, for

the teachers of universities, colleges, and technical schools

in the United States, the Dominion of Canada, and

Newfoundland," and "to provide for the care and maintenance of

the widows and families of the said teachers." The board of

trustees chosen by Mr. Carnegie for the administration of the

fund is made up of eminent educators from different parts of

America, with Dr. Henry S. Pritchett called from the

Presidency of the Massachusetts Institute of Technology to

become its executive head. The board was organized in

November, 1905, and in the following April it adopted a plan

of administration which had been formulated meantime by a

committee from its membership. It had then, by an Act of

Congress, approved by the President, March 10, 1906, been

incorporated under the title of "The Carnegie Foundation for

the Advancement of Teaching." Besides using the words quoted

above, in description of the authorized purpose of the

Foundation, the Act of Incorporation adds furthermore that it

is "in general, to do and perform all things necessary to

encourage, uphold, and dignify the profession of the teacher

and the cause of higher education." It is a further provision

of the Act that "retiring pensions shall be paid to such

teachers only as are or have been connected with institutions

not under control of a sect, or which do not require their

trustees, their officers, faculties, or students (or a

majority thereof), to belong to any specified sect, and which

do not impose any theological test as a condition of entrance

therein or of connection therewith."

As explained by President Pritchett in an article published

soon after the organization of their board, the Trustees had

three fundamental questions to determine: "First, What is a

college? second, What constitutes denominational control? and,

third, Should a private agency step in between the State and

one of its institutions and establish a system of retiring

allowances for university professors who are officers of the

State?" "The term college is used to designate, in the United

States, Canada, and Newfoundland, institutions varying so

widely in entrance requirements, standards of instruction, and

facilities for work that the term is no description of the

character of the institution. Of the seven hundred and more

institutions calling themselves colleges or universities, many

are such in name only." To rule their present action the

Trustees adopted the definition that is "now in use under the

revised ordinances of the State of New York, and which reads

as follows: ‘An institution to be ranked as a college must

have at least six professors giving their entire time to

college and university work, a course of four full years in

liberal arts and sciences, and should require for admission

not less than the usual four years of academic or high school

preparation, or its equivalent, in addition to the

pre-academic or grammar school studies.’ The trustees will

also require that an institution, to be ranked as a college

and to be dealt with as a college officially, must have a

productive endowment of not less than $200,000."

As for the institutions to be excluded from the benefits of

the retiring pension fund because of a sectarian connection

the Trustees were confronted with a still more difficult

question, since "a large majority of all the colleges of the

country have a connection more or less strong with

denominations." In the circumstances, no hard and fast rule of

exclusion could be formulated; but, said President Pritchett,

"it is evident that in many cases colleges must choose between

the advantages of this gift and the benefits of a

denominational connection."

So far as concerned State institutions, it was the original

conclusion of the Board that "the States may fairly be

expected to provide a retiring pension system for their own

professors, and it is certainly questionable whether such

wholesale action on the part of a private agency in the

endowment of State institutions might not do them an injury

rather than a kindness." Trustees and officers of the State

Universities appealed from this view, and submitted to the

Trustees cogent reasons why these institutions should

participate in the distribution of the Fund. The Trustees

replied that the Fund was not large enough for such an

extension of its use. That objection, however, was soon

removed by Mr. Carnegie, who made it known, in April, 1908,

that he would have pleasure in adding $5,000,000 to his

original gift in order to furnish retiring allowances for all

State Universities that may apply for them. The Carnegie

Foundation is now being administered accordingly.

Retiring allowances are determined by the following rules of

the Board:

"I. In reckoning the amount of the retiring allowance, the

average salary for the last five years of active service shall

be considered the active pay.

" II. Any person sixty-five years of age, and who has had not

less than fifteen years of service as a professor, and who is

at the same time a professor in an accepted institution, shall

be entitled to an annual retiring allowance computed as

follows:

(_a_) For an active pay of sixteen hundred dollars or

less, an allowance of one thousand dollars, provided no

retiring allowance shall exceed ninety per cent. of the

active pay.

(_b_) For an active pay greater than sixteen hundred

dollars the retiring allowance shall equal one thousand

dollars, increased by fifty dollars for each one hundred

dollars of active pay in excess of sixteen hundred dollars,

(_c_) No retiring allowance shall exceed three

thousand dollars.

"III. Any person who has had a service of twenty-five years as

a professor, and who is at the time a professor in an accepted

institution, shall be entitled to a retiring allowance,

computed as follows:

(_a_) For an active pay of sixteen hundred dollars or

less, a retiring allowance of eight hundred dollars,

provided that no retiring allowance shall exceed eighty per

cent. of the active pay.

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(_b_) For an active pay greater than sixteen hundred

dollars the retiring allowance shall equal eight hundred

dollars, increased by forty dollars for each one hundred

dollars of active pay in excess of sixteen hundred dollars,

(_c_) For each additional year of service above

twenty-five, the retiring allowance shall be increased by

one per cent. of the active pay.

(_d_) No retiring allowance shall exceed three

thousand dollars.

"IV. Any person who has been for ten years the wife of a

professor in actual service may receive during her widowhood

one-half of the allowance to which her husband would have been

entitled."

EDUCATION: A. D. 1906.

Change in the Headship of the Bureau of Education.

Dr. William Torrey Harris, after seventeen years of

distinguished service as United States Commissioner of

Education, accepted the first designation of a retirement

pension that was made by the trustees of the Carnegie

Foundation. Professor Elmer Ellsworth Brown, professor of the

Theory and Practice of Teaching in the University of

California, was appointed by the President to succeed him.

EDUCATION: A. D. 1906.

Celebration of the twenty-fifth anniversary of the founding

of Tuskegee Institute.

The twenty-fifth anniversary of the founding of Tuskegee

Normal and Industrial Institute, at Tuskegee, Alabama, by

Booker T. Washington, was celebrated in April, 1906, and made

the occasion of a notable gathering at Tuskegee of strong

friends of the institution and its founder from all parts of

the country. In _The North American Review_ of that month

Mr. Washington gave an interesting account of the rise of the

Institute from insignificant beginnings, of the aims pursued

in it and of the extent of their realization. It had sought to

promote among the negroes of the South an education which, as

he expressed it, "not only did not educate them out of

sympathy with the masses of their people, but made them

actively and practically interested in constructive methods

and work among their people." Its students "are expected to be

able to show the farmers how to buy land, to assist them by

advice in getting out of debt, and to encourage them to cease

mortgaging their crops and to take active interest in the

economic development of their community."

This wise leader and true statesman of his race has devoted

his life to the solving of the race-problem in the South on

the principle stated by him in these words: "There is nothing

for the negro to do but to remain where he is and struggle on

and up. The whole philosophy of the negro question can be

written in three words,—patience, persistence, virtue. The

really helpful thing about the situation is that on the whole

the negro has done, under the circumstances, the best he

could."

Of the planting and growth of Tuskegee Institute he wrote:

‘Starting in a shanty and a hen-house, with almost no property

beyond a hoe and a blind mule, the school has grown up

gradually, much as a town grows. We needed food for our

tables; farming, therefore, was our first industry, started to

meet this need. With the need for shelter for our students,

courses in house-building and carpentry were added. Out of

these, brick-making and brick masonry naturally grew. The

increasing demand for buildings made further specialization in

the industries necessary. Soon we found ourselves teaching

tinsmithing, plastering, and painting. Classes in cooking were

added, because we needed competent persons to prepare the

food. Courses in laundering, sewing, dining-room work, and

nurse-training have been added to meet the actual needs of the

school community. This process of specialization has continued

as the school increased in numbers, and as the more varied

wants of a larger community created a demand, and instruction

is now given in thirty-seven industries."

At the end of its first twenty-five years of existence, the

Institute has 1500 students; 156 officers, teachers, and

employees; 86 buildings; and various ramifications for

extensive work.

EDUCATION: A. D. 1906.

Segregation of Oriental children in the San Francisco schools.

See (in this Volume)

RACE PROBLEMS: UNITED STATES: A. D. 1904-1909.

EDUCATION: A. D. 1907.

Large gift for Rudimentary Schools for Southern Negroes.

A fund of $1,000,000 was created in the spring of 1907, by

gift from Miss Anna T. Jeanes, to be devoted to rudimentary

schools for Southern negroes. The fund is to be administered

by Principals Frissell, of Hampton, and Booker T. Washington,

of Tuskegee.

EDUCATION: A. D. 1907.

Re-dedication of the enlarged Carnegie Institute, at Pittsburg.

An account of the founding of the richly housed and equipped

Carnegie Library at Pittsburg, opened in 1895, is given in

Volume VI. of this work (see Libraries). To that fundamental

institution Mr. Carnegie began soon to add auxiliaries, in

technical schools, lecture hall, music hall, art galleries,

and museum of science, until a great Institute, on which no

less than $18,000,000 had been expended and bestowed by the

founder was complete. A rededication of this splendid Carnegie

Institute, in 1907, was made an impressive event by the

presence of a remarkable number of distinguished guests,

invited from Great Britain, Germany, France, Holland, Belgium,

and the United States. The interesting exercises of the

occasion were opened on the 10th of April and continued

through three days.

EDUCATION: A. D. 1909.

Wanted, in Massachusetts:

The right leader for an Educational Revolution.

The State Board of Education in Massachusetts is said to have

arrived, as a body, at the conviction, which has been taking

possession of many minds in late years, that in the whole

educational work of the present day, from primary school to

university, "there is much time wasted in learning things of

little help in after life, and failure to get the essential

character-building"; that conditions are changed so greatly

from what they were when the last great educational revolution

was led in Massachusetts by Horace Mann, and others, that a

new revolution is the imperative need of the day. Hence the

State Board of Education is reported to be searching anxiously

for a man to fill the lately created office of State

Commissioner of Education, who is equal to a revolutionary

undertaking. "He must be," says a recent Boston letter, "a

broad man, of the right sort to realize the unusual

opportunity open to-day." "There is no limit to the salary

which the board may offer." "There has been no politics in the

board, and there shall be none.

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All that the Commissioner wants in the way of coöperation to

carry out his views he will have." "The board feels that this

is a crisis. If the right man can be found, the State’s system

will take a step forward toward a better practice, which shall

remove the present dissatisfaction and the feeling that the

public schools are not fitting children to be good producers

or citizens." This opening seems a great one for the right

man, if he can be found.

EDUCATION: A. D. 1909.

Election of a woman to the Superintendency of

the Chicago schools.

Mrs. Ella Flagg Young, elected Superintendent of the public

schools of Chicago by the City’s Board of Education, in July,

1909, is the first of her sex to occupy so important an

administrative position. Her election is said to have been due

entirely to her manifest superiority in qualification over

other suggested candidates. The school system she will

administer is second only in magnitude to that of the City of

New York.

EDUCATION: A. D. 1910.

Gift to Yale University by Mrs. Sage.

The following is announced from New Haven on the 10th of

January, 1910:

"The recent gift of $650,000 by Mrs. Russell Sage of New York

city for the purchase of the Hillhouse property and its

transfer free of encumbrance to Yale University releases a

corresponding amount without restriction for the use of the

university corporation. Important meetings will be held this

week, one by the board of Sheffield Scientific School trustees

and the other a special meeting of the Yale Corporation to act

upon the disposition of the funds released by the Sage gift.

It is generally understood that the plan proposed is the

erection upon the Hillhouse property of a large biological

laboratory, and perhaps the appointment in connection with it

of a university professor in biology upon a new foundation."

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