UC-NRLF $C n, ULl Denominational colle.fres west of the Mississiopi: a i i study of their service and influence. \ By Grladdys Esther Muir TH-SSIS I Submitted in partial satisfaction of tiie requirements for the degree of j I { MASTI5R OF ARTS I 1 Education • i] in the ' gr^uati5 division '< of the i UiilVHlRSITY OF CALIFORiaA ' December, 1920 eojjoATioN oe*^' ANALYTICAL TABLE OF CONTENTS . Page INTRODUCTION. 1 1, A Statement of the Problem and Its boundaries. 2. An attempt to arrive at the natur^ of the problem through (1) a definition of the general concept Public Service. 5. Looation of the Difficulty, 4, PosGible Methods of Solution, by finding out: (1) Educational Opportunities afforded, (J?) Leaders contributed to the State Religion, Education, Businepe and Industry, (;5) Progressive Moverpents Influenced. (4) Ideals fostered and Atmosphere created, 5, Means of Measurement and the Accuracy of the Means. 6, A Preview of the study. 7, Definition of terrns, C HAPTrR 1 9 The Public Service Rendered by the Denomin- ational Colleges through the Educational Opportunities they have afforded, 1. Introduction. 2. The First College vest of the Mississippi. 3. Denominational Colleges between 1830-1850. r f tr n o .« ■? .' ' ' ^ Digitized by tine Internet Archive • in 2008 with funding from IVIicrosoft Corporation <»" mXiwt ^*M ttm . http://www.archive.org/details/denominationalcoOOmuirrich Paga Chapter I « (con:) 4. Denoalnatlonal Colleges between 1860-1880, (1) Cross Section of Denominational Educa- tion In 1870. (2) Type of Educational advantages afforded. 5. Denominational Colleges since 1880. (1) Cross Sections in 1896-97, 1907, 1917. (2) Later type of educational advantages afforded. 6. Corcluslon, chapt:r II . 14 The Contribution the Denominational Colleges have made through their Graduates. 1. Introduction: (1) The training of leaders a function of the College. (2) The difficulties encountered in determining the loaders contx'lhuted by the denoraina- tior^al colleges. (5) The biisls for this study. 2. A general survey of all the leed^rs contributed by the denominational colleges. (1) Leaders contributed to the State. (2) Leaders contributed to Business & Industry. (3) Leaders contributed to the field of Education. (4) Lsaders contributed to the field of Religion. 3. Conclusion. fla*5^ .OftdJ- -.-!t^^'^.' ,C |-..y •M Pago CHAPTER III 28 Progressive Movements Influenced Xty the Denominational Colleges. 1 . Int rodu c 1 1 on , (1) Uov a college Influences any movement. (2) The difficult Ifls to be encountered In determining the influence of the de- nominational colleges on such move- ment s, (5) The kind of solution undertaken In this chapter. 2. The Influence of the Denominational College on various political Issues. (1) The Cause of the Union in 1860. (2) The Fight for Democracy In 1917, 3. The Influ?>nce of the Denominational College on Social and Industrial Movements. lespecially Prohibition) 4« The Influence of the fienominatlonal College on vsrlous advance movements in Education. (1) Co-education. (2) The Education of the Negro. 6. The Influence of the Denominational College In the field of Religion. (The Missionary Movement of the Church). 6 . Summary • ••sdvrj: » N/.- . -3VOC. r.Qiju r.'.c a'-.-^ '.-Ti-: "ff :r» ii3S5?.ft1 fit '^'T^) juia .a Page Chapter IV 40 Ideals th"t have fostered and Atmos- phere created in the Oormnunity by the Denominational Colleges. 1. Introduotion. (1) Relation of the activities of a college to its ideals. (2) Means of determining the ideals of a college. (3) Allowances to be made in drawing Conclusions. 2. Existing conditions which foster such political ideals as [^*i Demooraoy. . . Freedom. * 3) Unity of spirit. 3« lieans of the denomination- 1 colleges for the development of such social id«als as (l) Soeiability. •« (2) Tolerance. (3) Initiative. (4) Loyalty. 4^ Bducational Ideals held by the Denomin- ational Colleges. % The Religious Ideal. 6« The Atmosphere created by the Denomin- ational College (1) Within the local community. (2) Within the denomination. f* Summary 9^irt fi \V QhayMr V • . fQ «tlMP Oo»«t««afailons to 1M takM late ao- oount in •Kitiaating th« PubXio 3exTlo« 9mUnA hy thm TmiomlaaMtmA 0»ll«c«s« X» Xntnduotlon. Tim B«e«siity for adding uo tha looMa In* oiurrad kgr tlM Daaoama/lional OoUaet a, aa aa tha oontrllnitlona* (Ummnl atataMant and IXluatratlona of tha laaaaa inourrad thvough dupXlaatlon of af« ix) Dua to o. Xaok of oo*«peratlon batvaen at (2) lAabta tha laok ef a unlflad vHm vlth- in tha danoalnation. 3« Loaoaa inourrad through law atandarda of II) mtyaaaa raqulrananta* 2) quality of work offarad. 3) Oonf arring ef dagraaa* 4* OUHulatlTa loss due to tha praoading Xoaaaa •ad tha attitude ef tha atate tevard tha BananlnAtlonal Cellegaa* 5* X«a8 incurred through tha PvoauXgation of oeotarlanln. 6» oisnifleaaaa of the profit oad loee of i)e« nemlnatleaai ooXlagaa through eontraat with that of other inetltutloaa. Ohaptar VI.. OonoXualon-. •••••••• 69 -"sX !• Objaot of tha Chapter. 2. QusaMury ef tlia Pubilo sarvlee reodarad. 3t OiHMary of the Loasea ineurred. 4, The Baeia for a future prograa of aotlTitlea .i^':if,- ' «49ii 9\ - 'fit It nal'T i»Vt\3m t jaX ik^ ^^t»ij-.; Pac« Ohnpter VI. . Conolusion (oont*) atroa to b« (1) XliainRtlen •t 1«S8 resulting fxoB duplioation of effort. (2) Tho Raising of Sduoationol staadardo (a) TO protect the eduoational int- er est a of the state. (b) To defeat Geetari anion* (o) TO train liMders more eff loimtXy. 6* Tbe Peouliar eerrioe to be enoouroeed in the Denominational College a* (1) The training of religious leodera. (2) The fostering of the religious ideal. Appendix fl^i'F ^^m INTRODUCT ION. The problem which we have undertaken, is to find out what public service has been rendered by the denomin- ational colleges west or the Mississippi. The limitations placed upon the kind of higlaer educational institutions investigated, were based on the assumption that the public service rendered by a college of this type, is of a unique and distinct character. The restrictions placed upon the field, were made for the sake of convenience. It has not been assumed that the public service rendered by the dc- nominational colleges in this region vas different in quality, from that rendered br like colleges of any other region, although it has been supposed that the geographi- cal location has had something to do with the type of the of the college and the kind of service it has rendered. The results of our investigation may well be pre- ceded by a study of the nature of the problem, its pecu- liar difficulties, and the possible methods of solution. It is obvious that before we attempt to find out what public service has been rendered, we should have a well defined meaning of the concept public service , since our idea of the kinds of service which a college may ren- der, depends somewhat upon our concept of the general tex*m. , *1 u T II I 9S al ^•i Tj» -©«c "Jo •198 cl/-^ ' sii/aiivffi n«o aw ri& 3S.E. X«nol*J80Xil>« T«« ni b< f Tto w»1 A iviji lAnoaia^" eld ni «i>laa sjsit ;: "G bA -lfl:e-*>Tfr sb?^n. frfrow ^rl!i )a nl s^nw*: r -«ort»ft «rf:t vd 9^. aolrnaa oi jfilbnil 1o •4* inational colleges, is by finding what leaders they have contributed to the various fields of human endeavor, - the State, Religion, Education, Business and Industry. The Influence of an individual or an institution almost always affects, to some degree, the development of every issue of the day. A college, whose influence is a definite force in furthering any movement for social pro- gress, is surely rendering public service. If we found out to rhat extent the denaninational colleges have put them- selves on record with regard to these movements, this would be another means of measuring the public service they have rendered. An educational institution not only influences movements of the d«jy, but is itself the creator of standards of living and ideals for conduct. A college, which func- tions in an Inspirational nay, la of use to the people. Thus, any attmept to find out what ideals have been fostered by a college, or the kind of at.nosphere created by it, is an attempt tt finding out that public service it has rendered. Having discussed the various methods nhich can be used In working out our problem, let us look at the means of measurement and their accuracy. The educational opportunities offered by the de- nominational colleges may be found through a study of col- *£^ >"♦[.'■* ' far, ? .TO -one loml* qui: J ^rf .b) ■•^«n lege bulletins, ^nd. of the reports Issued toy the U. S. CoinmteBloner of 'ducat Ion. / It hough th« latter 9rp not so reliable for the earlier years, they «ire accurftte for the present time »lth »hlch *e ai'e chiefly conoprned. The question of hov. to find out vhat leaders h've been trained by the denomln'^tlonBl colleges, pre- sents several practical difficulties. In the first place, 'ust Viov much of leidersVip Is due to college training, and ho« much is due to natural genius, is uncertain; yet this has a great deal to do »lth ""he cr-'l*- -^ioh m"" *"" -*- - t-r +•- college, .s r, "!^-' t^~ Bhoss in the "Americen College in American Life" - "One must not be f^lltyof claiming too much. Jollege is only one of the factors vhloh helps to develop the? character 'ind the norklng po*er of an Individual '. e are nt^ver to forget thit the home, personal associ- ation, environment, as »ell as ability, are to be »elgh4d nnd assessed. Many aien of 'light and leading' would 8*-ill">"»ve been mldp;^ „. heir fello«8, if they It V had never gone to coll^ i^e. Yet the college has rendered unique and peculiarly rich service. It has in nearly ever*-^ instance increased abilitv nd r.ade ability more ,^ 1. efficient.' Another difficulty to be encountered !• Ohas. K. Thving, Ainerlcon Jollege in . merican Life. Chap. II. Certain ^rT-^nt Hesults. o. 46. o.^. •r: ':^ d» .G** In determining the leaders that a college has contribu- ted, la the fact that leadership la not always accom- panied hy distinction. It is evident that there are many leaders who do great service, who are not known outside of their im-tiedlate community, fte would not choose to overlook them, but it is clear that our in- vestlgatlofl must be limited to leaders of the "prominent" type. And it seems safe to assume that a truly great leader will ultimately reach distinction. Leaders of this type, for the piresent day, can be found by a study of "liho's *ho'*, and college records of their alumni. Although it cannot be claimed that this means of measure- ment is adequate, an investigation of this type ought to bring forth some fruit. The extent to which the denominational colleges have influenced various progressive movements, cin be found through the facte of history, - a study of the move- ments themselves. This means of measuring the public ser- vice rendered by the denominational colleges^ is closely connected with the preceding one; for it is largely through the leaders they have contributed, that the col- leges have advanced these movements. There Is no direct means of finding out lust what ideals have been created by the denominational colleges. •tVOOOB ttf ^•iiB ;•■.".' -Xbo *'rii c' -7- The creation of an Ideal is something Intangible, and cannot be measured, as can the numbem educated by a college, for instance. The nearest approach to find- ing out just ho* these colleges have functioned inspi- rationally, la to Investigate the conditions within the colleges for the growth of the.'e ideals, and the state- ments made by the leaders of these institutions as to the standards that have been maintained. V,'lth these means at hand, in the four chap- ters which follow, the foregoing methods will be used to find out the public service rendered by the denomin- ational colleges west of the Mississlpnl. But before any final estimation can be made of the public service that has been rendered, it will be necessary to investi- gate the negative side of the question. The value of the public service rendered can only be made apparent, when the public service has been set over against what- ever loss has been Incurrec • ^^^ *'®*^ significance can be best understood, only by comparisons of this service with that rendered by other tynes of higher educational institutions. To secure the net results by adding up the profit and loss, is the problem of Chapter V. Chap- ter VI is a brief suromary of the results, in the light of which suggestions are made as to the lines of activity ►a -8- by which the denominational colleges of the future may best serve the people. Although there are various uses of the term - denominational college, the definition which has been adopted in this study is the same as that used by the U. S. Commissoner of Kducation, i.e., it is used to designate a college which is wholly or partially con- trolled by some religious denomination. So.^e reference has also been made to those colleges which at the pres- ent timet are not controlled by any religious denomin- ation, but which were founded as denominational colleges and fhlch are still religious in character. v.e are now ready to consider the public ser- vice rendered by the denominational colleges »est of the Mississippi, through the educational opportunities they have afforded. *ft.. <*9« CHAPTER I, THK PUBLIC SERVICE RENDERED BY THK DENOMINATIONAL COLLEGES TRRODOK TEE EDUCATIONAL OPPORTUNITIES THEY HAVE AFFORDED. As the Aoerlonn frontier was pushed across the Mississippi, and the population of the ne»ly occupied regions became org<=)nlsedf one of the first interests of the pioneers was the promotion of higher education. Here* as in the Ne» England States, the earliest higher educa« tlonal opportunities were afforded by the church, through the denominational college. In nany states, even before political organisation vas completed, colleges had been established already, by the various religious denomina- tions. They *ere an expression of the interest, not only * of the local convnunlty, but of different religious asso- ciations and missionary societies in the eastern states, * who were concerned for the spiritual and intellectual welfare of the pioneers. In 1818-1918, while Congress was wrangling over the Missouri Bill, the work of higher education had been begun, by the Rt. Rev. Louis Du Bourg in St. Louis. This 1. For example. The bocloty for the Promotion of rheolo||i« oal EduGatlon_ln the i.est; and the Iowa Educational :|C*l9c 6' -i^fe &9.»9 -10- Instltutlon vas handed over to the Society of Jesus In 1827, and four years later received Ite charter as a University. The college nas noted for its misslona^^'"^^ activity. It wielded a greet Influence over the Indians, and itself sent out many colonists into the land still farther nest. Between 1830 and 1850, when the line of settle- ment extended through Hebraska, Kansas, Indian Territory, California, Oregon and Utah, - fourteen of the colleges of the present day were founded.^ Twelve of these were denominational colleges, four of which were cstahllshed 2 in stitet not yet fully organized. Two years before the Oregon question was settled, a school was opened for the education of Indian and white children. This was the origin of IMlliamette University. While Texas was yet in the days of the Republic, a Baptist University was founded there. An eloquent historian of Baylor describes the beginnings of that institution:- "While thus in the chaos of a bloodv revolution, when nine-tenths of her ter- ritory was the hunting ground of predatory savages, when not only no railroad line was projected, but also when het* 1. See Map 1. 2. Iowa tesleyan, Iowa 1842? ISilllamette, Oregon, 1844; Baylor University, Texas, 1845j St. Mary's, Kansas, 1848. aec -11- only thoroughfare of travel and traffic »ero Indian war trails, or the narro* ruts cut by the hoofs of migratory bison, - then our Baptist fathers - fe», poor and widely scattered, peoured the charter and laid the foundations of this institution." ^ The next year a woman's colleg* was opened, which was re*»lly an outgrowth of this insti- tution. From 1850 to 1880, seventy-three more of the 2 colleges now existing, were founded* These colleges were distributed through the first tier of states, west of the Mississippi, - Nebraska, Kansas, Texas, the far ftest, and the newer frontier in Colorado, About two- thirds of these colleges were denominational. They were ft&i, however, strictly colleges In the sense in which we ordinarily use the term. A study of the reports mede by them to the Depiartraent of the Interior, shows that near- ly every college had a large preparatory department, and judging by the nximbers enrolled, and the proportion of the faculty in them, their work overshadowed In import- ance that of collegiate grade. In some of the colleges there were also departments of law, nsdicine and theology* 1. J. J, Lane - History of Education in Texas, Chap.iy. p.65 (U.S. Bur. Educ, No. 2, 190S) 2. See Map, No. 2. •Xi« JK yfrpw* " - .'■^•^ ^-.r^ •*.'•<* /Too ». 'apOW '^xao DS'Idw. .lT029J^;f -IS- Often In the latter, free tuition was offered to those preparing for the ministry or for olssior.ary work. Some of the colleges advertised coinraercial courses, and special QOUrses in music, art, and physical culture* On the »hole, the type of educational advantages offered by the denomin- ational colleges of this period, seems to have been of a general nature, in which secondary »orlc vas loost prominent. Klght of these colleges were t^omen's Collegas, and vltb the exception of the ^oman Catholic schools, nearly all offered educational advantages on an equal basis to "ladias and gentlenen". The Report of the U. S. Cosimlsaloner of Eduoa« tlon in 1870, shows that QZ% of all the students In the colleges west of the Mississippi, were, at that time. In denominational institutions* In Texas, the only higher educational opportunities offered to its youth, were those afforded by the denominational colleges • Callfoz^ia fol- lowed closely with &Q% of its college students in Church Schools. Oregon had all of its college students in denom- inational colleges, Iowa, 84^ Kansas, 73ji; Missouri, 7X%» ' In the denominational colleges of the three states 1* Including Baylor and Llndenwood Female College 2* See Diagram I. Based or Table I, Appendix. 40!' .ii ■■• A.1^ .■ i,«jjip» ax- .'.o Bif^iSuiisvw •^^ : ■ '■ i rl.if) V .anol.'tL'' o bB-^Ot »S^^ .s -13- Callfornla, Io«ft and Mlasour^l, were over half of the col- lege students of the entire region. ^Inoe 1880, Colleges have heen ostabllahod In eveiry state west of the Mlesiaalppl*^ Of those which still remain, two thirds are denominational. But, nlthough, from the poiht of view of number and permanency of the in- stitutions estBbllehed, denOTJinatlonal activity has been as great in the yeara since 1330 as in the twenty years preceding it, the percentage of students, which these col- leges have served, hat grown steadily less. The Report of the 0. S. Conmlss loner of Educa- tion for the ye<»rs 1396 - 1397, shows that the percentage of students in the denominational oolleges of this regicm had fallen, since 1870, from 33j( to 59%. California had 2 dropped from 86% to 36;K; Texas, from 100> to 72^. On the other hand, the percentage of denominational students in Iflnnetota had risen from 12> to 38>, and educational activity had been begun in the newer states of Colorado, Montana, Nebraska, the Dakotas, and ftashlngton. The states in which the decrease in the percentage was least apparent, were Oregon, Kansas, Iowa and Miesourl. 1. See Map 5. 8. See Diagram II. (Based on Table II. A-^pendix) J lo n»»d tui nW :,.".;■ 3JCX3J « ^ «CJ. - OyCi ST'^V i>ed from 59^ to 46^* The drop was most apparent in North Dakota, V/ashington, lova and Colorado. The percentage in Kansas and Texas remained about the same, while in California the percentage of students in denominational colleges increased slightly. In the ne« state of Okla- homa, the denominational colleges also began their edu- cational activity. «»iAi>;^04> The last report of the U. S. Commissioner of Education, containing statistical tables of the Univer- sities and Colleges, (1917), has shown the same general 2 tendency as that of preceding years, *ith the exception Qf 4>rkansa8 and North Dakota, the percentage of students in the denominational colleges has fallen, although by not quite so large a drop as during the previous decade. There are at the present time 183 Colleges, Universities and Technological Schools in this region, of which 117 are denominational. Nine more were originally denomination- al, but have changed for various reasons into the non^.i sectarian column. In these 117 colleges are enrolled 1. See Diagram III. (Based on Table III. Appendix). 2. See Diagram IV. (Based on Table IV. Appendix). S, (According to classification of D. S. Commissioner of Education in 1917.) .fcj[. r s trt ^"^ r .IT D"i.x<- ;r^3j -16- about ZA% of the entire hunflDer of college students In this region. The States In which the church schools still seem to be the most prominent, sre Arkansas, Kansas, Missouri, Nebraska snd Texas. lot only has there been a change in the num- bers which the denominational colleges have influenced, but thez*e has also been a change in the type of educa- tion afforded. The 1917 report of the D. S. Commission- er of Education shows that the preparatory departments still exist, but have become leas prominent. Prom this we would infer that the quality of the work done has also been improved. Some of the earlier deoominational colleges are no longer found in the classified list of "Universities, Colleges and Technological Schools", but their names are found among the academies, seminaries and secondary schools, indicating either the fact that the struggle to remain a college has proved too difficult, or that they have acceded to the educational demands of 1 2 their particular community. A few of the colleges have 1. See footnote Chapter IV. p. 52 2. Twenty, (less than one-fifth). Xllta aXopcfc T>ll«* ■<>.->'« ^ 16. become "unlversltlzed" with echoole of medicine, law »nd theology, and courses In raany other special depart- ments. But the present tendency seems to be to narrow the range of activities at both extremities, and to of- fer only those educational advantages, which belong to the typical college. Prom this sketch of the educational opportuni- ties afforded by the denominational colleges, several facts are evident. *flth regard to the nunibers which th#'^ denominational colleges have reached, their greatest public service has already been rendered. It has been the servico of a pioneer. The denominational colleges have followed the frontier, wherever it was, and were even themselves the means of pushing it farther west- ward. In the early days, when the states were not suf- ficiently organised to carry on their own educational activities, the denominational colleges entered the field and began the work. £ight states were thus aided before they were admitted to the Union, while three aaore were benefitted by the denominational colleges be- 2 fore their own state institutions weee established. 1. Oregon, Colorado, Kansas, North Dakota, Minnesol)a, Iowa, Missouri, Texas. 2. California, Idaho, Louisiana. -r- b» ti- r«v c 66J -17- As the State colleges have grown In strength, the de- nominational college have Influenced a decreasing percentage of students, until, at the oreaent :lrae, thp-rr cr«^ ©duc^^lng Only a little more than one-third of the number or college students of this regiont At first, the quality of the education afforded was of a rather inferior type. But it must be granted that even offering the advantages of a secondary education to a pioneer conanunity, in which High Schools were not yet n\in>eroua, was of aone public seznrlce. The kind of education offered to-day by there colleges, be- cause of^tbe narrower range atteiapted, is an Improve- ment over the old type. . 'i f -Tf?.' M ^^ w t> o o o o o o o o H GD «0 O O O O California o ;t> 33 > • Iowa Kansas Louisiana Minnesota Missouri 3 P Ct H oq jregcn u, H i 6xa.s -0 o -H .-. f f-* r, -^ T 8 fl p. nail p'^oesnr.i'A Itisoeai/. aaxsT xlfllU ^ o * ooo ooooo ooo, Arkansas o California Colorado lovia Kans«?s Louisiana Minnesota Missouri > Montana > Nebraska North Dakota Oregon South Dakota Texas ^ ntqh , , ,, ffashington i'iiitrnii-- ft? B f> ansyiiA ol !:-':oioJ R £flOi rys: > > M oooooooooo c H* O O Arkansas California Colorado fa isas low Kar LOL Mir ilsiana inesota ssouri Mis )raska Net North Dakota Oklahoma Oregon South Dakota Texas Utah V,as 3hington of). p:foeeai: ! 5 + v^ ao:}^c wca t^cno'-^iQDtoo o o o o o o o M > •XI > •^ Qlrkanaas California Colorado Idaho Iowa Kansas Louisiana Minnes ot a Missouri iks Nebras I v.« North Dakota Oklahoma Oregon ^diiih Dakota Texas Washington V' O fl 1 n'f o):. riJ^bl no d'j^nl:. o ^^ o o o Oi -CI o o O CD o o o t-l > H^ s < H- (!) ro eS « to f*" ■fe ft CD tn CO ■a >-• 00 I o 00 C O 4) 4) •d 0) C P^ o bO 0) o o •p a o i O \^ e t o 9 H l-i O o • £1 Gl 1- . zi -A f>M ' -J; u - --W s-J 's?o li ;:■ > is . HI 1 ' m (n a o CD 00 o 4 (D 00 hd cf (D tS M O M a> M • • • • w ' -18- CHAPTER II. * THE COHTRIBUTIOM THE DENOMINATIONAL COLLEGES HAVE MADE THROUGH THEIR GRADUATES. In the preceding chapter we were concerned with the public service rendered by the denominational colleges through the numbers they have reached* But always it has been recognized that the ftinction of a college is not so much to attempt, by itself, to leaven the ihole lump, as it is to train leaders , who, with better equipment than that which can be obtained by the masses, diall become the means of enlightening places more remote than those touched by the college itself. Heoce, it is the purpose of this chapter to examine the contribution the denominational colleges have made to the leadership of our country. But, as was stated in the introduction, wt meet in the beginning some very practical difficulties. In the first place, the earliest college founded in this region was established in 181S; to attempt to find all the leaders contributed by the denominational colleges from that time to the present, would be too large a -81- a 3 T ^ A H aaTAoa ^1 Tcr 9JMI •• Son •! 99*rfod ,tln» to aoiian eif^ «B0»«4r lX*cfe ,6*bs«m »ri- 9ti rtC le ^fiodJ OJ »&» ,0(UI^ 4iJ VftiJ «« •rot (tftvaworf tat-'.,-. -22- that, with f©» exceptlona, they have not aimed to give vocational or professional training. Of the total nim- her of leaders In this region* who might come under this class, the denominational colleges have furnished about one-fifth.^ About 295t of the lawyers, and 213i of the physicians and surgeons listed, have come from the denominational colleges. The field to which «e would expect any educa- tional agency to make the largest contribution Is, of course, the field of education. The denominational col- leges have contributed the largest numbers of their graduates to this eau8«. So. In fact, have the State Universities and other higher educational Institutions, Bence, the percentage of leaders of this class contri- buted by the denominational colleges. Is not much lar- ger than the percentage of leaders contributed to the 2 service of the State. Over half of the college grad- uates of this region are In the field of Education, 33^ of these came from denominational colleges. It Is interesting to note that the part of the field in which 1. See Diagram IX. 2. See Diagram IX* ^v;<-x X "1 tt9- ciiX9 - —. .J, ,4. 10 ^itiX''iii 4MN. %fab»^^ Bi 4U)0 90«ri:f to -23- they have been moat actively engaged. Is the adminis- trative side of education. They have given to the nation 48 of the college presidents listed, or 73^ of all the college presidents coming from this territory. Many of these are presidents of other denominational colleges, 80 the contribution has been one that has benefitted themselves chiefly. Some of them, however, are presidents of the larger State Universities, and Won-Sectarlan Colleges, among whom might be mentioned - Marlon L. Burton, President of the University of Mich- igan; David P. Barrows, President of the University of California; Samuel Avery, Chancellor of the University of Mebraska; William Biszell, President of the Agri- cultural and Mechanical College of Texas; Prince Lucian Campbell, President of the University Bf Oregon; and Edward Boone Craighead, President of Tulsne University from 1904-1912, University of Montana 1912-1915. The Church Schools have furnished over one- fourth of the most prominent educators and University professors from the west. Prank ». Blackmar, Edward A. Ross, Henry Carter Adams, Ed. Prank Buchner, Austin 1. Mad« President of the University since Volume X of "Who's Iho in America" was issued. -£Si- ilO/ -OfiO n*' ^v*:-*' X «' ^f1 -1 lo o* «l «4od spiritual endeavor, which the colleges of this region have contributed to the world. The individual colleges in this region, which have contributed the largest numbers of graduates to the ranks of "Who's Iho", are - Orinnell Colle;?e, Iowa, (formerly Iowa College, founded by the Congregationa- llsts); Cornell College, Iowa; Carleton College, Minn- esota; Bake*' University, Kansas; and Baylor Univer- sity, Texas . The»e five colleges together have contri- buted over one-fourth of the graduates furnished "tho's Tho" by the denominational colleges. From this sample of the Contribution the De- nominational Colleges have made through their graduates, the following facts seem to be established: -ds- ,£93 • oecti/rfManoo f fwr -il'U- ^•gi<»iXos »Vi'l »«?' r irttth i-irf<»f J?>. •fa«r -27- 1. That the denominational colleges have not trained as many leaders as the ntunbers they have reached seem to warrant. In the period Investigated, they edu- cated more than half the whole number of college students, but developed a little more than one-thli*d of the prom- inent leaders. 2. But the greatest contributions which they have made, through their leaders, have been to those lines of activity, - namely, religion and education, for which they are peculiarly adapted, and in which they best ful- fill their functions as religious institutions and edu- cational agencies. 1. ^ee Diagram VII -';.<:• d:>.; 3i ♦'?!1^f f' ;o a.3 f .—;< r»'TT ?"'"*' ■*! - :>e'-i 9v : ."iia Mil * DIAGRAM VI. St^te Reli- Business & gion Education Industry Showing the AistriUutioD of leaders (graduates of all colleges) In the various fields. DIAGRAM VII. Business State Religion Education & Industry Showing the distribution of leaders furnished by denominational colleges in the various fields. DIAGRAM VIII. Businees & St ate. R. Education Industry. .1 « t t '. Showing the disbrlbutlon of leaders furnished by the State universities and non~sectarlan colleges in the various fields. DIAGRAM IX. A Comparison of thq r^umber of leaders furnished by the De inational colleges with those from the higher educational nom- instltutlon. — Denominational Colleges — Other higher Educational institutes. la MAHOATCl rrisf/a .-.- . • f , r >.■, .-, -. ? }-r >r^ ' , , iXIoo Xenoicf^nlmonsr? ya Dan .a[ Buoiifiv 9d-J ul .IIIV "/ ST3b09l idWi .t4 3lb Qsii gniJ?:odo asllisT: svlntr Sojoctc i barfs iT'. arf.-t n f- p f? -r; f5. : " ^ J -' ■<.; -. '■ •;i .; .-joaa^non n^-^'- --t P> r A V* . Ei.«/<*k r .■ 1 \r «c&i^jL^a.x o*j'k-»j. --* ..Ni f.iAflCAia /-efl»r> 1 • : ...„ v.-.,/„ ..,,,„ -j:ic r'> -1 <-^ t-> ( . .-^ ci r *> rN ly .-> • fci f rr L3jpOi/Jb« leiigli- iO't^ i^anr^ct .-i^itf aa^Ql r I • k-tu -^ .as- CHAPTER III, PROORESSIVB MOVEMEWTS IHPLDEMCKD BY THE '" ' : > u ■ DENOMINATIONAL COLLEOES. Any aduoational Institution, although a con* iminity within itself, is also a member of other larger communities. As such, it is affected by the changes which take r>lace within these larger units, and, in turn. Itself often inaugurates changes within these bodies, l^henever a college aids in bringing about a change that makes for social progress, it has performed a distinctly public service, whether the change be the result of a political, industrial, religious or educa- tional movement. A college may influence a movement through the leaders it contributes, or its service may be ren- c dered by the more intangible method of shaping public opinion through the masses. In seeking to show the contribution that has been made to the advancement of various progressive movements by the denominational colleges of our parti- cular group, we naturally turn first to the history ..x'r'^h .'••ft nl -29- of these movements. But it Is not to be supposed that v« can find there a record of all the forces that havt helped to shape these movements, or an estimate of the extent to which the known forces have contributed to these movements. What we do find, are instances of known contributions made by certain specific colleges. Hence, it is evident that in our investigation we can- not generalize from these specific cases^ often #ar3r- ing in character, as to the contribution that has been made by the whole group. Mor, on the other hand, when history Is silent as to their Influence, can we infer that there has been none. What we really can do, is to show some service that has been rendered by certain colleges to a few of the movements for the advance- ment of the race. The great political and moral issue which came to a crisis during the middle of the last century, affected nearly all of the colleges established. In many of them, the importance of this issue absorbed educational interests, and the colleges were forced to close their doors during the period. Others struggled along in a very hampered fashion. But it would appear that the issue affected the denominational colleges r ■•a -so- more than they affected the determination of the issue. Tet some of them offered their best and their all as leaders to the cause. A good illustration is that of Cornell College, Iowa. A historian of Cornell says: "In no western school did the stirring events which led to the firing on Sumter excite deeper interest than at Cor- nell. The entire faculty, without exception, was deep- ly imbued with the Union spirit." A large percentage of those of legal age enlisted and their record was one of the bravest. Among them were ten captains, six adju- tants, ten lieutenants and one quarter master. At Lenox, the president of the College entered the army as captain of a comaany in which were all but four of his college students. He died in the service, as did forty-six 2 of hla students. Central University sent one pro- fessor and one hundred and twenty-four students. This included all of those liable to bear arms, twenty-two 3 of whom died in the service. Iowa College, at the eommenceraent of 1864, had loft only two male students and they were too young to enlist. Baker University 1. Col. H.H.Hood, Parker L.P., Higher Sducation in Iowa, Chap. IX, n. 149, D.S.Burenu of Education, Clrc.Inf.1893. 2. Parker, Hlgiier Education in Iowa. Chap, IX, p. 164. U.S. Bureau of Education. Clrc. Inf. 1893. 3. Ibid p. 132, 4. Ibid. -, , ' r r. r- Ofl -too ib X9&al •i«c«9e> •^Jtox« *fimvS 1 9tii -aoc. , Tltfcsoxft ^ttof^-rt-r .''•.'♦rtff>jpt '^^lirr* '•r'' '^rr to !«! 1r> •?1- «nd Upper lova University made similar contributions. The Influence ihlch these western colleges exerted in the sixties, to bring about the establish- ment of Union and Equality, nas renewed in more recent years, in the fight for democracy. That the denomina- tional colleges entered heartily into the plans of the governnwnt for carrying on the great struggle, is evi- denced by the aBtivities in which they engaged. In over half of these colleges, S. A. T. C. units were established. Red Cross work was organized. The Uni- versity of Denver reported an enrolment of four hundred students in her Red Cross courses. Colorado lhomen*s College offered courses in First Aid, in addition to the regular work. McPherson College devoted one floor of her library to Red Cross activities. Doubtless, the work of these institutions was duplicated in many other colleges. And they, as a group, may share the credit which educational institutions, in general, were given for the service they rendered in steadying the public mind, and dlsnersing the unfounded rumours and exag* 1. See list of S, A. T. C. units organized, - Kolbe, Park K. The College in «ar Times and Ai'ter, P. 296. .erf. •/ {?i' h^p 0.M -32- gerated reports concerning activities on the front. B. T.arren Bro»n, In speaking of the »ar service ren- dered by the denominational colleges as a whole, says: "The larger institutions were active in scientific research connected with the war, and all rendered val- uable service in campaigns for the Red Cross, T. H. C. A., Liberty Loans, recruiting, and to an even great* er extent in interpreting the spiritual meaning of the struggle''. This last service was of especial worth. Mush evidence cannot be found for specific contributions made by the denominational colleges of this region, to such social and industrial movements as the Protection of the Public Biiilth, Child Labor Laws, the Safeguarding of Life, etc.. In fact, indi- cations seem to show that the state \iniversitles hive 2 been the leaders in these reforms. But it is hardly 1. B. Harren Brown, Education under Religious Aus- pices. Sducational Bulletin, 1919, No. 10. 2. Some proof of the leadership of the Universities Is found in their extension movements, the efforts of the departments of political science to oo-or- cinate their work with real life, sociological activities, public lectures on health, sanitation, etc.. See Chapter H, The Growth of a Social Con- sciousness, (Kolbe, Park, The College in Rar Times and After), TBonfto tlnor**^ h^^^rr^^x «4^ j^n -33- more than just, to suppose, that the college-bred men the denominational colleges have given to the community, with ethical training through religious education, have done at least their share in the advancement of these movements. In the fight agalnet alcohol and narcotics, they have made themselves effective agencies "by the standards of conduct they have maintained within the colleges, and by the en- couragement of such activities as intercollegiate contests in oratory and debate upon the subject. An • examination of the "regulations* printed in college bulletins, shows that many of the colleges forbid the use of intoxicating liquors and tobacco to students, as long as they are connected with the institution. Baker University furnishes an example of the Influ- ence of one college, or rather the supporters of the college, on the matter. In the founding of Baker, a section of land was granted them by the Palmyra Land Association. On a part of this section, the town of Baldwin City was laid out. In the deeds given by the 1. Eg. - The Intercollegiate Prohibition Associa- tion. .54* Educational Assoelfttlon to the property, there was a clause which prohibited forever, the use of the lots as a place of making or vending Intoxicating liquors* Among the leaders which the denominational collcg'»s have furnished the prohibition movement, are Virgil Eenshaw, Chairman of the Prohibition Party National Committee, since 1912, and Fletcher Homan, Executive C(»mnlttee, National Anti-Saloon League, 1913*1915. Probably the most evident contributions that have been made by the denominational colleges of the west to social advancemlent , relate *:o various progress- ive movements in education. The denominational col- leges of this region have been among the pioneers of co«education. Hamline waa one of the first in Minn- esota to afford women the same educational opportuni- ties as young men. In 1959, eighteen years after Oberlln*s first women graduates, the degree of Bach- elor of Arts was conferred upon two young women in 2 this University. According to Oreer, in his History of Education in Minnesota, the liberality shown women 1. Blackmar, Prank », - Higher Education in Kansas, Chap. VI, p. 120. Circ. Inf. U.S. Bureau of Edu- cation, 1900. Mo. 2. 2. Oreer, Jn. N. - History of Education in Minnesota, Chap. VII, p. 173. -*.'^- /bJi la loot o* ^^i^p* i '9n ac -n ^o !»ffO ••» on: , I 1 -»»- .n^Ai 9mfox •* m»lS s «»«©• *<«'»11 s' ■ftt SITCiC \f to »»nf> 4 . TrGT fi-S' f 7 -38- sending them around th« vorld. A atudy of the mission- aries » who sailed between the years 1910 and 1013, shovs that no less than one hundred and fifty had been sent out by the denominational colleges of this region, Into places as remote as China, Turkey, Japan, India, South Aaerloa, Madagascar, Hawaii, Alaska, Syria, Mexico, Persia and the Philippines. Here they have taken the best elements of our civilisation, the teaching of the One Ood, and the example of the monogamous farally. And they have rendered such Inveluable service to these people as the reduction of their language to writing, and the estab- lishment of schools and colleges. The significance of the service they have given, la most eloquently stated 3 by Dr. Thwlng, In bis chapter on Certain Greet Results, (American College in American Life). "In fact. It Is within the bounds of simple truth to say that the Aster- icon college has rendered a richer service to the high- est civilisation of the entire world. In preparing men for moral "-d z^llglous work In foreign countries, than all other American agencies and conditions have rendered." 1. Although there were In the denominational colleges of this region only about one-third of the total number of college students, they sent out more than one-half the total number of missionaries, not including those sent out by Tr. Schools. For statistics see -"Students fit the lorld-Klde Expansion of Christianity." Appendix. 2. p. 37. - 1;;, bam tboB f' ;M orfir ,'itr an it«d;f arrafi .BSRlorqlilcn erf* ftd4 Mi» •i^o«q »«i» ,»*/y««»H ?9#t0 ni»#^ «1 X9 -H?,. ir :.■ o* • <» hirxBbc n^ion-r%ii n: t£»diaiin lA --Tciei) sirfif n^ 9^9 f « f^ ./ -39- In suaunarlzlng our Investigation of the pub- lic service that has been rendered by the denominational colleges through the progressive movements they have in- fluenced, we should re-state that no general statement can be made aa to the Influence of these colleges, as a group, but each movement has been touched bv some of these colleges. The political movements for fh'* es- tablishment of Union and Democracy, were aided by most of these colleges. Social and Industrial movements have probably been helped by them in an Indirect fay. But the most apparent Influence th'»y have exerted, has been In advance movements In the field r)f education and religion, - such as Co-education, The Education of the Negro; and the Missionary Movement of the Church, This Is In accord with the results of the previous chapter, and shows that the colleges have had the strongest Influence In the fields In which they have furnished the most leaders. xttaa rOiXfJItfo,-- -40- CHAPTER IV. , th^ THE IDEALS THAT HAVli BEEN POSTERED AND ATMOSPHERE CREATED IN TKE COmiUHITY BY THE DENOMINATIONAL COLLEGES . The servloe that is rendered toy an educational Institution* A8 was stated In the Intx*oduotlon, Is not alvays a material service. A College may serve a oommu- blty toy offering educational advantages to Its youth, toy contrltoutlng tx*alned leaders, and toy throwing Its Influ- ence upon various movements that lead to social progress. But after all, what determines the activities of a college* It the kind of Ideals that are created and fostered althio the Institution Itself. The activities are only express- Ions of these Ideals. Hence, In determining the service that has toeen rendered toy the denominational colleges, which Is really of use to the community, »e must find out what kind of Ideals they have maintained. Are they Ideals, the development of which will toeneflt society as a whole, or one particular class? What contrltoutlons have the denominational colleges made to the preservation of such Important Ideals of the state as those of Detoocracy, Unity and Patrlotlam? Are the Ideals such that they will i/iajl"iu •9lTnr> no r/t -*1- contrlbute to the Improvement of the home, or the solu- tion of business and Iniustrlftl problems? Ikhat kind of educational ideals have they fostered? Ihhat spiritual ideals have they sheltered? In seeking to ansifer these questions we may *» u*e several sources, lie may study the ideals of the colleges, as they have been stated by the leaders of these institutions* Or we can study the conditions ex- isting within these institutions, and decide, from then, what Ideals these conditions ouf^ht to produce* Or we can examine the activities of these colleges, such as Hire discussed in the last chapter, and from them, infer what Ideals these activities have represented* It is evident that this last method is the most accurate for judging both the ideals and their effectiveness, and, irtMHMver possible, we shall use it in this discussion* There are also some allowances that must be BMde in drawing our ooncluslons, - (1) Since ideals are intangible in themselves, we cannot expect to measure them by SMterial means, except, as they are expressed in various material activities* (2) The ideals of one college may differ from those of another* Not all of the ideals fostered within the group, will be those fostered b' each individual college* B Wi- f» ' .-1 -1 * Ji : t:' 4\^iWf .r^ jr- f tficsr A«f AS Attfl -« /#■ •o«« ^aof .:^ XAiiJbivlbfli ^ ttljuoni •43* What general lEftt Ions are made oiust be drann from those that seem ooncnon to the group* by t The ideals found may not be peculiar to the denominational oolleges of this region. First * Hhat have the denominational colleges contributed to fundcunental ideals of the state? Have they cherished a broad and democratic spirit? This can best be answered by looking into the conditions of the schools* Most of them are of the "Soall College" type. In 1917, only eighteen of the colleges In our territory had an enrollment of over five hundred students. Vithin such small groups there cannot be represented many classes of people, especially if the larger units frcwi which thess grouiM are drawn, are of a homogeneous character. Hence, the small colleges lack that diversity that seems so es« sential to the development of breadth of vision. On the other hand, the history of the denominational colleges has shown that they have been pioneer colleges, i.e., - that they have grown up with the community, and, in seme oases, made the cosmunity. The natural conditions of the frontier, from which these oolleges have drawn their stu- dents, are such that they have tended to break down arti- ficial class lines. Hence, these colleges are represent- ativs of a dnaooratic class of people. The lack of diver- -d*'- 9ecHi:t -no*il ammnh tt Stum ttbMi •^» acio "a ■!>«•■ oeq Id 3;\:t "^o t *©QT.-* '■ V V nl 0ft*' V e - •-:' «»C' erf* f «•:■ lo iU ■{ M4» r-ia'a^ ^ <>f^^ iZf^t^''^ *•* ti !••♦,•«.- r* •'^ { .««nll »»« •-XSVj- IvJ l'.^<:»*iU0|tflpi. •44-' 8lty, which naturally would lead to a rather narrow provincialism, I0 counteracted by the deraooraoy of the type of students selected. In respect to the contribution mftda by the de- nominational colleges to the development of the ideal of freedom, we have, again, two opoosing forces* The denomin- ational college, as a small college, has greater room for freedom of movement and individual development than has a larger and more mechanically organised institution. Some- times this ideal has been reflected in the government of the institution. The following statements taken from college bulletins will illustrate thisi "The interest of the professors in the personal life of the students • is directed toward securing proper individual self-government In dix^cting the student life, appeal is made to reason and conscience, and the principles of Christian honor and courtesy are empha- slzed."^ "The government of the college is as democratic •8 possible* Arbitrary regulations are avoided and the a ttempt Is made to discover and make operative the princl- 1* The Kllllamette U. Bulletin, Slav 1910, Vol XIIL No. 2. t miti9 (k? ■>♦• ■'■a •■•f ' orf'rrf o-t-ftrrnn 'A. fV\>i ■•'•*";., ^ X y Xi»U; t\tA , 4t •iM»iit #A X««qq« ^it'iii ^i -»iiQ«i-'- ^ '^■1 50a€> fi •« ftl ©B^iTo*" orf-t 2 .oK .iii>; ^mui -45- ciples of conduct that naturally and necessarily pertain to the College community." "All students are placed upon their honor from the first, and are expected to regulate their conduct by those principles rhloh everwhere obtain in the best so- ciety." ^ "It 1b the purpose of the University so to devel- op the habit of virtuous self-government that it will be- come a fixed principle of character." Space would forbid the setting forth of a suf- ficient mimber of illustrations from which to make a safe generalization, as to the influence of the group in fur- thering this ideal. But it is evident that some of the denoraln.itlonal colleges have consciously striven toward this end, and that all of them possece the means of reach- ing it. The ideal of freedom, although furthered by meth- ods of government and order, has sometimes been restricted by other means, - such as the limitations placed upon in- tellectual freedom by specific requirements made as to tbf- beliefs of the teachers, the subjects to be offered 1. Dea Moines College, Annual Catalogue 1919, Vol. XIII, No. 1, 2. College of Emporia, University Catalogue 1916-19*7. 3. Mew Orleans, University Catalogue 1916-1917. -e^- -ttlORO: ■Z^,Xt} ■ -^t 'ii^'V •'-,*/ ^ '^ ' > ^£< «ia» i. ^acftD eii^r »o«»rr' *1 •>»a«8 i^^Oi ' tat^vfe farirt la, in— J btt» '48- separft^ed themaelves, by olaas lUnes, from the larger social group, are less liable to cultivate a tolerant ftttl1>ude toirard others and the opinion of others, than when they mingle freely. There Is evidence that the denomlnatlonBl colleges have recognised this difficul- ty, and have made a conscious effort to avoid it. In an examination of the etatemants made by thirty-seven de- nominational colleges In this region, regarding the pur- poses of these Institutions, only six made the advance- ment of their own particular denomination of first con- «ern. Eighteen expressed their ideals in terms wuch wider than those of any particular denomination, and thirteen emphatlCQlly declared their aim to Ipe not" In the least sectarian. The denominational colleges which arr small colleges have also desirable conditions for the develop- ment of Initiative. *hile the opportunities fdir the superior individual to develop are not so largf In scope, tbf?re are more opportunities for the weak to use v.hat ability they poeswss. The results found in Chapter II. do not conflict with this. The smaller proportion of prominent leaders furnished by the denominational col- leges would indicate that the denomlnatloi^ui colleges •♦r-- tyrr -^ ■ > f:/ •f. 98oq • llr jl -\«,;ijp./. ,«Qooa »-T^.»! 10 .B3ji3a'-?': •:i»cibrtl I *49- did not possess the means for their development, but It wcild not show that average Individuals had not been developed Into less distinguished leaders. The Ideal of Loyalty Is one that ought to be present In the denominational oollege. If existing con- ditions have anything to do with It. The Denominational oollege of the veita at a type. Is a "poor" college. It Is the exception, rather than the rule, to read the history of one of these colleges which has not, within It, the record of a severe atru^le, - a tin© when the fate of the college hung upon the faith of a few teachers who lived on half-pay and who sacrificed all personal ambi- tions to the good of the Institution. Students could hardly live with such instances of loyalty before them, without being imbued with that, ideal. Of Baker Univer- sity, It Is said, - "In those earnest days of toll and civil strife and destitution, a school could noi have been maintained except the love of learning and the 2 spirit of sacrifice h^d dvelt In many a breast," Des Moines (Iowa) College passed a quarter of a oentuiTr of th^ most precarious existence. Austin College, Texas waa constantly struggling with debt and other misfortunes. 1. See footnote, p. 63 Chap. V. 2.B Blacknar, Frank R. - Higher Education in Kansas, Chap. VI. p. 124. 8. Parker, L. P. Higher Education in Iowa. Chap, IX, p. 132, - L'-t^- (f JfOlt b»rf « SI .^jiwJIoo "nooij MtCf ft' ;»#«aq jfoo hit - vi> .;■« 49310^. j^;^. d)MNV««0 Vifi ■?! ./-. f -ff! i T -f .• • ax .'i ;. tOM: . »^ ■♦*v ft , •ff •ottl«io«ii -50- At one time It was jf orced to suspend operations and be- come a high school, for a while. The troubles incident +•© the raising of an endowment for Doane, prompted a histor- ian of that college to say: "No episode couW better Illustrate the unselfish devotion and sacrifice which go Into the making of the Christian college. Men gave iintil they felt the drain upon their resources » and then gave jlfcgain that the college might live and ^row to maturity of strength." These examples only illustrate the story of nearly every denominational college west of the Miss- issippi. The educational ideals fostered by the denomin- ational colleges were touched uvon in the first chapter, but we wish to consider them again In this connection, lihlle the religious motive wan largely responsible for the estsbliehment of the dcnomlnationsl colleges, many of them cherished from their founding a broad e.ducational ideal. The University of Denver in its Articles of Incorporation, declared its objedt to be - "the advancement of the edu- cational Internet In Colorsdoj the promotion cf all the 2 sciences, arts and professions." A leader of Trinity University expressed its aims in the following manner; - 1. Caldwell, H. C. - Education in Nebraska, Chap. III. p. 192. 2. Rosslgnol, J. C. - History of Higher Education in Colorad' Chap, III, p. 33. -. , -, -ir I 019 m;? -61- "It l8 to be more and more the exponent of a thorough and broad culture. It proposes to keep alive and agresslve In Its teaching on all social, economic, political and Moral questions." Harallne expressed her pirpose thus:- "It ie believed that the time is not far distant then in this State no man or voiaan will be thought adequately prepared for the work of life who has not a college education, that the mental grasp and acumen gained In the course of col- lege discipllrje will be recognised as a necessary prelim- inary to special work of whatever kind; that the thorough training of the will and r-ason will be recognised as af- fording an incalculable adv9ntar,e In the struggle for ex- istence, and become the efficient coad 'utor of legislation in promoting those influences which curb the lover impul- ses of men and meliorate society. To this end the ener- ff 2 gles of Hamline University are bent." But while the expressed desire cf thece insti- tutions has been of the highest type, in many oases these ideals have not been mnde effective. Sometimes sectarian seal has crowded out the desire for truth. Other times. 1. Tee Lane - History of 7.dncatirn in Texas. Chap. IV. p. 08. 2. Oreer Jn. N, - History of Education in Minnesota. Chap. VII, p. 179. nnfrr- rMUBnOP Iv'J* rraors- dl -1; ff n.".-* O' fftrt? nf jflrftT Jf.'" r-O ^H^■»0'T3 afl. V .s -52- In spite of the determination to make the college "sec- ond to none". It lacked the feoilitles to carry out Its purpose. For example. Central College, Missowrl, in the first year of its existence, declared that its course of studiiBS should be equal to that of the best college in the land. Yet to accomplish this the college had a faculty of two men ! Oth-ir times, the natural circumstances of the environment inwhlchthe college vas placed, th»arted this ideal. Creighton, in its announcement of 1884, de- clares that "although the college is fully nrenared to give a thorough education in the classical course, and in the higher departments of science, yet as experience has taught the faculty that parents do not leave their sons long enough at college to be fully educated in the more advanced studies, we have endeavored to accommodate our- selves to the present wants of the public, and have select- ed a course of instruction, which, completed in four years, will fit the student for a practical business life, wheth- er in literary or scientific pursuits." These factors, present in the devsloprnent of nearly every denominational college, have not tended to develop high educational ideals. Ti Snow, M. S. Higher Education in Missouri, Chap. H, p. 58. 2. Caldwell H. C- Higher Education in Nebraska. Chap. Ill, p. 141. ^f^,r +'. O^ #*Y lt9 -55- Revertheleae, the denominatlcmal colleges have proMOted the Interests of education by holding up the Idea of education before those who, otherwise , might not be In- terested* For example, Ottawa Uhlverslty, at one time, sent visitors to all the churches, Stiuaday -schools, and hoows of the denoBinatlonal constituency, to attempt, through personal touch, to seoure students* Many of the oolleges have their "agents" and "field-workers" who ad- vertise the college, and the Importance of a college edu- cation. In the most out-of-the-way places* So, If the denominational oolleges have not always had the highest educational Ideals, they, at least, have helped to spread •dueatlonal Ideals, and to create a desire for learning* The one ideal which we know is oommon to the whole group. Is the religious Ideal* Whatever other Ideals the denominational oolleges have or have not fostered, •vory one of them have oherlshed and tried to awke effee- tive the religious Ideal* Sometimes this Ideal has not been any broader than the training of leaders for one par- ticular denomination* But scarcely ever has it been ex- pressed in terms less broad than the development of Christian character* Jk study of the statements made by some of the denomina- tional colleges will illustrate this fact* William Jewell states: "that while learning should never be dethroned from the exalted position it ««•: t9Tt I . > T -54- Thft colleges have t-aken various means to maV-e pffpctlve this Ideal. In raany, the Bible forms ft prominent part of Instruction. In a few colleges, the study of the Bible Is necepsary for graduation, I»*!arly all of the colleges have d«=!llj chapel services which th© students are expected ♦'o attend, and In rhich ethical talks are wnde by the President and members of the faculty. most 5u6tly occupies in the hearts of all its advocates, the croipning gl.orv of a m^n is not the profession of a highly developed Intellect stocked with all thp learning of the ages, but the posRession of a genuine earnest Christian character, and to the catabliehrnent of such ft character In its pupils Its highest efforts and its prayers will ever be directed". (Snow M. S» - Higher Education in Missouri. Chap. Ill, p.90, ) Nebraska V.esleyan declares: "Much stress Is laid upon moral and religious culture, and It openly seeks, along with the highest intellectual attainments to lead its students to a Christian faith and life," (Caldwell, H. C. - Education in Nebraska, Chap. Ill, p. 136, Dean©:- "The religious idea pervades the entire life and activity of the institution For many years syetemntic Bible study has constituted an essen- tial part of the curriculum. Many of the graduates have found their way Into the ministry and missionary service. In all such ways the college has stood for the abiding Ideals of Christian culture." (Caldwell, H. C. Education in Nebraska. Chap. Ill, p. 218.) The sentiment of these more extended state- ments is duplicated In nearly every declaration of purpose Issued by any denominational college*. >/fc5 n< -6&- Some of the colleges have a college church which the students are ahked to attendt or they are requested to be present at the regular cervices of their oirn church. The work of the Christian Associations, Student Volun- teer Band, and other religious organiatatlona is generally encouraged. One College President says: - "Our whols col- lege enterprise is conceived of, as an effort in religious eduoation.** But, as Dr, Crawford has pointed out, in his article on the "Media of fieligious impressions in n 2 College , the worth of these means is not measured by the character of the means, but the impressions actually received* And back of them lie the spirit of the facul- ty and the general policy of the institution. 7h t these means have been effective some of the colleges claim from the f»ct that the z&a.jority of the students »ho have left college, have gone out as pro- fessing Christians, and a large percent of them have en- tered into a life of definite religious service, Hor much of this la due to the ideals cherished by thfi college is undertaln, becauoe of the fact that the denominational colleges have drawn their students largely from homes in 1. ?;altcr £• Athe^m - Rellsious Education In Colleges, Religious ILduoation X, p. iSl. 2, W. F. A, Journal Proceedlr.gs 1914, pp. 494-495. rffi>;*m ,<«**«,•/?, «r t-*rr.'^.T 'mT'* ^a *rtcrs^ -56- whloh the religious Ideal was already present. But, at laa«t, the denominational colleges have helped to preaexnre the rellgiouB Ideal* and hold It before youth at a tine vhen it avails the moat. Mot only have the denominational collagen con- tributed to the public welfare by the ideals they have fostered within the institution, but the institution it- self creates a desirable atmosphere in the local oonBiiunl- ty. The standards of any eduoatonai Institution, what- ever Its nature are usually representative of a higher culture than that of the commanlty in which it stands* And the mere presence of an increasing number of college- bred men cennot but have a helpful influence on the com- munity. Perhpas this is the strongest justification for ths existence of WBny of the struggling denominational colleges, ^hey have not contributed so much to the achol* arship of the country, as they have multiplied, by their numbers, thp localities benefitted. Hot only does the denominational college have an effect on the locality in which It is situated, but upon the church comrunity of which it Is a part. The presence of men of learning muet have a liberalizing ef- fect upon the local church, and tends to make it a pro>- gressive center within the denomination. c«>- ■rh»9t: —tUvtrrs O'l'-i J.i -'•''! l ' J r. .J ■..rf .notianitiioneb ©rfJ niiiJiw n»Jti©o dvlaae-ig -57- The results of our study of th<* Idenlsfoe- terpd and stnweph'?!^ credited In *:he oortnrainlty by th© denominational oolleges woiild Indicate i- (1) That thepe eollegea have contributed. In a me"-rjre, to the Importnnt political Ideila of freedom, unity and denoorocy; but that these contributions have also been hindered by opposing tendencies within the col- leges. (2) That the enlstlng conditions within the colleses,, have been epch as to foster certain desirable social Ideals, such as Sociability, Initiative, and Loyalty. The Ideal of Tolerance hna been hindered; but the denominational oolle-'es hnve recognized this, and there Is a growing ten- dency to promote It. (3) That from the very beginning «nie of the denomin- ational colleges have cherished a broad educational ideal, but m^ay factors have combined to make It Ineffective. Nevertheless, the denonlnatlonal colleges have been a :nenTi8 In creating the desire for learning. (4) That the chief Ideal for which the denomination- al colleges have universally striven. Is the religious ideal, and it is probably the most Important contribution they have mad© In ideals. (5) That the denoailnatlonal college, whatever Its -Yd- ■s pa- J93Bdv ,r.'v-^ -57* standing, has had, bv Its preeenoe, a beneficial Influ- ence In the local oommunlty, and a liberal lain/;; effect upon the denomination. } , Jff^*r - -58- g ti A ? T ^ R 1- OTHSB&^mBttVtATlOW TO fiK TAKKS INTO ACCOUNT IN KSTIMATINO THE PUBLIC SEPVICE RBHDSIUa} BY TllK DKHOMINATIiTHAL COI^LEOES. Tha real worth of • serrloe oan be measured only by adding together both profit and lose. Even then its value ie relative, and its signifioanoe appears » only, vhen it ift contrasted with the Beasureaent of other ser- vlores. Henoe, in attempting to show the public services rendered by the denominational colleges of the west, we must take into consideration the losses incurred as well as the contributions made through them, ano we must con- trast the service rendered by them, with that rendered by other types of institutions. This has been done to booki extent, in each of the preceding chapters; but it is the purpose of this chapter to condense this evidence and add to it other important facts* In the history of the denominational colleges of the ffiiddlCMrest and west, we have observed that dif- ferent motives were responsible for their establistament* Many of them grew up in response to local demands* Simp- eon College, Iowa, for example, was founded at Indianola 91 '^-'r~ : mn ■Ky'fj.Tijt^r Hit tm erti '\o b«b(i '9 ii^ -59- by the Methodist Conference In response to a petition from the Methodists of that town. Frequently the citi- zens of 9 town, which was considered a desirable site for the proposed Institution, would make financial offers 2 to insure its location there. Sometimes the college was established largely as the result of the interest and activity of one man. Park College was the dream of Geo. S. Parkf who wished to provide the opportunities of a Christian education to those young people who had 3 to work for their living. Other times, the college represented the missionary zeal of the churchmen of the eastern states, tuoh as Orinnell, which was founded under the influence of eleven Andover graduates, and the Iowa Education Association of Yale. Out of the varied pur- ; In tl » £,f.r.}4^ poses and sources from which these colleges have sprung, there has come about a great irregularity in distribution. One has only to look at a map of higher educational in- stitutions to be convinced of this. This fact, - that 1. Parker L. P. - Higher Education in Iowa. Chap. IX, p. 156. 2. E.G., The city of Salina proposed to give 15 acres of land and a building to cost ^26,000, on condition that the Methodist Conference would sustain a school of full collegiate grade there. (Kansas-lesleyan Uni- versity. May 1916, Register and Calendar). 3. Park College Bulletin, April 1920. 4. Parker, L. P. - Higher Kducation In Iowa, -ee- lo anas X ^o ««A r ■:i;Qi-i:;sx: -60- they have b«en tV>e product of no unified STBtem, - that they, as Topay, have just "growed", h^a led to grent du- plication of effort, A survey of the distribution of colleges In th« states west of the Mississippi, abounds in illustrsitlons of different kinds of duplication of effort. There are the states which are "over-colleged" because there has been a lack of co-operation in the educational activities of the various denominations. Kansas, for example, has six- teen denominational colleges representing eight different denominations. Missouri has sixteen from seven different denominations; Iowa nineteen, from nine denominations. Bven 1oc«j1 communities are over-oolleged. There are ex- amples of competing denominational colleges in the same town.^* Then there are the states in which the activity of one denomination has spent Itself in establishing many different institutions, rather than concentrating upon one, notably Iowa, with five Methodist colleges, all oo-educa- 1. E.G., Henderson Brown College and Onachita College in Arkadelphla, Arkansas; Central College and Hendrix College in Conway, Arkansas; Carleton and St. Olaf College in Northfleld, Minnesota; Fairmont College and Friends University In V.ichlta, Kansas* -oo- .nr«»*B'»'a b^f to T*- 33 y 3 yea J B lo ft •X/OjtT«V «rf^ oi .•tf ,P»^'I ?f tional, and four PreebTterlan oollegee, of the same type. The Methodists have three colleges In Kansas, and the Bap- tists four In Texas. The history of some of these Institutions spealci strikingly of the effects of over-colleglng, Oskaloosa 2 College, lova, flourished as long as It wss the only one In the state under the Christian denomination. But when Drake was estahllshed, taking a large part of Its faculty and student body. It declined. Des Moines early existence was hampered hy the fact that the Baptists were trying to maintain, at the same time, two other Institutions there. The work of Doane T.as greatly hindered by the establish- ment of Gates College. The resulting conditions were "the divided allegiance of its constituency, the unset- tling of relations with Eastern donors and benefactors and 3 consequent financial stringency." 1. Onewaea Roman's College. 2. Parker L. P. - Higher Education in Iowa. Ckap.IX, p. 132. 3. Caldwell, H. C. - Education in Nebraska, p. 183, (In pleasant contrast to the history of these insti- tutions, is that of Orinnell, which grew up through the co-operation of Presbyterians with Congregatlonalists; and thet of Nebraska Yesleyan, which was formed by a union of the struggling Institutions at York, Bartley and Central City. Denominational foresight has also been evident In the foundation of some institutions. Oriswold College, Iowa, was designed to be the one church college of that de- nomination between the Mississippi and the Rocky Mount- 5.^X9 t 1 o 9 .,-62- Thls duplication of effort among the denom- inational colleges has been, in a measure, responsible for another educational loss, - namely, that incurred through low standards. A college whose activities are limited by the presence of a rival institution in th« field, is tempted to use questionable methods to increase the numbers of its students. One of these is the lever- ing of the entrance requirements. In the colleges for Negroes in the south, the standard requirement as cata- logued by these institutions is 14 units. But in the tffort to secure students the requirements are not en- 1 2 forced. A study of the entrance requirements in 1912 of t»enty-f ive denominational colleges of this middle vestem group, shoved a vide variation, the number of required units of high-school work varying from six to sixteen. Three colleges of the group required only eight units for admission. One required six. The average for the group was 13.6, vhich is below the standard generally 4. ^ 3 accepted. alns. Or^nd Island College was organized as the only Baptist school In Nebraska. Jamestown College, Noi»th Dakota, was established In an ooen territory of 140,000 square miles). 1. See Education?-! Bulletin 1916, No. 38. Standards of College sf or negroes. 2. Based on the statements m^Jde by these colleges in Mon- roe's Encyclopedia of Education. 3. The Carnegie foundation recommends at least 14 units. .:S- - jAOCi^o 'iOiiJon* lot ft«irof?3 .'Tt'crri^ rrrwtast IfriY .099^18 TCi'i ®»:AT»V -ftb* fO^ 9-tC 6 . boctqeooA ^««a .s -63- Another educational lose is that due to the inferiority of the work offered. A college which lacks financial support, - the necessary funds for buying li- brary and laboratory equipment, and for hiring the most efficient teachers » must pay the price with a lover grade of work. The Report of the U. S. Commissioner of Education for 1917, showed that of the 117 denominational colleges west of the Mississippi who reported, 36 had no endowment, and 32 had less than tlOO,000. This means that more than half of the denominational colleges did not have, at that 1 time, sufficient funds to carry on their work efficiently. A third educational loss is that brought about through the promiscuous conferring of degrees. Practically all of the denominational colleges listed in our group, con- fer the baccalaureate degree. About one-third of them con- fer higher degrees. But, as has been pointed out in the preceding paragraph, the admission requirements of the dif- ferent colleges are not the same. The grade of work un- dertaken varies widely, with the kind of equipment afford- ed, and the class of teachers hired. Hence, a baccalaureate degree from one institution may not be equivalent to the 1. The Carnegie foundation required at this time $200,000 endowment . -tt, ■ ■fr> -^ <• '.In R -64" 8 AIM degree from another institution. The low standard of ft few colleges have tended to cheapen the absolute val»# of the degree. But the educational loss incurred through any one pf these channels, is not so serious as that which re- sults from the combination of all of them, the confusion and lack of unity in the general svstem of education which ob+:alns when all its parts are not properly related and standardised. This loss has been due not only to the denominational colleges, but the attitude taken by the state, toward them. The denominational colleges are in- corporated by the state, and properly belong to the state system. But the majority of the states do not have any laws that directly affect them. In the f«w states that have specific laws, thev are of a very general character, 8uch as the requiring of annual reports. In Oregon, the Superintendent of Public Instruction is instructed "to visit when practicable the chartered educational institu- tions of the State, and secure statistical information therefrom." In Arkansas, the State Board has the power to grant charters to institutions of learning and to re- voke the same for failure to maintain the required stand- ards. In Callforniam the State Board of Education has MUtB >e«'xaM> saa^"- >«(f« i *v-» r. f ;.. . e i V •05» Indirect control over the denominational colleges through the pequlreraents made for the certification of teachers. But In general, the states have not dealt with the denom- inational colleges as educational agencies, tout as reli- gious institutions and private corporations. They, toy their laissez-faire policy, have acted on the principle that, as religious institutions, any Interference with them would toe a restriction of religious freedom, and a ▼lol«^tlon of one of our fundamental governmental princi- ples - the separation of Church and State; and that, as private corporations, they are not entitled to Interfere with them any more than with any other institution of busi* ness. They have not taken advantage of the fact that as educational agencies, assisting in the education of the putollc, the state has the supreme authority over them. Hence, the denominational colleges, as isolated units have retarded the progress of the co-ordination of the various parts of the state system. Another loss that has been attributed to the denofnlnatlonal colleges, - is that torought atoout through the promulgation of sectarianism. This was discussed in the last chapter In the paragraph on Tolerance. The natural conditions of life on the frontier are such that -mocTsI /"peb ■«t*»fi vtrifft*^: " ^iv -66« they have helped to obliterate class lines and distino- tions. But the denominational college* established in a new locality, has tended to rebuild the old barriers. I.e., the separation due to the natural selection of students, and the inculcation of a certain "brand" of truth has counteracted the unifying influences of the frontier and kept alive the spirit of intolerance. But as we pointed out before, - an examination of the aims of many denomin- ational colleges, as stated in college catalogues and bulletins, emphasizes the fact that these aims have been religious rather than denominational, and leads to the conclusion that the whole tendency toward sectarianism is probe>:ly held in check by the progressive influence of the college, as an educational otnter, on the dencmi- Ination. le have reviewed the eduaatlonal losses incurred by the denominational colleges of the middle west and vest through duplication of. effort, low standards, hindrances to the development of the state systems, and the promulga- tion of sectarianism. But before we check up the debit and credit side of the account, we ought to look at the significance of these facts as they appear, by contrasting this type of m b»i»»lv»^. -67- proflt and loss* with that accruing from other institu- tions. Every attempt to find out the different kinds of service performed by the denominational colleges, has shown a related service performed by other higher educa- tional institutions. In the first place, we noted that the State Universities and Hon. sectarian colleges had also provided educational opportunities for a large pro- portion of the population, beginning in a small way, but growing by leaps and bounds in more recent years, We observed that they were very efficient in the training of leaders; that they had made large contributions to the field of education, (particularly the department of re- 2 search) and to Business and Industry. Ifce Icnow that through their extension movements, public lectures, and sociologi- cal activities, they have been great forces In the ad- vancement of various political, social, industrial and educational refoiTns, and that by nature, i.e., their size, heterogeneity, and non-partisan attitude, they have the right conditions for the development of desirable ideals, such as Democracy, Co-operation, Unity and Tolerance. 1. See Tables I, II, III, IV. Appendix. 2. See Tables V, VI, VII. Appendix. 3. See Chapter III. p. ,asoi riortq ;/ £x»v -68- So the conclusions drawn In the next chapter roust take into consideration the fact that the absolute value of the service rendered by the denominational colleges, is partly to be judged by their ability or inability to render a peculi'aTr servlee* and to suppll- ment the trork of these other educational institutions. >0 -69- CH AFTER VI. CONCLUSION. In the preceding chapters, we have tried to Bhoik some of the contributions that the denominational colleges west of the Mississippi have made to the public welfare. Our investigation has brought to light different kinds of benefits conferred, and has also shown various hindrances resulting from their establishment. It is the purpose of this chapter to summarize the results, and in the light of them, to suggest the field and kinds of ac- tivities in which the denominational colleges of the fu- ture should engage, in order to function the most adequately. The denominational colleges, as agencies of ed- ucation, have made a large contribution through the educa- tional opportunities they have afforded. In the early days, when the forces of the government were not yet fully or- ganized in many of the states, they educated more than four-fifths of the college students in this region. In later years, as other agencies of education have grown, with better equipment, and batter adanted to meet the needs of the people, this service has become less extended and less significant. In comparison with the educational opportunities ^? "^ ■;,.:) ■& b0lt$ ^vAri 6«0«n49 ftrfi fJl ©ri;t »«vb T oToa I)- rrl Cfl o* t .»TP»1X9W r «wM ■ol:»J !• nr -70- they have afforded, the denominational colleges have not mftd« as great a contribution to the leadership of the country, as might have been expected. In the period of our investigation, they were reaching over half of the whole niimber of college students, but training a little more than one-third of the projrlnent leaders. They have succeeded best in the field of religion, which they have practically monopolized, and in the field of education, to vhich they have contributed a large propor- tion of their graduates, more especially in the depart- ment of administration. The public service of the de- nominational colleges, measured by their contribution to Leadership, must be ludged somewhat more generously than the figures would indicate, because of the fact that the denominational colleges were more active in an ear- lier period. Through their leaders they have affected vari- ous movements for social progress. In national crises, the denominational colleges have played an honorable part. Much evidence r. as not found for specific contributions made to social and industrial reforms, but indications seem to sho* that they have forwarded these movements, especially in the case of Prohibition. Their influence -'jV- Oft ^a ti -I -71- has Bhovn Itsalf moat clearly In advance movements In education and religion, such as that of Co-education, the Education of the Negro, and the Ulsslonary movement of the Church. Most naturally 'theee moveraents have been tlthln the fields to which they have contributed the largest numbers of leaders. These movements have been the expression of various Ideals fostered vlthln the Colleges. Some of the colleges have had within them the natural conditions for developing the Ideals of freedom, unity and democrncy; - .v although freauently other factors have been present to hinder the growth of these Ideals, Similarly, the denom- inational colleges have had advantages for the development of such desirable social Idat^ls as those of Sociability, Initiative and Loyalty. Even Tolerance has been promoted by the liberalizing effect of the college on the denomin- ation. The educational Ideals of the denominational col- leges, as they have been expressed, have been broad and noble, but too often, fchey have lacked the means of making them effective. They have performed a peculiar service, however, in creating a taste for Intellectual pursuits in those ffho would not be re«\ched, except through a religious appeal. The one ideal which they have most coneistently TMWVoat «o rorfa Bsrf r»'. /eb '•XXO- ♦a iBS'iqjc* n9»c FiVjna ^'^iZJ kb »b^^5X ^idvevo-i S( -72- •nd universally held. Is the religious Ideal, or rather, the Christian Ideal, - the development of character for service. In this, they have made a moat worthy contri- bution. On the other hand, they have often hindered each other and educational work in general, through a lack of foresight, both in the launching and In the develop-rient of their work. They have wasted strength through dupli- cation of effort, and they have scatte]?ed their energies through ambitious planning, instead of modestly confining their efforts to that which they are best able to do. Some of them have Injuired the cause of education by lower- ing admission requirements in order to secure students, by countenancing an inferior grade of work because of lack of equipment, or by conferring degrees promiscuously in order to secure graduates. Finally, they are in danger of delaying that religious unity and better understanding among religious denominations, which results from working together. hef lection in these facts would suggest that anjr program for the denoralnatlonal colleges of the future, whereby they might render greater public service, must be •V;*^ii^ 3- ^^Ua^- a nC .fn :c -»* -73- bftsed (1) on an attempt to avoid these losses and (2) at the sane time to encourage those activities in which the denominational colleges have already proved most suc- cesful and most efficient. The flr% step In the elimination of losses, »ould be the prevention of dnnllcation of effort. Re have seen that duplication of effort has come about throu/\h irregu- larity in the distribution of colleges. This, in turn, v^as due to a lack of consideration by one denoiaination of the educational activities of another, or to a lack of foresight within the denomination itself. Hence, the ques- tion is seen to depend upon greater co-operation among denominations, and the unification of educational interests within the denomination, Y.e have observed instances nhere the solution of this problem has come about naturally, - competing Inst it 't ions have joined their forces in order to work more efficiently, or one denomination has with- drawn from the field, in favor of another. It ie barely possible th9t If the colleges were left alone, the prob- lem would solve itself. The weaker institutions would drop out, as they have In the past, and the stronger Institutions would eventually learn to co- operate. But this would be a slow process, i&hlle waiting for that 'I'rTJt'ift^.tfl .«»ESrf 3 1 <3 ■iq «•!» « «tf fl -74- state of perfection to come about, In *hlch higher educational Institutions would work together harmoniously, through an altruistic desire of serving the public more efficiently, energy »ould continue to be naeted. And even though institutions would be willing to co-operate, er- rors would be made becBiise of the lack of wide enough knowledge of the educational needs of the coonti?y. There must be some central agency, with executive as well as advlcory powers, whose special duties it should be to study this problem, and help the colleges in their efforts toward read^uetwfnt. That such an agency Is needed, all refrrmers agree, but they differ widely as to just what it should be. In the suggestions that have been made, there is a general lack of definlteness. T, J". Jones, in his program for the re-organlsatlon of colleges for the Negro, has recommended that a ocMnmittee from the various denom- inations be appointed to consider the vise distribution of colleges. This committee should study the needs of the people, the interests of the denominations, and the means at hand for meeting these needs* In the light of this study. It should make recommendations regarding the type of work that could be continued the most advsnta- 1. Educational Bulletin, 1916, No. 38. Vol. I, Chap. IV, Colleges and Professional Schools. «T a'^v* (• ^jaz^ '»$: -75- geously by the existing colleges, and should advise with the denominations in regard to the establishment of future colleges. Such a plan could be made for the denomination- al colleges In general. The work might be begun through the department of Universities and Colleges of the Reli- gious Education Aesotilatlon. But It la evident that such a committee could have only advlaorr functions. I'o might recomsnond to a denomination the unifloitlon of Its educa- tional Interests, or Its co-operation with anoth^^^r denom- ination, but th«?.t Is all It could accomrjllah. vSome potter would be needed, either rt<^t-^ or Federal, to arry out the advisements of the committee. The creation of a federal department of education, with control over the Incorpora- tion, classification, and standardization of higher educa- tional Institutions, would fill this need. This depart- ment should ure the corresponding department of Dnlvertfl- tles and Colleges of the Religious Education Association, as an advisory board. In all matters which pertained to the colleges and Universities of religious denominations. This limited form of state control would also aid In preventing the educational loss which comes about through low standards. It Is self-evident that no educa- tional institution can render its full service to the public, until it performs its educational functions e^'fl- '«J r,lBV091A '^«lf>0*' -76- clently. The state should not only regulate the Incor- poration of all educational Institutions but make minimum requirements, such as those made by the Carnegie Founda- tion, regarding the work done. No college should continue, as a college, ifithout sufficient Income for It to main- tain the reouired educational standards. Provision should be made for some system of educational scrutiny, that v.ould give the public assurance that the accepted rtandards were maintained regarding courses offered. Qualifications of teachers, entrance requirem'^nts, the conferring of degrees, equipment, income, number of departments, hours per pro- fessor, and preparatory work, if such was offered. Those colleges not able to meet the standards set, and tho&e institutions with a large percentage of their sutdents in the preparatory department, could very profitably became Junior Colleges. An income insufficient for maintaining the full four-years' work, would be ample when concentrated upon the work of the "lower division". The college, instead of harming educational interosta by putting out an inferior grade of work, would be rendering unusual service by offering superior advantages to its students. The teachers and squipment would be better than under oth^r circumstances, and the students would •77- stlll have the advan+iages gained through small classes, and personal touch with the teachers. The colleges would be assisting the state by relieving it of this part of the cost of education, and bv allowing the state unlver- 1 sltles to ooncentrBte upon regular university ipork. Thflre are those who urge that the denomination- al colleges, Instead of trying to ir^et the desired educa- tional standai*d«, should eA^^ ^!^ general educational ac- tivities, and confine their efforts to the field of rell - f ^lous education: that those colleges near the state uni^* versltles should make arrangeinents whereby the latter would furnish the necessary literary and scientific Instruction, enabling ^hem to sneclallze In the deoartrnent of religion. This method inight be very desirable, v^re It not for the fact that It would tend to draw an unnecessary, artificial line between education that is religious, and "non-rell- 2 gious^education. Nevertheless, this arrangement would be preferable to that of cutting off completely general literary vork. The world is too full already, of leaders of the narrow, bigoted type that are produced by Biblical 1. Lange, A. P. - The Junior College - N. E. A. Jour- nal Proceedings, 1915, p. 119 ff. 2. Main, J. K. T. - The Modern Man and Religious Kduca- tlon - Kellgious Education IV. p. 484. iltfB 90 J.0 -73- Schoola and Hellglous Training centers which make no pro- vision for the liberal culture of their stu tents. One of the «xpl«inatlon8 offered for the many closed churches of the present. Is that their leaders wer* not men big enough for the tob. They did not understand the llf«», the needs, the Interests of their people, The denominational colleges, to do their best In their special field, should continue thplr f^eneral educational activities. If, for efficiency, amputation of the work Is necessary. It sho^Jild be done by cutting off a cross-section, not by maklnf^ a longitudinal division. This raising of educational standards would also help to defeat that narrow sectarianism which Is largely due to ignorance, and a superficial conception of religion and Its relation to life. There could be no better means of off -setting sectarianism and rsromotlng Tolerance, than by training niPn big ©nough to see beyv^nd trivial differences In Creed. V 1th the losses thus eliminated, the colleges should turn their attention to the performance of those services that are peculiarly theirs, and In which they can best sunolement the state. The extension of educational opoortunlty to -c f.t lil f -79- those out of reach of other Institutions, In irhlch the denominational colleges performed such a rich service In «?^rl7 years, tihould be encouraged. Nov? that the frontier Is gone, continued appeals should be made to that part of their constituency not Interested In education, except for Itn religious oonnoctlon, or the proximity of the college* to them. This Is the educational f roant-ler of the denominational college. The proper re,;ul?^tlon of th^ distribution of colleges would" also aid in increasing the numbers reached; for the recofrmendatlons made by the denominational board for the establlnhnftnt of colleges would naturally be such that educational facilities T^ould be provided by them In pieces not reached by other insti- tutions. The raising of their educational standards should also enable the denominational colleges to train leaders more e"ficiently. ^specially should the denomin- ational colleges develop that line of activity for which they are particularly fitted, and ?.hlch most of the state institutions are prohibited from giving, namely, religious education. There are fer who would admit that the stote could long exist. If its youth did not have moral and religious training. If the state is debarred by its nature from offering such training, what greater public service r'.t. ■»J" fi ffocrti 'tl -80- oould the denominational colleges render than the supiply- ing of this need. Leaders with the religious Ideal must be trained, the denominational colleges should undertake the task. Their teachers « their courses, their activi- ties in general, should lead to this end. The depart.aent of religion should not confine its work merely to the customary studios In biblical literature and church doc- trines, but should have courses relating to the practice as »ell as the principles of Chrlstlanltf . Every avail- able means should be used to magnify the Ideal ithlch the state needs for Its complete development. Through It, the denominational colleges can best influence movements for social progress. Cctsnercl alism, graft in business and in politics, unvholes oneness in axmAsements, and many other hexing social and Industrial questions rill disap- pear as soon as men are permeated with he religious ideal. For, aa S, H. T. Main says, in the Modern Man and Reli- gious Education, "it is the positive, the initiating motive of life, the very sould of life's upward manlfeat- ations, social, institutional, philanthropic and political . In brief, the denominational colleges to render Religious Education, Chap. IV, p. 483. "vLqifSiU' > h^X 'Hi za i eb6 -^s ■«ra b x«JiJaj. xiio l> X uuuxuiJa • oasea on tne n Of the .,■ i U* 1 ' _4- 01 AQQCa- 1 at ion ror -qubm year i 1 i • ! .1 ' ! . _ _ ; . 1 ...1 . 1 \ i 1 ' ' ^ J Total num-. ^^UI^be^ of .Number of . Percentage " ber of stu- students et- students *of students \ 1 Stat 1 es > dents in • tending State attending -attending ^Col litres i •Universities sDenomlnatlon-DAnnmina'hiftin- I 1 1 Universities.* None-sec*al collegesj a: . collegeaa - \ i i "csri eges an • coil 1 r 1 i 1- \ I— M- ■■ ■"■'11 \ 1 ■ 1 : 1 1 — 1 >■ V 1 . ' j 1 • i 1 ' Ar 'kansas a-^— f — - i 2! 101 1 i 533 508 I !■ - 86! ^ ua 11^ rorni lOPfJ. 58 57 n lo 1 ■ - TaWH ' t Zl ■ 1( \ ^^ 1 04] 73! ^ ! &.ansa« 1 J < 1 140 1 _ L 1 1 588 ll» Louie ianA \ IT ! 299 ^eG 1 1 VTlnneao r»T n 43 . Vdjt i Mlssour •1 2099 f 576 . 1 1463 krtA \ 7i;fc "1 ^Or •egon • • 4761 1 _4ft* ^ n 1 100^ xe ■ "" " xa B 1 4191 — ♦on - 100*^ 1 1^ i" ut ah zwo^ — 296 ^ 1 > 100! \ .■ . •*■ . i 1 ! ' — \ V ! ! ■ - t ' I . - . f --' ■ H f ■•VI '• — ■ I ^ ~~i r i j — . . . u ■r TABLE II. ! i \ \ 4- ' I !-■] Shoving the number and percentage of students attending denominational colleges in 1896-97, In com- parison with those from other higher educational insti- tutions. Based on the Report of the 0. S« Commissioner of Education for that year*- f-4-4-4-i- i I I I" I 'i j a=t i I r I i _State£ Total num- ber of stiu- dents in Colleges & Universities iNuraber of : Number of students at- students :tending State attenclng t :UniverSities Denomln«^Tion St Non-sec- al colleges tarian coll-t t I I i i ~\ — f — fH — f — r~ Percentage: of students attending Denomination al colleges i4 TABLE nil 4. i j fihovlng the number and percentage of students attending denominational colleges in 1907, In com-? parison with those from other higher educational insti- tutiona.i^ Based on the Report of the D. S. Conunlssloner j^f Education for that year. tV States. i. i^otal num- :»aniber of J Number of iPercentage ~[ber of stu- students at- students of students dents in tendingState attending : attencing Collegre & zUniversities Denomination DenominQtion Dniversities:* Non-Sec- -al colleges -al colleges tarian cop.l't TABLE IV . Showing the nunib'^r and percentage of students attending denominational colleges In comparison with those fr from other higher educational institutions, according to the Report of the U. S. Coiiunlssdner of Education for 1917, •Total num- :flumber of :Nuinber of : Percentage ber of stu- students at- students of students ^dents in tendlngState attending attending |Colleges & Universities Denomination Denomination !>tatem^ ^dents in 1 lliiversities & Non-sec- al colleges tarian coll- T eges. h 466 855 i059 527 2849 >932 J966 )282 J004 1171 5038 441 498 2021 5037 3158 1752 5006 2362 »9S 286 al colleges — rr* ^ Arizona 466 Arkansas 2118 California 15136 Colorado 5615 Idaho 716 Iowa 20296 Kansas 11994 Louisiana 3607 Minnesota 11090 Missouri 10988 Montana 1171 Nebraska 8504 Nevada 441 New Mexico 498 North Dakota 2521 Oklahoma 5805 Oregon 4199 South Dakota 2407 Texas 8865 Utah 2562 Washington 5925 lyoming 286 855 1263 b9% 34% 1 TflSB* 6252 4059 1566 27% 527 189 26% 12849 ! T449 36% 5932 6062 50% 2966 641 17% 8282 2808 25% 6004 4984 45% 3466 500 768 1041 656 3349 — i mm 740 ^ — 40% 19% 20% 24% 27% 43% 12% TABLE V. Shoirlng the Distribution of Graduates of the Denominational Colleges west of the Mississippi, whose names are found In "Who's #ho in America", lB19-iei9. &di to cte9w B^^9L[oO Jgnoi^tflnlriionaQ sr.- til bnuoli BtB e^m0ti saorfw ,taqlaala8rM 1 ?•- [~T^"^ 1 ; sfHAii 1 ! r TA 1 \ I PY»of » a dmn a 1 flBL , HITI roM T.'rMl/> * fnT/\i« ! tiTiOT»rcior ». - CO - Mr— 1 i ♦ 1 1 1 1 TNTiTTftTRV i i 11 X 1- 1 f \ J. CB ( - \ 1 t 1 -41 m 9 j i 1^ ^ ft I 1 ^ O Jt. i 4^ h > a 1 « . r « a *a o 3 Jh • • 0) CO 1 c CJ 41 t. CB cSi t ( jj n •-« A. 3 i ■> I P } a 2 tH rO 4i t, C • 1 * 3 4t > a; D 43 1 CO 1 4i i Ul (0 ^ cd .a L. ti x: 0) b>, CD ..M .^ « iJ ^ 5 s a ,s ,? s ^ £ » *e «5 i=' 5? c .f itit wa HTV .J .A. f *** wi t i 1 i 1 : 1 1 1 1 Abbott, 0.1 B. — HdamSyGoo. Aitchlson. II*- y ■ ■ 1 c:r^ ^ttfChlflO" -T-Y- ■ '» 1 1 - AlberB.B \r r 1 Mden.ift, llexande Mdoreon 0. r / T , ( i ^1 ♦ __ > .^^ — i .R .Bd J. s \ [InderBon.S • 1 y' "*■ \ J Indrers, (Irfastron *■•! / 1. 9" X .1 R,\ s.t. X — \ !Ltk Inson.Kj fA# , \ '■ ■ \ eV L.^iin.] n. *i Ault., Jam em P. '- m f, 1 Axllne.OeOftA. Ayl8v.( jrth.l^.fl. ^ — ] ^abb,y .1 • X. 1 Saln.Geo ^1 .0; Baker. Ez,.F» , X 1 ^ar^clftY. * ' i % — 1 ^. ^ A ' i i J ' i 1 j t'X STAT] iSDfiCATIOIl S«E Bedford Beebe, Jaa.Er: Beggs* O.H. Benson^HiL^^ Benton.Li J« I i t r Prdfeaslon*. BUSINESS h. INDUSTRY. o W fc 3 - ,* 10 GS bO 43 >> •H e c c "o « s c « O O 3 -P K -ri Q CO rr t ^ +3 O GO CO o^ 3 O o !-• m (a 4i U ai U a, a C C U o t> %i x: V 3 CO 3 -p ^ '~r Benton,Ouy P. Bergin,A. Bernard, L.L Betts,Oeo.H. Bizzell.Wm.B. Black, Sam Chas« Blackmar,P.*« Blair, Vllray P Bode,B.H. BondfJas.L. ^ Bone, v., P. Bonebrake , P«"j — t - i - j Bonney,*.L. BookTRater.L. Both-Ja*, a, Bovard,O.P. Boving,Chas.B. Boven, J.V. ^ O O -Q © 3 4-1^ -*r- n-r -tx-r "Ti 1 1 J ' t 1 I l_ Tk Xi^ J .ons. 1 1 BSt.TftTf«l ! I 1 1 rroi CBBj ~" — 1 1 9UDXni!.Ow> Ob -INDOSTRY. «> r 1 f j_ i I _ s I r 1 I ^ £ i i • t 9 • ^ J 1 A r I Jf i T ! ! • +9 1 « « 1 ( CO s 1 t a )a(a o a>C ouoor-ta SQ}r-4n aH^aOfH xiSUoSt 1 1 1 a 4 it *• • c > U •- 1 4) <^ \ U Ti 9 V) ao^Hiri •a(aSC( • C 1 -H • O O ? 4^ ;. .^■HOO'O® o: L. SB 9K r/) r\ Ei^ n« .^. ^ ; » 1 » bO S 3 C O I 4A t^k ! lav 4 n 1 f I T T7 Xi i 1 D«AA^ #*^-k«K^ A cr ] Draai orQ Brennan, w .— i ' ,. ] on . C • f. . r- ] Br i stow,-.; .jj. 1 *■ ' ^ _ Bronson, DOX C • ■i DI'OUKB ,n BrooK BfOam ri ™ Broug her, J B8 W» i !*' i -A ^ --jc- Bross cr '•- — 1 - ' - i 1 i orowu^ u ^fl.Ain X ' — . p orummixT; Bryan , Ja C3 __ T ,D.B. s W«- -l * i_ 1 ' 1 Buchner.Ed m ! „ -, JK »fF-m- 1 « 1 *■ > — r 1 &urkett,E.J, »f*- ;- — 1 X. ' — i?uniet;t,ue • Of / t — Burns, E.E. "1 1 1 ; » Burroughs , P.E. X . . _. __ -^jr- But ier, A Sallbrea r*— . .— V. -. -^ ** • H • ■ ■* i th,.J. ,PtP* r,- r' 1 X , ' _I»1__J_ Ubi>u|jlm exi 1 1 ' 1 i ' 1 ■ 1 1 ! ' _ i 1 ^ ' M "i 1 r- n STAT? RELIGION EDtJCATIOH txt 4t « « • I ^ S Caapbell Princet. jC&sit veil » Ja«- — i- e c c e o o ss o o t o « ►3 to o m •p 5^ 5 «l • S. o m e «3 C & O O r-t « 4^ O rH V t« a e «-4 at • as as c ¥ c « « •-< 3 « £ «4 «4 O O Tt 8> a o X' jpBrrick*M»^ — I- t-T Carroll «Jaa.M»- 1 -4^aver»Tho.H. Csuasidy^Ceo. Clark, H.C. CI ark, Keith Clark, Oeo.t^. fiochran » Jos • Ci • Coiner ,B« Cole,Cyrenus JColegrove C» jOolton Ethan Conn ally Tho. Cook,Jno. Coua ins , H .Chrj— Cox,Bftrvey K* Craig, Aust. Craighead, Ed. Crot there, Jas. iS. CulhertsoQftlxa. Cu£>c 1 ngbam, Jn . Curts, Levis M.: 5, i-i -^. 7*t- i*^ , I ! M I I J I T-*^— -— T- -*-fc» -f Professions, INDDSTRY. o 3 3 9 u « m 3 c U . s s •« >-. t< to S tc c o rt rt t-t-^ it rt X ^ m -^ -< 1'" X X X rr - _ -f-r; 1 Davles Geo.R. Decker Perl Delmas D. DeLong Ira DeMenll A. Denlson Ed. De Vries M. De Vine Ed, Dines T. Dixon Sam Dobyns Jn. Dockweiler I. Dockery A Dodd Wm. Doollng M. Doran V.m. Drum Jr. Drury A. Drury ^^.R. Dudgeon M. Duncan D. Dunkin D.D. Earl Jn. A, STATE CO • P ■ 0) C Q ra -5- RELiaiON EDUCATION ^ 9> X w so ra Jh 3 (D c c o o o ss » o o +3 a U 00 Professiona, BUSINESS & INDUSTRY. B O •H 03 (0 a o o • CO +3 o (0 ■P GO in at u ja (0 a o O 3 o OS 0*0® OS c § 03 o 3 ra U O w ■P s CO ^'3: ^1 3 ■P ii 3 • o CO »4 n f ft 5 • s 4) n • «aC « o 0) C o ^-Vf o a •-3 C/2 ^ (4 09 to CD g c c O .-I •H OS CO *-l a u o CO « u a« r-4 o o u m o ■p «d o 3 t CO «< ce JA o »-» U (d c« fl (D U ca 3 ^4 M « • o o a XI boc o • J , "1 ' TT *7- Uay i«y r Professions. ICW BUSIxytXSS & IrCDUSTRY. I «4 o u CO (M o 0) ■• JH « »^ u; to V U a> OS « OS 4J tn (< ^ ^ c a. o o <-i o iH 43 C 5U u r-« o n O o 5S -1 •H o O O&te OarrettD.C* 0%ult F, Oei'sbeck .In. Gelser Karl Qitobs Robert Gibson Fin. Ollette Jn. 01 11 in Jn. Qortner R. Oonld Chas. Gov an E. Green J»S, . Greene J. P. Griffin L. Grind on Jee. Orupibin© G.B. Guild ftm. Guy er U.S. Hale R.B. Haggard A.M. Hancock Glover Hankins P. 1-T S oi (J M gp H^-t" X -f^ z X - X X 'x ■ X X X ' X ■ T~' 1 I I 1 1 r '-^ n T M i _. ! _J i -8- i»TATE ri^«l3tOK &)t?CATiaS 03 t.. to 1 %> "A g o c « o o a U • o sx . ^ 4^ ? •r^ (^ CO K H«»nson J.&* t Harlan Jas* I!. Hannon And.ii}. Harris A. Harris S» Havi^hurst Havkins Caauncoy Hawkins #>m»E. Eawley iJ.C. Hayes Dan Heath Hugh Heffrorr. Pal Heidel %m.A. Hektoen Lad. Helms Ed. Hender B6ri , fho . i . Qenke Pred 0. Hemaon F. Hennesey Jn. Henry Rolt Heraman C, Hertzler A, Hill Ed o O »4 OB •H c 03 01 O o a.' r-1 V4 o o -p 01 r^ ^ ■-■J t3 o d o o CO cc or • 43 S3 < • OJ ^ ^ CQ M O It, 43 c p. o 4J X! ::1 <-> X X X X X X Professions, BUSIN'ESS & INDUSTRY, CO • 4> U3 fO I (4 ■3 +> f-! o u < a » CO c U M a> a> oij c fi • M a c o (4 CJ X l-f •9- Ellis. V. Hinricba C. Klnshcn V. Holconib A.R. Holjaberg li r Kopklne Jfte . ^ lorn Paul Hombeak S. Horabeck St. Hom*>r Jn.B/ Budson M»Q« Eult«n H, Hurt H. nut oM sen i lailay Lorln Inlo» Rich Tackaon T. Jahr T. Jenkins Bwrrle Johnson B»-j — 4- •Tones H.C. 35: VIE (73 ia 1 Q o n c ;» o o c to RKLIO lOJi 8DUC AT ION ■M^ ? . s 31 u a: 'X. 'H t. 09 O ft m at o o o O *> o o x> — i-9 t4 « . a •-? 4^ Si » S $- 5 « a *4 ^ 3> t. M « C a X X X 4-f t-rr ■*- .^x -T* f~t TT M I I I ! I ! -\, H 1 1 tf 1 -1 ons. i 1 ' 1 t 1 " 7 Professi 1 BTTT ilGION r i 1 i i . . i 1 •^ i i *iT ' 00- * 1 • 1 i i > a 1 U > B( t A , 1 1 d 1 t i 1 ■ - C t CI • ' m i > 1 « 1 ' ! 1 (0 J 43 O > : u Q> - Missionaries Social & Ref ^ 0} + • -p bO (0 --i , 1 '^ 1 > 4» O B CO oH S 3 J^ -5 M 3 n C 1 o a 1 o ] to o ) <-« n .30)© 2 O) O O rH 03 W OO .jB r-< 6) trmy d llnist « H H o tf * C O fci Q O ^ U X. 0) P ; . o c t t-. t. bc e J x; bo c o 1 1 C C O en O O ^i +5 O O "r* to 3 «0 S -P JC B S S ^ ^ ^ .«! ! ' ' ' X "i • ••1 _ ; 1 1 i „ i . i i . jones n. Jones Jr. , \ 4fc ■ ■»■ Tones M, X . 1 . .1 ' 1 Tones T, Sambo la ! ,jj Celly iCenhai Jaa _ 1 .J \ . 1 • 1 rt Cv. M L Ker by Him^— 1 Xpr r? ' T VamI 4-v- 'P/i'h'4^ A , 1 W' Kem nowarr Kerr Robt, K^TV f: 1 1 1 1 U a ' *■ * ■T B H i »"" f '" ' — t ft-OUUnS."! Kill. - X X ■■i Jie"j.ix oti« M, - King AlD€i*r i -1 . ' ■f V — ^ Klngsbur KiEter _ 1 *» i. / y !->• "1 — ' £ on. 1 1 .* u_. I I "L fnrt'h'h r.fiii***" f. ftt i 1 l.^_._ T_ . ...L.-.i— ^ ^ ^ ^ ■*"l ! nj-ieij! » *j ftXC J - * .„.]. ...1,.... hi 1 -11- -hH—i- JSTATE -i CO « -iRELlOION EDUCATION I ' ! f [ ' SB Professions. BUSINESS & .INDUSTRY !■ ^r^- 41 O o eg 4> (0 <9 ^ a> to at <« P lu ;c: C (Xi o o O rH 4» JU OS 09 oat* o © K © rH n •^ -P W ti IS © © ra • 60 ra 60 +5 tj, ^ a C C tJ ort B c a i* «n U «a < • •p o o f< Xi © •p ^ -i— f 01 u 01 ^ • +> * 60 «> tj "H • CO :3 01 c 01 o8 rH © © • o c t>^ 01 S 4* ol ;a 60 c o 1- Krohn Win. Lang Albeirt Lanneau Jn. Latourette K Lazardi L. Lea Clarence,. Lehmann F. Lelst E.G. Lester Oliver Lewis Wllson^_ Lincoln Julius Linn Paul Lloyd Jas.i Lockwood P. Long Eugene Long Wm. Lorigan Wm» Lough Sam. Lunn Geo. Lyman fi >?m« Lyon E, i ■f-t rt X t-t-t +-K MacChesaey N, Maglll F. X --t JLi H -XU- • • H -r . - . L -.^-J - • 1 tt ^ i I M i I J- n +H- -18- +-4 +-t STATE RELIGION EDUC AT iON I J I I ! M -¥-^ ) — i — h- n o c c 1-t OS • --« »-« o o c -p c •o o 0) Vi _43 o t C 03 t < rV; JC 4> OQ *u a u3 u ija o: «3 c s o Professions, BUSIWESS A - INDUSTRY. 3 CO M^ 09 ^, U * 6) ^. a CI X. CO -p •H U !? (-< 3 o 00 U fcC c >4 oi < da 00 •d c <^ e o o Ma^lll Geo. 1 1 i 1 * ■ -1 Mahtiffie Chas. ' ' 1 ^ I X X ! ! alaltble Mil" n 1 , U Manehfi«tfi»» ChP o - ' i X ^ ! 1 Man lev Oeo. 1 1 : . X Manning IVm> r ■- ' 3t !_ 1 1 i . - i X ' 'S Ur>u<''rAA TniHAll « «^ McCaustland E, _ TT- X M^nifltf-ny V r MoClenahan H. S« JB> - ' Mcmiir»p. ii t .': McConnell 11 .JL. . 1 i.^j4i^ ^'•4*-^^ mLt* T? 1 u .>/>.. 1 1 .^1- n m ■ -■ «* !*■ 1 J 1 ' 1 • 1 1 1 i. -«r- 1 M M ' } ' I 1 ' \ — 1 — i M M ■ • 1-~l -13 > M il 1 I I STATE ^ tn flELIOION EDUCATION s M ! ! M # P. - Professions BDSTi^ESS & - INDUSTRY -- +-+ • S ' > eC oj o «^ — ^ — O K t. 4) <» • Cd OD X ft) <-H 00 jJi +3 Ex) t* :3 c o m CO sJ+>t.M *H0 OtJ U aj ra O iH CO n u o ^ • f^ • 4> a as o to n CO S M C (0 J^ S © ;« _„OiH© * O C CU C O r-i Ifi pc^ JU rt t, c o-o»^co K c i Hi 02 & u to c o o 03 c o o to * > jj !> 08 3 ^4 ^ O K< o 9> C cs •» ■P o (D fl) eo •r* fcO +3 b *^ OS •d 0) *= C tc P ^ E< •H ^ 1^ 00 •=< X X ix 4s O r-l o o «4 o u fX, <« (< o o to X Xv X X X X IiNDUSTRY o n 09 •H r-t O ■< EQ a. «3 C -p e '« rr 0) ^ 6) •P r-l O u to n (30 c X X X X X t-'^-t « c M s c o uu i-i i - 1 ..i i i 1*1 i 1 1 I 1 1 1 ! • , j ' ' i , -i J , ! . i -,i . .i ! ' ! f ' ♦ 1 ! Reaser M, Ffeavls Jas, Redfield E. Reed Flmer Reherd. Herb. Relsner C, Rectarick B.B. Reynolds .Tfi. Rice Merbon Richardson I. Rlp;by Am. Riley Tho. Robertson Ed, Rpblne H. RoblttsoM H* Roder>^erg tn, Hogerri Vv, Rommel Geo. R-nkle Er. Russell D. RuBsell K. Rygh Geo. t'TATE CO ■♦a a o • o B :& (0 (0 ea 0) r-i CI U •3 4) tfi a W q c •rt c o ;:; o o ►^ -16- RIXIGION IsDUCATIOiN ■tft > o c +-" «^ -p CO CO U 0.' 4^ O EO •<-l v3 m s X X X X X X O DC *-^ oS o o O o o 4J CQ o -p td us «> OS u a -p en -4 IS c; 6 +3 • 0) CO X X T*~t' 7? ProffiBslonB INDUSTRY en a; . » if k3 O, O at U c o o X ^ i !• i 1 [ \ '- r [ 1 r Sftrtori J"o8 Savage Tho. Scarborougli Leq^ ^ Schaffner Jn. Schell tm,j | Scheirxarhcrn • « Schneider Sdj, Schofield F. jf©a shore C. Beaton Jn. Shattuck Ch38 —\^ Sba* Leslie Shepherd Fred Shoi A.rlej^ Saitth Fr© O aj o 9 (0 10 O W ?■ !3 V e c c -c 01 © O O 3 43 a o o ^i c/a o a: »u CQ ? c < fesslons, |USli\£SS & INDUSTRY GO 9] 6-« «> o Thornton ki« Thorpe Kr. Todd Ed. Todd L. Trevorro* Robt. True"bt Geo. Tuthlll Alex. Thompson C.D. Todd E. Updegraff H. Vandiver V>, Van Steenderen_i,_, Vernon Sa«i Jflnson Rpbt. Voldeng Matt. Vaughan .V«5» 1(1 ade Tom Jfl^allace Chas. ball&ce Jn. ifaaltere Theo. learfleld Geo. ■; PSCott p.p. ) I I CO « etzell Jn. 9 -P > s > « (0 O % CO CO O 2. rJ 0? c^ • ftO BO to 4> >» •^ c c tj « a c 5*^^- "5 tft,"^. j« a s, o„ m X X X X 4— L f ! i M ! i a_i J I MU. -i^4-t i i j 4-4 4-4 M-4 i i M M JU- 1 1 i I 1 I f 1 -19- -h SjlAfS RELIGION EDUCATION w 4> o • a Cr c c CO * o o White ?. SK IfetHlams Z, fellm S. 0) C > o 2: «> C c o t o ftllmeth P. F.oTvcrton ChJ^s. Youtz Kerb. Youtz Lewis Yust V:57i. 0) =8 4J K O iH "^ (d • •HOC ft( UU o X X o 4' W U »-9 X Zorbaugh Cliaa. X L U o Prof Bs si on a, Bl^wINESS & INDUSTKY. «9 o 'A CO ►4 ft< C9 CO •p 3 o tt iiSE « a; c ■H • c X o o i ^- 1 r f i i . t i 1. a TABLE VI. Showing the Dlstrlhutlon of Graduates of Ifon-Seotarlan Colleges ( formerly Danomln- atlonal ) west of the Missisalppi. whose nanas are found in "Kho's Vh4m •■■ X' »1 irrowti. ] irtXett, Dfxvid ?4 ' ji - Bfl Jionai a ■• '■^ - B4 Md^. Joshua »« X- .. — b4ix» liiu c. r Bronden iburg, p, a, \%1U -a Br«^rBt4 X- """ .■■• '. ilW irt M, J- :arI«toi B a 7 Bttc nidi ub. * ■Rrtrjuioi i* 'i '»r X ' ' BUTKUIUI u li / «- awrt, Uarion ■• X* ( - Burt L. ' S T^ ' Btttl^ Pi070« I • X t laMuwi ■**^ a « t • X «iMmr, «wW| b kft* ' " - X - Oi^nzWd -:tn,, ■ k tf . «m •r » tJ BL. . a r •>-. i ■ r- 1 1 • ! ^« \— ■ r— AA -^ ,„ j : 1 ,1 i 1 i 1 1 -i. H^tflM Hmmi ! • liiUoxdi SbcATXOI 1 1 I9«I|BH 1 - ! 1 1 1 1 U V I- 1 UWllitkr 1 I * , 1 ► * ■ \i 1 •S i ■ 1 1 » ' "8 u .J. 1 i^ 1 'g ..J : 1^ L A ^1 it 1 4 1 4 i t n '.-t*? J 9 J 4 ^ fl •ft '«" . 1 H ii1 U iTiJJfTri ; 1 «• e • ti 1 If S r4 : S *• •'^ i| 1 55 J 2 3 * Dmrid ■on, 1 f&M M 1 „. J ' F -r^ NjJ.< eu ■• •f^ ^» » -J ( - so««l !• Camd us C4 1 « • ■^v 1 El, JM9%i I n Ir t ^vins» P04 LliU K i — rl — I — ' — 1 — 1 ^bMnraoni o! LlTtV Wi f > M ^* i 1 _jNith, S4._| ^•1 K ^- • "!' f*^*i ■P?^ «• i t intch, i.A. ' ;« M '"■ ! ' ! ptght. liMTol^ « » — r- 1 1 1 — rH^9j ^ A* _ X '"■J fan \ ,Bm rtir an H S fii W H^lTT^t *' ' InMPliJn, 'sdL iju «. ', Joi 1* Em [■ m i{.y. I i m ~^ ■Harris t^, y,: Hill. l^«i(l, I* ' X r I ■■■• ■ : ■■■7— T -? ' I I I 1 I 1 « 1 • ► i 1 1 X r r . 1 I • Lnfl A* s. - - f" -J— Jeff or Sk 9Dbj oa . ' - - . _ '-'■ X I i 1 1 -M-M « ^. - — . -Jf "^ , i -- ««^ k m d - i ivtiIdsI' Btraotnto £'- twKfmet ' "-' a . 1 • ^• ■ i • ,. i Mt j • — * fr I i Q fc^ £ T 9 • « ■i[i i E tt • OS i5« ^ i 41 :»-• • 1 '^ 4 ^ • .S a 4 ri -isf a':t. n t • • * .Ifljlilljf 1 IT s V m j s ^ S*^ i m -a o .9 f^ JMf * il m }.. Jl «• m o o tt ^ u o X E • -i^ • « • X Twfrt^lin PhM k. X *^H X — i»iiB,'n«* X nd^»B«i* Ot ' , «- iMftiiMii^iii ► J^ » « ■ «iU4» ¥1 j^ Ma 1 1 » X wraiU«|Mo sU V. X *sr«t4 4 > '» 1)1^9, lilla^ 8* s -. MmUa, AdTiflik m ■Jrr^.jHW • s 1 '• "^•jS* » X' 1 Otlt.'Bdl. !• 1 ; ; i I X 1 j »^1 , Ijw]. 1 • X p««t, rT^ w. X aTi*.. J 1 / X ^ m ► X . EL * Mii mJa* ■•>■ X mm,^ Ib4 in i. X H i • I 1 1 - - -4- Sheldon, Caroline Sibley, Josiah Sloane, Wm. A* Smiley, Chas. H. Spalding, Phebe Stewart, De Lisle Stewart, Kobt. Stookey, Stephen Taylor, A. Iva Van JSpps, C. leblen, A. A, Watson, Wm. S. Wehrman, Nelson Wenzlaff, Gustav Whioher, Geo, M. Whltoomb, S. L. White, Geo. E. Willis, Hugh Wilson, H. C. Woodbrldge, D, B, Woodworth, Prank Young, Anne STATE KELIGIOK Professions EDUCATION BUSIJJESS & IITDUSTRY CO S3 o a OQ U 00 O (D > a CO 02 oa tH <« 60 oa bO +a F>» -H ' ^ «j s fl CO -» X O H 03 CO •H P4 oa o o ^1 P4 H H O • O M 08 m o o 00 00 S to o CD _ _ o :ij PI "-a c9 05 o r=> 00 ^ ^ >» +> od si H? P4 z z z z z z +» 00 •H +> r-l o 00 u 00 u 0) (D 08 ■H -H • 6p q o Z TABLE VII . Showing the Distribution of Graduates of State nnlvereltles and strict ly Non-S«c~ tarian Colle(ge8 west of the Mississippi, whose names are found In "?*ho' %ho In America", 1918-1919. JtTQHlA -1- RLLIGION EDUCATION * t3 Abbott Fred. Abbott Hoirard Abram LeRoy Adams Br 1 stow Adams Jn. Adsms R, Agee P. Alton Geo. ii^ere Osoar Alden s*ir9m C Alderman L. Aldrlch Jn. Alexander C, Alexander H, Allen I*io. - . i — J--- Anders^m Alex. Anderson P.L. Anderson ^M. Anderson L. Anderson R. Angelottl F. Arbuckle Jn. Arnold J. ■p o Q c 1 ^ 1 1 ■P • n 1 > O « » ra o ti « 0} 1 m o © K « 1 r-» « "ii ♦> H U 1 d Q> V so • tn c D CO : B ba 4J ^ •ri a •o (» f C « c • o 3 p ■4 •H o o «r» to < ::3 to «> •H C o a CO a: <4i o o to Pro BUS ifessions. ffJUESS 6: IN DDSTRY. o a, • <« m O TJ O N (£ X X o « m u ■P m « c o ra •p .8 CO o p x: o m OS •J 00 • p i a 04 p o 00 U a> «) c •H C ■d O o X X X X X X X X X X X 1 ' ' 4-4-+ STATE i ,t i -2- REtlOIOH i-L 1 EDUCATlOir CO * a 0) • o a § +-^ ^ Arnold M. Arnold R, Arthur Job, Babccck Karle Babcock Ken. Baily Mark Baker £d. Bakewell Chna. Bakewell Paul Baldwin F.m. Ball C. Ball Elner a i a 00 CO © f-i taO m G C O O .3 O 14-J CO > o o as 35 ca V 00 •P >> -H etf E C P ti tI to <: SB at C O •H (0 03 o o to af: m £ o • at 43 o U 3 « n O U V Ball James Ball Max Bannister L. Barker E. -f — *- Barr Jn. Barrett AlST Barron Dan Barfeholcwieir C« BartBch P, Baskett jJ. ■i-^ at C O "O © O 3 P ti« O W flS •-» •< O >4 -4- 3 p P rC «t :3 o S tu -< (0 « c tiO c c o o 4-4 X X X d—l- 4-4 4-+ X -i_4 ^ Bass Chas. ^4-+ -3- STATK RELIGION EDUCTION Professions, BUSINESS & INDUSTRY 01 o ID X w 1 --4- c —J a m «9 V r-t o o Bates Clinton Batts Robt. Bauer Geo. BauiB F, Beach Jos. Beach Sp.A. Beard Cy. Beckett Aes. Bek Wm. Bell Marcus Bender fell. Benedict H. Bengtson S» A. Benner Hay BenniJn j;lllt. Benson H. Bent ley 'i. Benton Mary Benton Ralph Berkey Chas Besaey Er. Beyer Sa^ii, Bickhar; V.. 43 ;> 0) O S5 o « ob Xt Of f *^ t/3 "< ^ ^ O u g g j^i e •p a ■H C •H 33 oU 0) C O r-l ^ OS CO o o £ O o. o -p CB o o o u (0 aM c/) o M 0) X X X X X X X X X X CO U O o *n < Jii . ca 00 £ II • bS 5 4J ;aS } CO O •H • 3 to c 09 o OS .-5 4 • 1 0) 3 © =8 o q v4 «-l • U) c o << W O a*f X X X X X X X I 1 ^ 1 : 1 1 T T I ■ ■ , -4-^ r -4- STATls R^LiaiDN EDUCATION Professione BUSINESS St laDOSTRY 03 ■P a a © • e o m «i la n K «> i-i < tC s Sec a> o o S o o -P > o en OS 00 as u, «» ta t? "^ <: as Bien Koi*rl6 Bierring ^^alt Biolettl F. Blanchard Jleii. Bledsoe B^n.S Bliss Ralph Blitz Ann© Bloclc L. Blujner Oeo. Bond E. Boraas J. Bordirell V, Boulton Pavn© Bout on Chas, Bowman Chas Bowman Jn. Boyd Alf, Boyd Tho. Boyd Wm, Boyle •i^psBtet Boyle Jarries -rBraasch km -JBrand Chas. a ■H cc; u at ^ C CO •H H O O CO o • « 0) CO 111 o o •P u C 01 O t. 4)^ 4> • O C <■■ >. U W FT a* j:: bO C O k4 0« < W O X X X X —J. ^-4^i -5- ti l ! STATE 4-4 RELiaiOM EDUCATION 03 4» a «> c • E O 00 0} m M I I I M Professions BUSINESS & INDUSTRY. « to CO c c o o a o o > o ♦^ CO cd I 0} 0) ■p n « c o •H (0 09 OB U it *4 o 09 0} flO m :a :« CO U J3 a* O o tH +J JU C( • * Cl i-< rH o 0^ o ^^ 3 00 o O •rt o to o W (£ 0) i-t a c o to u Jit <« ^ CO 08 a »a c o u o • +> bO 09 0J d 03 09 t^ r-l <1> © «y 03 "H ^ ♦ x: 6C c o a< <; w o «4 •J -Branson Ed. Breese Burt Bulll V.m. J__4__Brimsmeade R. Brooke >-i tt> } I Brousssrdii. F, » B. Brown Art, Brown Chas. Brotfn Hugh JBrown Norrta_i. Jlrown Orvlll* 4 — Brown Zaidee Browne Jef. -Bruere Kobt, -Bryan gm.A. Buchanan h. \ I ..Bucklln Oeo. Buder I. Budrow L, .__L&iffunl B.C. Burch Ed. . Burges Vim. \^ i.4-4 [ I '-. 4-1- -i-i jt.. i_^- l-l X 4«-+ 4- ■ 4. i-4- 4-4 --4- ^- 4-4- 4 - • 1 1 1 }■ STATE-. _i. -6- RELIQION professions, EDUCATION * a « o i ^ ^ (0 c ® E n ca U 3 faO 09 c c , o o a o o •p > o o a O CI > as ca ■p 8} 09 (m 4) O od J& a O rH O »< 00 o •ri O :« 33 o u to u o 08 ct o 03 GO ^ CO ce o O M « ♦^ Burke Fred Burke Ed Burke Jn, Burl 1 son All>. Burr age Chas, Butcher The. Butler Kush Butler Pierce Byrnes Tin. Cady Hamilton Caldwell Ben J. Caldvell Hoif, Galdsell Chas. Caldwell 'Clart ence C^ildwell Eugene Callaway Oscai*--: X Campbell Jas Campbell Jn. Campbell Robt^ Candy Albe Cannon Prank Carleton Mark Corlsen Carl— i_l i-^ ii X -U -U-t BUSINESS & INDUSTRY. 09 +> « Jai. O 03 M O Xi 03 oij © • >£ CO ■M- ^^^^ X X X X ID +> M •^ a ■p a CO c C to c O < W O + t -7- i it i StATE i—L i f-H- cflT ■P Q, • o H RELIGION feDUCATK^N M 1 ! i i' Professions, BUSINESS & INDUSTRY. a ■P oa +j c c o o o o »^ CO at CO ■P CO ai 1 «0 ca CQ «> t4 «> CD ■p » r-l 3 — ^-^ o OS g at O o (/J q« O o • » « » K at X! ^ O, -< M o •p O ♦ « c c ^4 60 S w c o Carlson Geo. Carmlchael Jn. Carr^ Henry J Carruth Rm. Carson Nor. I j C arver Geo. I. I i Case Ermine ' i X : 4jl Bathe art Art. X Gather i.llla Tho. i i - i X i : 1 1 - Catron • X 1 ' ' ' i Caulfl eld Hen arrv i '^ . x' ' Cerf B 1 ! X 1 Chadse y Chas. rlaln A ■ T : f : X -■ Ckaiiibe M i i ■ i _ _phanibe . Chaaibe rlaln F^ | ! 1 ' ' . j i- i .i 1 ■^ ! ■ i ? ■ j rs E„K. [ i 1 jj - Chase Fred i i ._ I __ iX.A ■I Chaissaignee C« ; j _L ' ^ _ x' i ' '11 Chalburn Geo. i i X Chauve net R. V. arren ! ■ ! t X Cheney 1 1- f 1 s M Cheney V.m. 1 1 x! ' Chesnut Vio. n i MM ■ ~ r ■ 1 ! ■: r r 1 ■ I ■i -. ji.i i i . 1 ! [ t H i-+ ^-r- -H-+ ST^iTS 09 •P a Q • O 9 X \A 9 Chllcott Ellery 6flark (Jeo.A. Olark Geo. T. Clark Jos. Clark Vic. Clements Fred. Cobvirn P. j x Colby Ihrn. Cole L. Corastock Sarah Con ley Alonzo Conley J.B. _ Conner Jacob I Coolldge D. Cooper Tho, I Cope land Ed. Corbettjr. Corbln Art. Cornish Alb. Cornish Louis i Gesso n Geo. __ BLottrill Fred Jpoulter Jn. c CO CO CO O r-i C C O O o o •p > o -8- ■4-M- REL,IGION EDUCATION Professio£j8, BUSINESS & IIOUSTRY ca U 9 (» k 5 09 9 u <6 C o (0 69 « CO .8 3 to (0 c q o o o o Counti»yman Q, Crabtree Jas. Craft Leo Craig Prank Crane ivalt. Craven Herat* j Cravens V«m. Cook Kath. Crawford V>alt. Creel Rich Crelgbton E.E, Crocker ir»alt Crone R. _ Cross fc'tt » , - i i Crossley Jas. Grot hero Beo. Crothers Tho. Cronden |;. CunninghaiTi A, Curtlss Chas Curt i as Dav« Currie Don, Curtlss Ralph 00 u Professions BUSINESS & INDUSTRY. *-9 > CD 3$ I « » ;^ ■p o •H to c a c8 cd CO a> 04 o » SS 'J3 V4 o u •*» (0 o +> t> 3 03 ■P (0 o :^ k at 0) CO 0) 09 CO O W CJ •-> ■p u o U w 3 03 <^ »4 00 • +3 t« OD u -^ u •p § to < 03 CO « C C CO c M o o ^*4-f X ^-i- -i-.j — I U-4 M-J^ 4-4 X-4 M M I .Jt 4 ^jL4 M ! i i JM- JM- 444 j i 1 I 1 , • j 1 t4 ■ I I i-i I I tTT^ • 5 STATE -10- RELIGION EDUCATION ProfessiQTS, BUSINESS ii INDUSTRY. is •p a a> c ,a «> • K o m o m (0 a 41 r-l « t. ri • bO CO S C C 0) o o O o 0< >» CO OS u u a •H ca c o T^ CO u; 0) iSi (0 (0 CO ^ 43 »S O fU •S "^ Cutler Jas Daniels Mark Davenport H.J. Davidson Chas. Davidson l&ffl. Davis Brady Davis Byron Davis Carl H. Davis Carrol M. Davis Kary C. Danson tsa. Deariaont »• . Denechaud Ohas. Denman tm. Deyoe Albert Dickens A. Dickson Leonard DAdson Geo. Dodson &m. Doe Ed. M. Doten Chas. Dougherty Curtis Doughty If,. (0 (0 • ■p ^ f-H CO U 4) CO *i M 0) 03 O •H c •H • 6 o o »1 ft: bO bU 5 X X X X X X X X X X X X X I i - i i -U. .. 1 u 1 i i 1 ! ' -11- L RBbiaio: EpUCATXOM Ppof«Balone 3USINKSS k J-INDUSTRY. * o C9 a 5 l! a a u « C J cH 43 O A H O w o C -H ^ O o :* o o n o 5^ faO go 3 H CO ffi • O >4 BO 5 OS o «> c CO c tc a, << Sbuglass Earl Douglas Harlan Dovney Hal Drake Noah Drew Oilman Drew -tm*. Drake Qeo. Dunlap B. Dunlap Knight Dunn Jesse Dunne Peter Dupre Henry Durae Vlctor- Uy'te Cheai4- ^arl Ouy Berl Kobert _ East Anna Eaves Lucllliij ^ itlckleg ClarencftX Edelman Philip Kdvards Oran Elder Robt . Eliot Ed. aj- 1 1 -J 1 1 X X X X U X X X X M X .12- STATE RELIGION EDUCATION Professions J BUSIi^ESS & INDUSTRY. CO • ■P & a> a • o o H • n o as CD O o •a t o n o 9 O 0) ^ n CiQ -P E C -O at t, o .;J +? •< a « to o o »^ to 03 <*-, « V> • *^ K 00 (< o ctl <« ;< n 0. o rH •H (0 • CQ ^ H J» O »-» •H o o a O d o as CO o m ■p a •H a ^ »-♦ a o u as CD « - ^ « W < 0} o CI a • -P Ui a 9 4 r-t 3 • o >4 •4 4! KllOt Tho. Elliott Chas. Elliott Ed. Ell3T.orth Frank Elmore Jef, Ellltt Geo. Ellis O.G. Kngler Ed. Erlantb^r Jos* Esplnosa A. Ktcheverry B. Evens G«o Sv&ns Herbert Evans llerb.S. Ev^ns Jn. Evans Ifim.D, Evans Rm.P, Fsirchlld D.O, Psrls Chas. Peris ftobt. P&rbhaa Chas. FolgAn Jas. Field CMfts. a It fl> o c H' i Eel O 1 L U1-. X X X X X X X X X X X -15- ?AT - p )roi ^es'sldns I i ff RElTlSiW pTfCA^I^W BUSINESS & t • 11' ■ • I jINlpUSIER^ i t* i i 1 h'^ 1 1 1 ^ I i i 1 « t4 1 1 ; : *; SB • • o •H 1^ 4 t4 CO ^' . o • ^ * .H ^ * 4> lit V V Oil 1 4> 4 > 49 Oi C O 0) 03 o o 25 - f-r •<1 O O «-i CO s ^ --? 1 K M • J c o 03 c o o Judges State CO o m • r-i If § .§ 5 fti ' p 1) =2 to o O O 3 « : i at < a a«' ^ M CS -^ ' ■ ■■ T : T ■ ■ _Si J ' Oallo way Lee X ■ " Bai^t ^an » 7 T ■ t a Jante }a2*cl nbein C( 11. si 1 1 a Fab la; 1 ■ 1 ■ « latea Jn. J ^ i M 1 1 -T— r C Dr>1 fT»qnlr ' 111 f rnor P %■ , i 1 1 1 1 ^"^ Lst f^'nill • let be, Us Ji: 1. z 1 1 Vy« U ( * i « h'- -^ l«> Ms Lr1#!» j X [~ \ Jef 'Wij s a feo« X }esan 9r B«j • i ( 1 TT 1 Bl] .bu^ bt Lllla in • K| r ^ 1 1 H" " _ 1, t -15- 4-4- "hri" ]' f^^ Prof <*n Plena, ^fiTjTt •m- 3» u -9- Q • ©■ 4' y -i-t a: « ^ 5* **► Ma:«"4stro'fciu « 9" S 8 a| £ fe -jj £ £ jc ^'^-i\ 5 3 £ 5 nil " 4 « • C Oladaon 'tm H (JloedlJas.t. •>len Irvlnit. (i»lenn F4»a Olover acoj- (Joldberg R, Qoodale £• (>oode Jot . Oowln Enoch. araiit.U,*--S| Orftnt Halt {3reene Chas areenf q,»i X ion| ilre^cry Jackson Griffiths Pavld Orixinell J<«L. (Jromer Sam Outt lim. QttthJ?l# A. Guthrie Cba«« t ^ * S 5 I III I ^^ 115 t3 O H «9 -^ JR W vl O « >-a ~M- M 4-4 i H-+ -t-^-t c X I i l i JO- H *^ -i— H t-^-t |*r-- f^ -K -16- 1 1 1 i 1 ,1 ' ' ' Professions, ! ' STATE RELIGION EDUCATION^ 1 5US IN] DD! sss & ! 1 i I , i' [IN BTRY ' i ■■■■[-, *>Si A n i 1 ' in • <<■# f - , ' , r ' V ' t. • M - ^ ■.s O u m • 1 i i i CD a h CO o •H F4 • 0< .s .A U) n • o - CO -H a i 4 > • g > « 03 06 en o «a n 09 o 3 M O CQ o m t> -Si ;J o ^ >:. bO E crt ^ -HO c o Ouyer Mich. 1 i « Owlnn Jos. ... , J. i 1 ■ 1 X 1 i ^ i Hadley Herb. [ X ■- Hainee Robt. I 1 J *■' I 1 Hale Ibm. ■ ■■ Xj_ Hall Jas Ni f ■ ■ ; X Hall Maurle« ut ■ • X , Halle p Frank ' X i ' r ■ ' ! 4-*Ll Hanchas Jn,lllnl. 1 i • ' Hand J. 1 Xi 1 I t I f ' ! ! i ! Hamilton A.S, 1 i iX r . 1 ! 1 1 Hamilton Watt 1 | X 1 Haney Dl ck ch f i III'' X Hanna Rl X Hansen Niels i 1 i i X^ 1 L Sarbord Jaa i ix 1 ■ 1 \ ' Harbottle Jn« 1 1 i Harding A.M. lllni«L. I ! ■ ! ! 1 X I f Harding i ■,x ; i i i 1 . ! f- \ ^ Harking 1Nm«D. ■ 1 I ! . ! 1 1 t ! ! ' Harrington Jn . 1 '" ■* .. ' .1 X i Harris J.Art. 1 1 i i ; 1 , Z: i : i ■ _ J . Harris L awrence X 1 ( 1 ■ 1 1 ' ' ' f r" ' ' ■ ' 1 ' ! ' 11 i 1 1 ' •• -17 » i i i i j ProfeBslonB, I StATfe i kELiaiOH EDOCATIOH r' 1 )U3INKS3 & I 1 1 INDUSTRY. ^^^ a i • ■ 1 d •! ' < 1,' •»•► f 1 1 :5 & ■■ • k i s £ 4 J to « 1 b 4 § 4^ V « g • " b « b *i« mall tiers ( 5 ' ■" Lneeri M ■ ■ K ® iHt M W t. 3 C 4^ <*5 *»- TJ « 03 tt Heller Edmund I f ■ ''vi; ' ! I f - . Hella^n Isai^ Henderson Ch« 11 l« 2^ ■* Henderson Er, X ■ iier iry; bt fUft Pr Cm. rt • X I Hen tshaw sd . X ■f Perrln 1 , fiai ta X 1 1 ! 1 X f ! 1 . He as Prink ' x/ ' . pewlelbt |A, F* X ' 1 1 i 1 1 1 i1»» 1 ■• ■ A- i i l_ Pre BU£. >fesslon8. i 1 1 I ! 1 I 1 1 1 I I f ■ ^I£IE&& At i ■ LliJDLKiTRY. } *-> , • - < 1 1 • 1 1 • • <5 •1 ■■ ^ w 1 . ^i m • 5 ^ * 1 • 01 ~t~- w 19 V. 81 A .It tiO 4> « I » g 4>; o '1 (< s CD c ^ • eg to OS » «*J s no CO tjO +s. K -H CO • a cs c O j; a; • 2 ® b ,C, «> >: o ■. S. I§ 1 • 1 1 i v./ >-l V>4 M. P3 u j 1 Slgglns l^m W4 n m afhs ■ / »■■■ I* 1 Billiard Benj Hint on Bd. Bltohcoo'-' A *i 16 «» 1 • K ( i 1 ;. ■ dk 1 3odg80»- Cil r* — - ' 1 r.v. k-^u. ,«» " ' 1 1 Hog Hi a*^ , jt i . i K « 1 h Hoi nflp«rtY»f.liT 1 ) bolliiter t^-^ ^< - 11 Kolman ^re< Kolman U- LI* • f 1 iolnes Sam L, 1.. 1 1 1 1 • i 1 ( 1 : X' ~~\ \ ' 1 Hoo ver Herb. Jt/ 1 ' » ] v*!>r» Thpft .1 , 1 V Ilopklne CyfH «, • 1 ] Hopkine Se Ld 1 X „. -r'- \ |Ioppe^ 4 as X 1 ?orlc < ^ «c 1 , S, » -19- RKLIOION EDUC/;TX0.N 4 — frof «s«i on« , INDUjBTRY. Kovard A<« liuberloh Ck rudsor Jay Euget .iJas. Huliie Ed. JuXt Qottfrled Suntep Fx*ed Hunter Seiu. Hunter ji alt • H l;USbaoa HlotL fiutching FyanJc Rutchison Cary Ijutchlaon ^n ^ddini y Bd. •*4-i r-H- Igoe Wm, T I I ' ! I M I I M •20- i ■ 1 Profess iona, 1 1 BUSINESS tc 'III 1 1 ISYATB HiLIOIoi kDtrCATION^ i ! ! 1 Ji! ID03TRY 'Si ( 1 1. 1 2 00 9 h ^ $ i ! • at o 1 .. II 1 1 Q • ri ■ I 08 1 £ P ' as CO 09 CO t n •H 5 d - O C9 43 CO c»i § S 4 x> } CO C 1 o m o a U « ■P 01 C 3 c o (0 00 ai CjC| oa 4 1 c o a) O iH S o o t *4 WJ W CS c o 0] b. ^ w ^ • o c a i ■rt «B S ^ -P ti » O 4^ CD ^ 60 C Ing 1 I"« ersoll t O v^ r Ik 1 __ X 1 ioii nson 1 ^in 1 1 .y 1/ 1 • 1 1 , John eon Doi lAmi J I i ; 1 ^ / 1 — I John 83 n Her irr X ; r 1 , Johnson Herb* . i f ;^oMnaon Merle - ) L 1 ! Joh ^o:ii ion< Dson Royal X ■■ r^ ^ nston Tho. ^ , i 1 es Guernsey X • Ba i J. Shirley i 1 ones Ne i i 111 e S» * X ; on^a l«a It, ' ' 1 ■ • 1 1 1 . 1 1 1 f 1 ! . 1 ] i • 1 ! ' ! ! -21- tri l_ Pr( Dfeaslons, 5INES& & S' 'K RE] Livioir BDi i ;■ JCATXOi , i BUi t 1 1 1 INDUSTRY. \ ! ii till ; 1 1 ; 1 1 ^ f ^ . . * A t ■ :_ • k 1 ^ i* S i ^i t\ ^ ^ £ d ^ ^ m u « CO «Q t. « 4! b t* A "M « C O4 O O pH t» Ck •— 1 J.2 C^ ci ^3 CO a c S « « o 1 a id B» 4 •P »- M «4 «> .M M C 3 o (A >JQ to a J\idd Ed. X 1 Kahlke Cha Kellogg Gh 8 X t •»i 1 i i i i 1 «i L i r Kellogg Ve ! mon . X 1 [ i ' ' Kelly F. Kelly ht Kennedy Lox>eno«^ irry • 1 X]_ 1 1 ^ t . 1 1 ! ' , ■ 1 ! J Jos. t' X 1 t. 1 1 Kennerly Jn.j 1 « ■» Kerr ^-.t, Keyea Cha a ■ i : • X 1 f f • , : d Keier Alvln : . i \ \ Klltoourn Win. j L 1 s 1 Klnoa linea King id Tr 1 evor • 1 f ! i -- -■ • 1 [ 1 ly Jn ~^ X Art. S^ 1 i > , X i i 1 Cora S. , 1 1 ' 1 1 m. 1 t r Einnear «llt4 » H ' H ' i 'x' Klnaley^Al Klrby Ed. b. 1 . ^"^x uX. . 111' L __L 1 J t 1__.L_. Kirk Chi A.irkpati «•] i » I i ( 1 M j| 1 1 ! ! ! 'le ki. 1 f ' i i X X Klelnaohlm dt R. ; 1 . ! 1 L I 1 Knlgh t I«n ' 'MI « 1 . r" ! ( ! 1 • 1 i 1 1 i 1 1 ' 1 ■ -22 • : I ! I 1 1 j 1 1 i 1 professlonB, 1 i 1 STATF. L 1 i?ELiaioil EDtCATIOM 1 BUSINESS & 1 |. [IWDDSTRY 1-7 i ! j 1 ! t 1 ^ ■p • I • ' i ft 1 «4 J 'f J « :l » o . ffl a: ' 1*1 I JJ .JB, ft — • s > to c L : «> 09 t» O 2; w w so n ■P^ O >H fH n (zi SB .4$ 4J Li at L &. H O •H S 4JL_J • U 7S <0 O (0 ^ qS * ^esea c ^ >» CD a 1 i ! 5 o -p C . t> "^ m «u •H O O 5 £ ^:S5 \ _ Knuds.on Konqp^ Tl Alb. 1 1 X _ L _. 1 1 1 lO. 1 S 1 ' 1 ■ » ! I Koi 'arik lua CI Al laQ ols \ l. [ i .1 iCra • .M^ ILrehble] L EOjj > X ■ J : Krum Chester i j X ■ 1 r : 1 P^^ 'fe Ed* 1 $ T- ■)■ ■ J ■f ' i 1 r Lai rtT Abram X i' ,'• ,, ' ■ H-i taguna The Lange Diet 0. j '. A ' ! ! ' I 1 rleb n ^-''i i '» 1 1 Lar igsdorf Al€ iXi - Lai; .hroD . Oa rii 1 r""" II ' X ' ' 1 ' f Latrence V. m. i X . 1 „ LeConte Joa 1 ■ . 1 1 xl Lee Jordanj J' 1 ,. 1 i ( X 1 Leonard Chsa. H y - ' !' ' 11 iz 1 L_ ' 1 Leonard i.lialt, X ! ' ' ! 1 f ' 1 Leverett B* i 3(r Levis Bur(^. Leila ErneaV 1 j 1 , , 1 i X' 1 ! ! I 1 1 1^ 1 i i i ' 1 '■ ! ! Lien Ellas i i ; X > 1 1 t 1 tlpplncott Joa. JIM L ' '■ X >lttl« C ^S.Ji. f ! ' 1 ■ ! 1 1 "^ j i ; , i 1 . ! ! ! 1 . . M 1 • 1 8J • Liitlle Ed. ^TATK -2S- RiLIOION EDUCATION rrTT 4- f- 03 u M Professions, BUSINP.SS k tiO 9 C ca o c. u o - -» t» o a 09 4) 4) to *> II « > "H OC CB d S.4 as t, a oH t. ft) fl ft, :>y 4:1 O r-l 09 "H (S • >^ -H CO "K rH g U) O iH C "H «H Q O < :n "m m^' a\ %4 O u a 0) ID o 43 j3 o u ca 0) 4.1 CQ a I < CO U o ^4 « I I t9 CO « • 0! \i c9 a fl * t>5 t, 60 a Lot)ingier ChasJ Lockwoocl L. Loeb Hanan Loeb Isidore Loeb Virgil Lon§^ Jn» Longem I^d. Lory Chta.; Lauderb^ok: Geo. Love Don. Love. Icy Art. Lowden Frank4- Luckey Oeo. Lymer i!^. £• Lyon Dorsey Lyon ^'■. Lyons Tho. MacDonald N. MacLennen 1^. MacOueary Tho. JtagnuBson C . 1 . Ilally Pred. 1" r T S S "^ 5 ^ M-^l ^ ^ o +"t »i. i i L K ■t-1*r rrr -24- STATii t3 • += Oi S f=> fl • • a> +> o a > 0) tn o « OQ CQ CU RELIGION (0 BDUCAT IfflN Professions BUSIUiiiSS & lUDUSTRY ^ a u bo o o 0) H 00 ri (D 0) 1>D -p o d C3 •"» ■P > (D O CQ +» CO c8 o H 03 -H CQ O - • «« « 00 (D 00 o •p rH O o "d O rH 00 -P 00 •H ■P OQ >5 -P 00 o8 a a CO o ij M CD « fH . 0 m >» ^ a :4 0) • tiD C O o o so -H >> -H 00 a° d 00 oi a :3 3 IB M » • • Xi «H o S • 03 P4 CO o o EH a8 |L| fl< Id fH E «5 . 0} •H nH O .H • o o TS CO o 3q O 03 00 z Profession BUSINESS & IlfDUSTHY a GO • O -H 00 o H 0) O GO •H CO a -P o ai 05 00 •H $^ 3 4* 00 -H rH »H O 3 Q> vH O F>» 00 -H ^ >» u X z z z 00 C! <]> d ^ e a o z z z BUSINESS _&^ i± Miller Alf, Miller BcBij.L. Miller Clftr. . x JlClileIr J'rajncis _ Millard Ciarii. Moffit Herb.,. Mcnroc >!onro|e if^lllL, Wo3fe_ iLpi^ia. __ More Patil ' Morgan Geo. -Jippgan liewls iMorgan lm4" Morrison A'loic, Moi'sei Hurry ' itorse li'ving JIfoeeBsolui M* \ Xoss Vfodsoln Moulton Chas, Moun t *>l liftO 'W r- — j — y- r— 1 ___- .^ X 1 I M M I ^oyl« jja^ f X X 1 _. . -27-. _^ .^._^. . . J a. Ml I prole B8ion ■yr- ■ SSIiSBI OfilOilOt ] SDUCA* pipK BU3TNfiSa 4: ./ r — ' 1 XJpUSTRT. 5 «N 1 - -' 1 f 1 ' J 1 ■ .* ... --a 1 *■ 1 i 1 S 4 .. Ji i • o a! • * ' i > « a O OB •P 1 o S I ^ i i c < a 9- ' ■ G a. t.: nj ^ o si -H «, S I * 1 3 ? 4 CO ^ •H 0? ort 4 8 O U c ■ • n 3 fl> "ta' 1^ Mudd Bar. V* 1 wa u w U< •^ << v-/ M M4 X ^ i Mudd Seeley ! Ij Muerman Jn. X i ilulkey Fred ■ X Murphy 1 [)an n. * Ma< Jhtri< Bb Hei X tU Jk; f ■ ileeley Oed A. X — Neldlg 1 , 1 1 1 1 1 1 1 i 1. X , , Sej Lha Leo rd1 ! X He] n Fra n Lof nk i ! X • ■ Melso U8 1 X-i J ; 1. i Hewbranch Ha^._ moil 1 .i 1 1 1 XI 1 1 1 i i Nei ml rma 1 ttil ■■■•■{ f X Nei rk Mar. la •^Er^ III! 1 • 1 ' 1 «: Micho 1 1 1 I . i iXi NIC iho la «. 1 1 s 1 'holson ^d^ 1 • X . -| ilic ! hoi son r. Nle Isen Fred n V. X Nlpher Fre dorcross F noi 8 — Jl rar^k , « 1 North Cecil ^ X Norton Pat ;c "^" ' 1 Noyes La Verne X S utting Per le: V 1 1 z -28- mfflfil^fl» i'Melvener H^fl*^ I 'Me ill M'. Oeborn Herb. Osgood A i If red Oslflson Jn« Overstreet Har. Owre A. Palache Chaa Palmer Albe Palmer And, Palmer ghe >r gne p. t Palner ISart^e Paquln Sam Pardee 0*»o^_L Parhan Plor, Parks Henry Parmalee How*. Parrlsh Karl ■H -89- .4 I- 1 1 1-. - _ -- -1 i— * - - - i 1 1 .■ n 4 « a Q o Jd \ Prof egs ion* « $tJSlKSSS «^ m»l j-.-^. Parrott Bero.' Parsons Tho. Patch Edith Pfttrlok Geo. Pwtriok Mary Patten Jas. Pearse kr>t^ Peck Willys Pegr*?ra Oeo. Peixotto Jeaa. Peterson B* j Pierce Geo Plgott *tm. Pike Jos. Plllebury Alf. I BillBbury Chas. Plllabury Jjn, Pillabury »^lt Piper Chae Plowman Oeo. Pcindexter Jos. Polley Sara 2 • er C J «> OB O IS to 4- > m i8 OB to 11 J I i2| — ^ ^- . *'- . £ •i *^' -i. tttr »' JS' OB ^ (K to -P «j =a j; 5; ja "H C Oi C O H O '-^ 4:> >:< ctf •<-» 05 • ctf a c C9 -rif: r-4 O tt CO O r-t 3 CO :3 " O J3 «) p. Pi M DC »^ all Ml oS OB I C JG +3 08* I a> U to 00 (A^ :^ 01 c 0^ <8l rH O >t 0» ^-4 •H t » >. t. t« a (X) - - ^ ^fi: « » b n u (0 SB C3 O ^ :3 a> 0) ea 60 00 00 4d t» •H H C <0 « B C 3 -P C ^ O »^ CO Pool Ray Pope Jn. Porter \?m. Poatnlkov Pedor Porter Milton Potter Marlon Potts Chas. Pound Louise Pound ^osooe Powers LeOrand Prescott Art. Preston Jo8« Price Rich. Pugsley Chas. Purdy Milt. Putnam Eenry Oulntero Laura Rail Sd. t. Rail Harris P. Ralston Oliver Rama ley , Pr an c 1 • Ramseyer Chris I 3t| ' Randolph Bd. OB 0) ca CO •< a a I - • a: cH ol •H C o CO Professions. EDTOATION^r r BUSINESS & - ' i— 1 — L-jlMDUSTRiy. u o CO o -p d o •o I o o X X X to ■p 00 o CO C W OS "rj 00 ■p CO •H CO u o •p 4 00 3 a) (0 9 at 09 • P P * I CO « 9 C m C I X X X B X •iicw^ T~rT 1-t STATE -31* RELIOION EDUCAIICW Professlone, BUSINESS it Rankin Jean. Ransoine Bray. Ransom© Fred Ray V.ard. Ray Wm. Rayburn Sa^i Raymond R.I. Reinhardt Aur. Remley Milt. Reynolds Myron Richards Harry Richardson Plo. Richman Irv. Ridgeley Hill. Rleber Ghas. Rlgg8,H.E. Ritter Wm.E. Rixford Eimet Robbins Chas B. Roberts I. P. Roberts Mllner_ Robertson Allct Robinson Doane F^rT t ! I i ! I l. | . I I I '■ i«J- 1 I I M- 4-4^ X X 4^4-H- 4-4^ +4 yj D STATE 49 a o Q -32- RELIGION « EDUCATION Prof 68 Si one, BDSIIfFSS & INDUSTRY. «4 o I B 09 « © r-t U W 00 c c o o » o o o OQ o •p (0 z 00 u C (h tiC E to C O <: M o Rogers Burton Rogers Julia Rolfs Peter Romjne Milt Koss H. D. Ross V.ilbert Ro«e Jesse Rove if alter Rowell Jos. Roy Victor Rubey Tho. Ruffner,Chas. Russell, F.». Russell Jos J, Rydfcerg Per, Sabin Ed.L. Sabin Elbrldge Samuels M. Sanders E, Sanders Jared Sanderson H. Saner Robt. Sanford Allen Sanford Ed, Sanderson Fred. X X 4^ t-+ X X X X X X X X X X at c «« X X X 4—4- -h-t \ i. r I ! t-t— JL. r-t-t I I I I T-r rr _ -^-r-t 1 T V STATK 03 — * -S3- RKLIOIOW * u SDUCATiO^ Profess ion a, +5 p Q C c 0) X W CQ (30 la c c > o OB «( 09 a a u ^ t5 (a S c OS c O M ea ^ « o o c 0) CO 04 O •p • OR r-( O o .a o u (d 01 4) n «a OB C 3 O n •p a 4J < OS O 4J 00 P3 OS X! ^ • a CO 3 4J • 3 OS o 1^ r* 00 « c tiO J)efOflPli--<'HOO'Q«O04i* iPJ^ c s ci_oj_ ^ ^ ^ s* ai CO o M, flfl 1^ ■^ Q i3j Of bc m 00 c M § Schall The. x Soha'Ller V.ftldT. Schmidt • Alf . Schnabel Chas. Schoch Eug. SchTftder F. Schrackengs st I*B* Scof ield CarlS.. _j |_ Scott Alb. bcott Chas. Scptt 0«o, tearea P. Sears V ilears liimJ Searson Jae. Sedgwick Jul* See Tho. Soerley ,11. H. Sellards Elft«. -Belvig Conrad- ^pntell O.K. Shamhnugh B. - X xr^ n X X X X '• X X ^ i \ 1 Ml " t 11 X X Sbambaugh Oeo»- Shanklin A. bhantz Home-^ '-4«4 -34- 1 _ pm A Fri#-i. ■■! PCTTrtTHM ""^^ sn s »x« Mi-' • ,> ^_i ' a • • " . i 1 ! ;a • o • o m 4h * 4 • o 9 • 2 , -p > •ho: n \ > ai m U «a -4^ — - Q a; c* « 0^ « r-l ca •() 4J O H Pres tors I i a c O < 6- ai « C o o OB c o to ■p > o o « ■p di J6 oi P9 G c o a «a 00 « o •p o _ u u CLi O OS • cd «r( i-l O P rM d ■P V as 0) OS ot <« O s o u Si 4> •P JG to © • 0] +> 09 *-< u pj p «B « ~ o B <« Smith V>m. Snyder P. Snyder Virgil Softreft Theo. Sommers Ch. ti Sornmerville l/. Sonlat Leoncft Souchon Ed. Spencer Ji, Spillman *«ri— Spinney ^.r-- Splro ChftB, Springer P» — j— Stafford Jn. St«tnford Ho-nsr Stanton Tim Stebblne Joel Stefaneson V, S1>effen& J,L. Stempel Glldo Stephens Ed» rt X X X X X FT TT~r' X »-r- rt n X X X j «-' — ' ■ r«- ■ 1 1 5?fi_ i t^PC IN TUI L«i «» " *HI iC -W 1 ~ ' > « M ^ ; V !« D ie !(. p* ^^ ic. It- CI ^ u s i u ^ (5 o ^ -1 w « • • « « ^- «S O IB to V S s • O ""Si Sis, fi U CP 4 2 A? 6 'b l_ O g f i? I O Vk* nV ^9KJ K ft^d r r X ^- C4^jk«v^i4M^ ,Tti • ■£. X V R4-d ^.IXk ^ x: Bitd kn > . ■0 B.^ z • L«.i..u ^' .CL4-.Aaai*4> .7 ^^1 a '1 Z ^ Rtl llioac ^. X Rtl irlAntf J. A-^ ■^ !■ ^' me Ire O AJI • Ji- ttti Klxnbrou«h- „ A„ X i 'T y ^ho^ it 5tC 5tC t lim. )• , •T[ Jt._ frre I^uc 1 _. ^ X ftc lut Oe 1 Qi IL^ Btitati ior »o. ; ,, X ■«■ _ . 8tr K ^-^d. X Etu b Hen ^ X 1 £>uinne|* P^rei ilCil . X ^ut•tof^ Qhai^. / — a m^ gut.t:o*i Era. \ 1 X 1 duxsalo Hen. :j_. t ^ik#kn*i r ffn« . ■^ z " SwIa: f ** l4» -alt. 1 X ^«. ( X ■ ■*■" 1 ■ 1 -37- Proleseloni, STAtE- ^ a - »»» -RJfetlOION ED0C AT lOlf-H BUSI NT5,SS & INDUSTRY. -H « a. « « 4 01 Q 1 lalper Stephen Taf f- tTo» . Taylor ?.d. Taylor Een. Taylor talt. T»TlO**- u V, • § I « rii«T ». V.illiftmg Ed Mlllams <>ard, If.llllams Hen. Kllllams r.ni«A. tllllston 13*10 Sllaon HariTT Rilson .Tas '^. 3 Mlson J«»8.\. , KllBon Louis i I t i — Itlnohell Alex. If. inkier -r. i^oermann Htu V.olfe Harry [ | [ liood Carroll rood J^.i|*-j 1—4^4 »POd Jn. y.cod liiii ^oodd:)r 0. Koods Alb, torley in. bright . . . iy^r MalooLu X X . 4 — _- -i-4-L« i.X.ta4-U T t-i-i i fiVy^TS L J. -39- RELIOICW EDUCATION CO U Pt^ofeaalong, BUSINEi^S k INPUcTRY l-i • a * Q Q I O M O V) 03 o O • >> *i > > tt n o :s h a. s c ^ +i O rH <[> 4) . t4 « CO (4 O CD c So CO +3 01 •H H O fl> feugh FjA. |ie«v«r Claude febber Herb. Webster Ed. Rebeter Button ^eld Laenae Viells Kebcr Kentnortb li. ?.eat Ifra. y.eatftrgABrd Xt* ftenternjttnn Vkni# ieatgtte Jn. »«8tover Mjr. fheoler Chat* Iherry Edith Khltftker Alb. Ahitalcer Milt Vhlte Kd dhlteit v,u ihltlng Ch«»«| ihltmtn H.R, ihltt«n Jn.C, ^Mttler Clark Vlltur Ray, ^ »lVeld LeRoy SCC'OcrgqwOrHpl C<)3+>r1 ©ooai4*S'^«HOO'5 «03^ CD ■P • OD • •H U +; ^ U iS CO ^ • +> O « * :l at h (< go fu V -'/ 0) k>. crt CO 00 5 -p 3 x: CO 0) 0) B &0 B X X X X X X X X X HTirUllLX:! -U. X i X X C o o -40- STATF LIOIOK EDlJCAT 45 a © a • • s o CO c m c o 3 CD c O 3i o o viler »•♦ tl Hard J. TV' Mlllam* Ed ftllllams Oard. llHllam« Hen. IfljllRinQ im.A. ^Slllliston Sam V.ilaon ^has. li ilscn Harry WHeon Jas C, Rllson Jfts.K. Ifrllson Louis VHnchell Alex. Mnkler Er. ftoermann Hn. V o •of +J »-3 CO C a a? c ^ *« c O r-l * m o c o a &. o ■p « 42 o ft/ 00 5J CO O W PS I0« CO •p OQ •p u m < ■p ft «i c o •-3 iJ X X X X Professions BUSINESS le INDUSTRY. n ^ o CO s» « c4 «K ^ >. x: c > £3 SQ O ::? h Q> CQ •♦» ^ -rt Si E C ca •< ::« « o ta a i 08 CO ® 0^ •8 a CQ U ;2 S CO •p o o O :^ GQ o (0 CO 08 »4 Xi •H a ca ■^ fj u 3) *«f d ^orlbners. O'oe, "eorge A. A Social Theory of r*Qliiriciua .duoation, Chanter XVIIl, i'h© DerwminationnJL Jepartment, 1919» Tioribners Cubberly and iSlliot. r>tate end bounty School Administration, 1915, ::ac.'illan. Hill, /alter H, History of lit. iiouis UniTersity, in79, P. Fox. King, Henry Churchill. :ixiucation and National Character. 190B, Religious Ikiucation Association. King, Henry C. Personal and Ideal Elements in Education, 19^^^ MAOMillan "«# Xolbe , Park K. The Oollegea in 'ar Ti>ies and After, X>19 !>• . Appleton and Co. Monro* » Paul. Editor, Jyclopedia of J^uoation. (Articles on the IndiTidual Colleges) Peabody, Franois. The Religious i^duoation of an i\merioan 3iti* sen. Chapter IV, Universitiesjand the rocial Con- soienoe. lA/ IlaoL^illon. Bobbins, Chas. L« The School aa r^ :^oial Institution, 'Thant. II, The Social Ideals of the f^chool* Chant. XI Private r>choola and '\iblio Education, lA Allyn and Baoon. Tlnring, Chai-les ?• • The Amerioan Oollegc in American Life. 1^97 G. . utnam's Sons. '9VB ao ti,»i. 40«J>-' -4- Thwing, Jharlea ■^, History of HigharBduofttlon In Am«rlOA* 1906, D, -Appleton. Students and 'he Torld <7ide I^xnansion of Chciatianity, K» C. Convention 1914 student VolunteBrMoveiaent, BULLE^IHS AHD FBRIODIOAL3« Xthearn, \7alter 3, Helisioua T'^uoatlon in Collttg«8, R«lig« Kd. X, r»T) 421-.422, B«nton, Guy Potter. Tfigher liduoatlon, Future, Outlook and Poaelbilitiet,' N* X« A. Journal T>roceeaingB 1 A.^ pp 621-627. Bishop* Oharlas M. The ReBTX)nsibility of Oenoflii national Insti- tutions for the Pre arati* n of lieligious Leader »• Rellg. Ld. VII, p. 372. Haotaiftr , Ifrank V* Higher Sduoatio:^ in Kansas, Giro. inf. U. S* Bur. Ed. 1900 ];o. 2. Brown, . arren, i^kiuoation unaer ^^.eligious Auspioes* ixL. Bulle~ tin, 1919, No. 10. Brown, Llmer £llsv;orth. JUstory and DeTclorcient of TTlgher Bduoation* K« K. A. Journal T>rooeed a a Jid Ad- drestjoa, 1^15. pp5?9*602. Bullotin 1916. No. 3^* -egro Education, Department of the Inter- ior) Bureau of liduoation. Caldwell I H. C« Eduoation in llebraaka.^U. S. Bur. i:duo. Jiro. Inf. Ho. .3. 1;?02. Chaaaell, Olarc "9. Rtlif^iouB : ducation in Institutions of Hi,;her Learning in the U, S. Relig. M. 13ll50-l65» Crawford, . "U The Place and Function of 'he Danomi national College, //d. rieview 49:445»54, Crawford, J« Vorayth. Tha Madia of Religious Imiresaion in Ck)lleGea, N. E. A. Journal r'rooeed^nga 1 il''-. pp 489-4 :?3. *»■- ,"f.T ^ijojiJUj:, >t 'auaioAl?' • 5- T«y, ". "'. History of Jducation in Louisiana, U, S. Bur. 3Sduc. Giro. Inf. Ho. 1. I' J''', (jr»9V, Jn. N, History oi - uucai-ion in ' inneaota, U.S. Bur, educ. nro. Inf. No. 2, 1 >02, Xellerman, I. The xienouin&tlonal CoHegt, Popular ooienoa Alonthly Vol. 7^ , p. 358. Kttlley, . 3. Sug^cs ions for Staadjurdi cation and r>unerYiBion, Relig. j;d. 13:35^-63 Lane, J. J. lUotory of ixiuoatlon in Ttxaa, U* 8* Bur* Eduo* Giro. Inf. llo. 2, 1>»03. Lange, A* The Junior Collega, K. E. A. Journal 'roceedinga, 1911?. p. 119/ lain, Jn. 'T. f. Tha .'.'Modern Man and ieligious Eduoation, Helig. Ed. IV. pp. 4.78-4P5. IfoDovlll, 1, .¥.. The Junior Collega, U. S. Buraau of Hkiuoatlon Bulletin i;i9, Ho. 35 llaiklejohn, Alexander. The Purx>8a of the Liberal College. N* E. A. Journal ^rooeedlngs ajnd Addreusee, 1914. pp 102-1 03, Parker, L. 7« Hicher Education In Iowa, U. 3. Bur. Educ. Clro. Inf. 1893. Boas, -d. A. x.duoatlon for Social Serrice, N. X* A* Journal Prooeedinga, 1914. pp, 1 03-106. Roaaignol* J* B, G* TTlstory of Higher Education In Colorado , U, S. Bur. iiduc. Giro. Irf. No. 1, I903. Sanders, Frank K* Tha Trainint; of Teachers of ueli^ion in Unln Versitiea nnd ;oll<-ge8, I'^el. iid. III, 5'5-62r- Shlnn, Joa. it. Hiatory of Kduoation in Arkanaaa, U« 3. 3ur. Edue. Giro. Inf. No. 1, 1900. , M. 8« Higher j^duca Ion in Mlaaourl, U, S* Bur, £duo« Giro. Inf. No. 2, I89B. ^s\ -6- otrong, Vrank. ^righer u oution, Praaent Activities and Ac- Connlish vjii .!i, 1.'. E. A. Journal of "Proceedings and AddroBses, lylb* PP* 6lO>6l6« Strong » Frank* Religious Mucation in Universities* ;;• E. A. Journal Proceedings 1:^14, pn. 4.89-493, ThomT>son, "to. 0. Education for "olitical find ''oral [Jervioe* K, E* A. Journal Proceedings 1A4. pp 106-11^, Turner, li'rederick l\ 'iTie Slenifloanoe of the frontier in Ameri- can 'listory, adieon State Historical :'ociety of iso nsin, l894. ■\ttt if^' 6G52&4 UNIVERSITY OF CAUFORNIA UBRARY LANGE LIBRARY OP EDUCAtlON UNIVERSITY OF CALIFORNIA BERKELEY. CAUFORNIA;