UC-NRLF
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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.
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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^
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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 •
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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,- '
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'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
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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.^.
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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
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-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.
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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!'
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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[.
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-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.
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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.
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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-
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-20-
study Is baaed on the graduates of the denominational
colleges of this region, whose names are found In "Who*8
Iho In America "for 1918-1919. This represents a con-
tribution that was made by the denominational colleges
between the Jrears 1860-1914, the greatest number of
leaders, however, being graduates of the decade 1890-
1900. It Is evident that the results of our Investiga-
tion are probably not as favorable to the denomination-
al college as would be a study of the contributions to
leadership, made by the denominational colleges In an
earlier period, when their activity was greatest. But
because this study Is based on present evidence. It
has been considered more Interesting and practicable.
About 35^ of the graduates of the colleges,
west of the Mississippi, whose names are found In
■who's Who In America" (1918-1919), are from denomin-
ational colleges. The decade In which the largest
number of these graduated, was that of 1890-1900. In
the preceding chapter, we noted that In the Report of
the D. S. Commissioner of Education for 1896-1997, about
59^ of the total number of college students In this
1. See Appendix, Tables V, VI, and VII. The statistics
In this chapter Include, among the denominational
colleges, those institutions, now nonsectarlan, which
were denominational at the time in which the»e stu-
dents graduated.
r3<^n ^.tP
— O f.-'i'-i^rt
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96
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:'ns r,til
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oo
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-21-
region, were In denominational colleges. If we accept
the report of this year aa an average for the decade.
It »ould sena that the proportion of leaders furnished
by the Church Schools, has not been In keeping with the
nvunbers they have reached.
In speaking of public service, the line of
activity of which, probably, we first think. Is direct
service to the State. About 12^ of the graduates of
1
this region are In the service of the State. Of this
12^, the denominational colleges have furnished not
2
quite one-third. They have given a Secretary of the
Treasui^ and three State Governors, - Jos. A. Bumqulst
of Minnesota, George tt. Clark of Iowa, and A. Dookery
of Missouri. They have conttibuted four members to the
Forelgh Service, also eleven Judges, and thirty Con-
gressmen.
In the realm of Business Ac Industry, and In
the medical and legal professions, the denominational
colleges have done very little. This is not strange,
however, for we have noted that the work offered by the
denominational colleges has been of a general type, and
!• See Diagram VI.
8« See Diagram ^
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-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-
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- —. .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.
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-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-
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-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
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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
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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 -»»-
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-35-
by the lavs of Mlnr»8ot9 when the State was organized,
might have been due to the Influence of this institu-
tion. When Carleton was founded in 1867, it adopted
the co-educatlonal system, offering advantages on
eaual tewna to men and women. The earliest denomina-
tional colleges in Iowa also favored co-education. Iowa
Weeleyan bears the honor of graduating the first woman
ever admitted to the bar. Cornell College, Iowa, from
its founding, admitted women, and claimed to be ths first
college to elect a lady to a professorship on the same
2
salary as a gentleman. The first denominational college
In Arkansas adopted co-education as an experiment and
pronounced it successful. In Texas, as early as 1845,
Baylor "demonstrated the wisdom of such system Thus,
the denominational colleges of the west not only fur-
thered the cause of the higher education of women, but
through It, made possible fftelr entrance Into larger
fields of activity.
1, Parker, L.F. - Elgher Education in Iowa. Chap. IX,
page 155.
8. Ibid. - Chap. IX, p. 151
3. Shinn, Jos. H. - History of Education In Arkansas,
Chap. IV. p. 104.
4. Lane J. J. - History of Education in Texas. Chap. IV,
p. 67.
M
. PvoT
%92:i
A ». ^
-36-
Another cause to vhlch some of the denomina-
tional colleges have contributed is that of the Edu-
cation of the Hegro. Only three of the States west of
the Mississippi may properly be called Southern States, -
Louisiana, Texas and Arkansas; - but in these three
states, what higher educational opportunities have
been offered to the Negro, have come, largely, through
the denominational colleges. Very few of them have
been colleges in the true sense of the word, but second-
airr schools with a large primary enrollment »nd offer-
ing a few courses of collegiate grade. Louisiana has
two colleges, - Straight College and New Orleans Uni-
versity, - offering Junior College work. In 1916,
there were only about twenty pupils in these institu-
tions who were enrolled in College classes. Texas
*
has five denominational institutions offering limited
college work. None of these were listed as "Colleges"
by the U. S. Commissioner of Education in 1S17. In
Arkansas, Philander Smith and Arkansas Baptist College
have done some tollegiate work. The services which these
colleges have rendered for the welfare of the colored
race have been limited, either because they have at-
tempted to cover too wide a field, with insufficient
equipment, or because they have hindered each other's
■.v.
1o IP-
-57-
progress through duplloatlon of effoi?t. (The latter
will be dlecuased at greater length In Chapter V.)
let, notwithstanding these hindrances, the denomina-
tional colleges rendered some service. "The early foiind-
ers of these institutions vere men and «omen of high
ideals whose daily life gave to the freedmen a more
precious heritage than any type of curriculum could
M 1
possibly provide.
Perhaps the greatest progressive movement
that has been furthered by the denominational colleges
of the middle west and west, has been the Missionary
movement of the Church. That these colleges should be
strong forces in the creation of missionary spirit is
not strange, for many of them were themselves conceived
as missionary projects, notably, St. Louis, St, Mary's,
§ttaw& U. and Villiamette, which were begun as missfton
schools for the Indians. But although these phases
of work were soon closed, the missionary spirit has
not ceased. The colleges on the first frontier have
sent their representatives to the still farther west;
and when the last frontier was reached, th«y kept on
1. Bulletin 1916, Ho, 36 - Negro Education. Vol. 1,
Chap. l\, p. 56.
;9Vj-»"
no^ia.'" 'a* *wr..'^if n^*^'
•♦t «'n'Yir>
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'
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an it«d;f arrafi .BSRlorqlilcn erf*
ftd4 Mi» •i^o«q »«i»
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-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
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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.
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-ttlORO:
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> ^ ^fw<^«r
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a re
-47.
l8 also essential to the welfare of the state.
The denominational oollege, as a small college,
has had an advantage In the development of the Ideal of
sociability. J\s8t as the conditions vlthln the small
town haveproved conducive to the development of neigh-
borhood spirit, so the natural oj^rcumstanoes under vhloh
I I
the students of a small oolleg^ £<
«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
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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
^? "^ ■;,.:)
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6«0«n49 ftrfi fJl
©ri;t
»«vb T
oToa I)-
rrl
Cfl o* t
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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
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2021
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1752
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2362
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al colleges
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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
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1566
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1041
656
3349
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740
^
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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.
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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.
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Tuthlll Alex.
Thompson C.D.
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Vandiver V>,
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Vernon Sa«i
Jflnson Rpbt.
Voldeng Matt.
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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
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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
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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
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*
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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.
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Anders^m Alex.
Anderson P.L.
Anderson ^M.
Anderson L.
Anderson R.
Angelottl F.
Arbuckle Jn.
Arnold J.
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Arnold R,
Arthur Job,
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Bakewell Paul
Baldwin F.m.
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Ball Max
Bannister L.
Barker E.
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Barron Dan
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Batts Robt.
Bauer Geo.
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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,
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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
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Burke Ed
Burke Jn,
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Butcher The.
Butler Kush
Butler Pierce
Byrnes Tin.
Cady Hamilton
Caldwell Ben J.
Caldvell Hoif,
Galdsell Chas.
Caldwell 'Clart
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C^ildwell Eugene
Callaway Oscai*--:
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Campbell Jas
Campbell Jn.
Campbell Robt^
Candy Albe
Cannon Prank
Carleton Mark
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Carmlchael Jn.
Carr^ Henry
J Carruth Rm.
Carson Nor.
I j C arver Geo.
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^orlbners.
O'oe, "eorge A. A Social Theory of r*Qliiriciua .duoation, Chanter
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■\ttt if^'
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