^'{\'\ Qe i-'ronooeci ur of Frill ce ton Class L-_Ji4i^ Boole ./VSl Cojpgliffl" COPYRIGHT DEPOSrr. The Proposed Graduate College y Princeton University ^"^/fT "^1*^ ; Princeton Printed for the University MCMIII The Graduate College Suggestion of an Inner Ykw of part of the Quadrangle, from a sketch of Cope and Stewardson I .^.M^ TOT ia. ..I ., ■. . ■N Wy I ^R 3 1903 |«. CopyngM Entry . I CLASS at-- XXc. No J^ if «f -) _CgPY B. / Copyright, 1903, by The Trustees of Princeton UniversitV On the side of University growth, a Graduate College is un- doubtedly our first and most obvious need, and the plans for such a college which Professor West has conceived seem to me in every way admirable. To carry them out would unquestion- ably give us a place of unique distinction among American Universities. He has conceived the idea of a Graduate School of residence, a great quadrangle in which our graduate students will be housed like a household, with their own commons and with their own rooms of conference, under a master, whose residence should stand at a corner of the quadrangle in the midst of them. This is not merely a pleasing fancy of an English college placed in the midst of our campus; but in conceiving this little community of scholars set at the heart of Princeton, Professor West has got at the gist of the matter, the real means by which a group of graduate students are most apt to stimulate and set the pace for the whole University. I hope that the privilege of building and developing such an institution may be accorded us in the near future, in order that in carrying out our plans the scope and efficiency of the University may be assured from the very outset. WooDROw Wilson, President of Princeton University. Princeton, New Jersey, 17 February, 1903. THE PROPOSED GRADUATE COLLEGE PAGE I. Origin of the Project 7 II. Reasons for the Graduate College .... 8 III. Plan and Life of the Graduate College ... 15 IV. Cost of the Graduate College 19 V. Conclusion 21 ORIGIN OF THE PROJECT THE project of a Graduate College as a foundation of the highest impor- tance to the future of Princeton University was first suggested at the time of the Sesquicentennial Celebration, held in 1896. Since then the gen- eral conception has been developed and restudied in all its parts in order to embody the constituent elements in a final definite scheme. The importance of the proposal in the minds of the authorities of the University is shown by the fact that it has been formally adopted by the Board of Trustees after full consideration, and that it has been the subject of the only memorials addressed to the Trustees by the University Faculty during the last six years. It has been embodied by President Woodrow Wilson in his inaugural address and in all his official statements as an essential part of the general plan for the development of the University under his administration. In order to supplement and improve what had been originally devised by means of a new examination of the chief European residential schools of higher liberal studies, the Dean of the Graduate School was authorized to visit various European universities during the summer and autumn of 1902. The result is a plan based, first of all, on the ideals and history of Princeton, but reviewed in the light of the best American and European experience. It has not been devised to meet any temporary emergency, but to provide in the best manner possible an enduring and stately home and endowment for the higher liberal studies, — a place whose influence shall be felt for centuries in its effects on the life as well as on the thought of the graduates and undergraduates of Princeton, and, through them, on the life and thought of the country. 7 THE PROPOSED GRADUATE COLLEGE REASONS FOR THE GRADUATE COLLEGE The object of founding the Graduate College is to create in Princeton Uni- versity a new agency, as powerful as can be devised, for reinforcing our system of liberal education in all its parts, from the beginning of freshman year to the end of the graduate studies, in such a way that every student shall receive indi- vidually the finest development of which he is capable. The remarkable situa- tion in American higher education makes the present a more opportune time for founding this new institution than any that has preceded it, and Princeton is the place where a favorable environment of life and a peculiar vigor of col- lege tradition, the two conditions prerequisite to making the Graduate College a certain success, already exist in a degree found nowhere else. It will be the flowering of her own life, a visible embodiment of the hopes we entertain for the highest knowledge and culture, a school of unique distinction in America, and a model for imitation throughout the country in the elevation of studies and of student life into accordance with the truest standards. The first and chief reason for founding a Graduate College is to create in America a valuable institution which does not yet exist, — a residential college devoted solely to the higher liberal studies. A necessary condition for the production of accomplished scholars is con- stant contact of an intimate personal character with professors of marked abil- ity, sympathy, and efficiency. What the highly skilled teacher is afterward to do in stimulating and forming the individual undergraduate student, what the highly trained man who is not a teacher is to do for his fellows, must first be done for him in a higher and more extensive manner by his own teachers. A body of well-endowed professorships, to be occupied only by the best pro- fessors procurable, reinforced by others already in the Faculty, is therefore the one true foundation on which the Graduate College may be built in a manner which shall insure both its immediate and its enduring success. Without this, architecture and gardens, even fellowships and students, will be wholly insuffi- cient, because the central inspiration will be lacking. With this, all the rest will be safeguarded and can be realized. How are such men to be secured .? They are rare, but fortunately only a few of them are necessary. The care which is to be exercised in the choice of graduates who are to live in the College must be exercised in a far higher degree in respect to the choice of the professors. Good salaries are of course necessary. But the professor to be REASONS FOR THE GRADUATE COLLEGE 9 desired for a Graduate College is not to be obtained by salary alone. It will be found that even extraordinary salaries will not bring them unless the hfe and the conditions of work of the Graduate College are in themselves very attractive. This in their eyes will be the determining consideration, and men who feel in this way are the men we most desire. While, therefore, a body of interesting and eminent professors is the essential thing as the foundation for all else, the envi- ronment in which these professors are to live and work is the deciding factor in the problem of obtaining them. It is for this reason that the proposed system of fellowships is necessary in order to secure a nucleus of students for such pro- fessors ; and the buildings of the Graduate College are an equal necessity in order to provide the material home in which this community shall find the full realization of its best desires. If this creation is realized, we may expect to see in residence a company of students, some of whom will from year to year be added to the Faculty of the University, thus continually recruiting that body in the best way, giving Princeton full independence in regard to its future supply of professors, and making it certain that the character of the Faculty will be such that the true Princeton tradition will be perpetuated with as much purity and strength as has been attained even in the old universities of Oxford and Cambridge. Some of these men, moreover, will naturally be in demand for other college faculties and for the better schools, and the influence of Princeton as a teaching centre will be largely increased. Others may be expected to follow the life of students in science, philosophy, or letters, whether they give themselves to actual teaching or not. Some will become expert authorities on social and economic prob- lems and in the various arts and sciences. Others, again, will find themselves qualified to become leaders of thought and action in the world outside, as journalists, authors, or discoverers. A good many others, who have no special intention of giving themselves permanently to the scholar's life, or who desire a year or so before entering on professional studies, will obtain here an enlarge- ment of knowledge and an invigoration of purpose which will be of the highest service in promoting their usefulness and happiness as cultivated men. Our graduate schools in America are not only failing to produce fine col- lege teachers but also the best kind of scholars, and they are failing because they lack the peculiar elements proposed for the Graduate College. Graduate students generally are unequal in point of all-round ability, sound common sense and strong personal attractiveness to the better part of a college senior class. The best brains and strongest characters among our students are being lo THE PROPOSED GRADUATE COLLEGE drafted into the professions and business life, and too often only the leavings remain for the higher learning. This was not nearly so much the case twenty or thirty years ago as it is now. The reason it is true now is not only that the openings for college men into professional and business life are becoming more numerous and attractive, but that there has been no corresponding development in the proper attractions offered for the scholar's life. Besides this, the devel- opment of a certain type of specialist has resulted in producing a class of men who are specialists only, keen of sight along some narrow lane of knowledge and dim to all that lies outside. Erratic men of mediocre general abilities are flocking into their specialties and becoming narrowly intense. They difi^er from specialists in the Old World in lacking the breadth of vision and richly diversified cultivation which is so evident a possession of the best English, Ger- man, and French professors. The very conditions which are developing our present specialists are injuring the higher intellectual life of our universities. It is not now attractive to the finer spirits. The only sure way known to history of producing the greatest intellectual men is by bringing the strongest young men into the closest possible personal contact with great masters, who shall form them one by one in great subjects of study. The scholar must live in the life of his master. The way Wither- spoon formed Madison here and Dwight developed Calhoun at Yale is the true way. It is the way Newman, Froude, and Matthew Arnold were bred in that memorable group at Oriel College, as Arnold himself has so finely told us in his well-known words of intense conviction : " For rigorous masters seized my youth, And purged its faith, and trimmed its fire, Shew'd me the high, white star of truth. There bade me gaze, and there aspire." The story of the regeneration of Balliol College until its honors became the blue ribbon of distinction in all Oxford, and the later story of the growing power of New College, are known to every student of university life. Who can visit the little entry, with its four sets of rooms, under the shadow of the great tower of Trinity College, Cambridge, and not be stirred as he thinks that in that narrow plot of space were developed Sir Isaac Newton, Thackeray, Macaulay, and Tennyson ! And although Germany contains no higher resi- dential college, it is at least true that her choicest scholars have not been de- REASONS FOR THE GRADUATE COLLEGE ii veloped in the hum of lecture-rooms or by the manner in which most of the students live, but through the intimacy of chosen students with great masters, as they walked with them, discussing their problems man to man, or met them in little groups in quiet rooms. As a supreme example from, another land we may cite the Ecole Normale Superieure in Paris, the great residential graduate college of France, which, for the number of its pupils, has the most brilliant record in the world. Out of the list of its professors we may mention La- grange and Laplace of its first staff, Michelet and Cousin in history and philos- ophy, the mathematicians Puiseux, Hermite, Monge, Picard, Darboux, and Tannery, — themselves a great chapter in the history of thought, — Mascart in physics, Berthollet, Dulong, and Deville in chemistry, Pasteur in biology, and such contemporary names in the humanities as Duruy, Lavisse, Monod, Bois- sier, Croiset, and Brunetiere. The record prepared for its Centenary in 1895 shows that up to that time eighty-two of its graduates had become Members of the Institute, — which includes the French Academy as one of its sections, — the highest intellectual honor in France. This residential college of only one hundred men, graduating about thirty a year, has done more than any other to give tone to the best French thought. There is also a lesson of great service to be learned from the world of modern business. Centralization of all influences, so as to get control at close range, is the efficient principle of successful undertakings which require imme- diate response to high directive intelligence. It is just as efficient in the world of learning. It will be so in the Graduate College. By reason of his sur- roundings, the life of every student will be centred in his work. He will be environed by a cluster of men all bent on similar studious pursuits, and all co- operating to a single end under the constant stimulus of a group of efficient professors closely united for the same end. The influences are continually operative, and exposure to them is inevitable and constant. The highest ex- ertions of young minds thus come about with a swing and rush of power which can be produced with certainty in no other way. The second reason for its foundation is to be found in the direct and inval- uable help the Graduate College will supply in harmonizing, invigorating, and elevating the life and thought of the undergraduate students. The development of American colleges in the last thirty years has been more rapid and varied than in all our previous history. At the present time what is offered as liberal education in this country is no longer the plain, definite thing it was a generation ago. With the multiplied opportunities, such as 12 THE PROPOSED GRADUATE COLLEGE never existed before, the diversity of standards is becoming so great as to create confusion in the minds of educators and bewilderment in the minds of students as to the relative value of their several studies, the spirit in vs^hich they should be pursued, their proper combination to yield a liberal education, and the true relation of student life outside the class-room to the more formal intellectual work within. The inevitable result has followed. The very multiplicity of studies, so encouraging when clearly organized so that each student may secure the things he most needs and avoid wasting his Hfe on things of less value or even of injury to him, is leading to a disorganization so great as to threaten the very existence of definite standards of education. The imperative duty now pressing upon all who are charged with the conduct of liberal education is to set in motion forces which will remedy this state of affairs. The only right remedy is to be found in apportioning right things for the student to study and in furnishing him with instructors who may be depended upon not alone for an expert knowledge of the subjects they teach, but also for the skill and devotion with which they put their powers to the task of evoking whatever is best in the minds and hearts of the men they teach. When this is secured, the centre of the student's life is touched, and the other questions which aff^ect him, whether in or out of the class-room, are likely to be seen in their true light. For this personal touch of the professor on the individual student there are many substitutes but no real equivalent. One of the chief duties of the Graduate College will be to train a selected company of scholars who shall have, besides competent knowledge of their subjects, strength and skill in the art of teaching. They will be chosen from the graduates of our own and other universities with special reference to their personal worth, — men of good minds and good manners, men of culture as well as knowledge, accessible and interesting men, possessing those engaging qualities to which students so readily respond, men who can help in the edu- cation of undergraduates, and especially in those private hours of conference with the individual student, when it will be possible and easy, as at no other times, to act as "guide, philosopher, and friend" in discovering where the student's special need lies and in pointing out to him whatever is suitable in the way of criticism, revision, and encouragement. Each undergraduate will have the help and stimulation, not of an instructor or a private coach whom he pays, but of the finest men his university can supply. It was this, in effect, which was the secret of success in the best old-fashioned American college training. Where there were few students, something of the kind, though not so perfect. REASONS FOR THE GRADUATE COLLEGE 13 was attempted, and always with happy resuhs. It was essentially in this way that Witherspoon and McCosh in Princeton, the elder Dwight and Woolsey in Yale, and Scott and Jowett in Oxford managed to put their powerful im- press for life on the men they taught. It is still the one most irresistible and winning way of appealing to the better impulses of students. It was natural to our older college system, and is to-day the chief argument for the small college. It is in accordance with the wisest experience of the colleges of Oxford and Cambridge. In case this mode of teaching is secured to Prince- ton, it will then be possible to say with entire candor that it incorporates in even better form than has been attained heretofore the best advantages of the small college, and adds to them the greater variety of opportunity which only a larger college can provide. No doubt there are to be found at the present time in our Faculty, as in other faculties, men whose natural aptitudes peculiarly qualify them for this all-important work. But the supply is utterly insufficient for the work pro- posed, both because the energies of our universities have not been turned of late in this direction and because some of the tendencies which have been at work in the last thirty years have operated powerfully to discourage the pro- duction of this type of scholar. The chief obstacle in realizing the end to be sought is that an adequate supply of these men does not exist, and no well- organized agency has been devised to develop them. They are men who must be picked, one by one, for their fine personal qualities and be developed in a special environment which will test at every point, so far as it is possible for human appliances to do so, their fitness for such a career. Those who are familiar with the present situation know that the supply of Americans trained after the present methods in the graduate departments of our universities, or of European universities, has not met this demand and cannot meet it. Their training, serviceable for other ends, could hardly have been better contrived to destroy their usefulness as college teachers. Dry, formal, and pedantic men so easily forget their own beginnings that they rarely understand how to guide the lively and roving energies of the college student, who is, after all, the most interesting and generous type of young man to be found. The situation can be met only by selecting and training the right kind of men to do this indispensable personal work. And if men are to be taken from successive graduating classes to be set apart for this sort of scholar's life, giving of their best to each man they teach, they should live during their preparation in a place and a society worthy of their ideals. They should form 14 THE PROPOSED GRADUATE COLLEGE a community where every man benefits the other in the constant daily inter- course of a home of gentlemen who are scholars. The building in which they live and its surroundings should be the visible symbol of that dignity and charm which ought to accompany and enrich their life. There should be a system of fellowships yielding each holder a sufficient sum to enable him to devote himself, without distraction, solely to his work. The fellowships should be open to all, whether they are to be teachers or not. There should be a Master of the College in residence. To every graduate who lives within its quadrangle, and to every undergraduate who passes it in his daily walks, the College should, in its very beauty and in the completeness of its ap- pointments, be a visible symbol of the nobility of the truth and knowledge that are fit to dwell there, and the very fact that there is within the college world such a body of men devoted to high and serious work should quicken all good purposes. There will be other students in the College besides those who are to be trained in the new breed of college teachers or for a life of professional scholar- ship. The Graduate College is not intended exclusively for the training of teachers, but also as a home and school for all strong cultivated men who wish to pursue higher studies in ideal surroundings. Those who are to teach, no mat- ter of how fine fibre they may be, will profit by having associated with them as many others who are there for free study, irrespective of any special career and solely for the sake of their own enlargement and enlightenment. There is to-day a growing class of desirable men who want these things. Here is the home for one or more of their best years. The third reason for founding the Graduate College is that it will confer on Princeton University unique distinction among the universities of America. The Graduate College will crown our undergraduate liberal education, completing the organization of the central and regulative part of our Univer- sity. It is the one addition needed to give unity to the system. Year after year, as undergraduates enter and pass on to graduation, they will be helped on their way by chosen graduates who have gone over the way before them and guided successive college generations. Year after year, some of the newer graduates trained in the Graduate College will fill the places of those who have ceased to teach. The whole system, from freshman year to the end of the highest studies, is then self-perpetuating and self-renewing. The University, being assured in advance of the character of its teaching, is then able to plan and give, with every promise of permanence, a sound education to every student PLAN AND LIFE OF THE GRADUATE COLLEGE 15 who can receive it. Uncertainty, confusion, and conflicting purposes, which are so often more disastrous than error, because harder to correct, are eUmi- nated, and a sound, steady, and easily understood policy can be maintained. The home of the College, moreover, will be unique in our land. The conditions "of student life in Princeton are distinctive. It is the only large old college in a very small town. The college tradition is comparatively pure and completely dominant. The Graduate College will be the flowering of this collegiate root. Whatever may be true of other subjects, liberal studies at least find their greatest charm amid old associations and their natural home in the peace of rural life. Quadrangles enclosing sunny lawns, towers and gateways opening into quiet retreats, ivy-grown walls looking on sheltered gardens, vistas through avenues of arching elms, walks that wind amid the groves of Aca- deme, — these are the places where the affections linger and where memories cling like the ivies themselves, and these are the answers in architecture and scenic setting to the immemorial longings of academic generations back to the time when universities first began to build their homes. Nothing so deeply appeals to our students to-day as this type of architecture, — the exquisite col- legiate Gothic, found at its best in the remaining examples of Oxford and Cambridge. Nothing so fully accords in spirit with our desires for Princeton. PLAN AND LIFE OF THE GRADUATE COLLEGE The statement of reasons for creating the Graduate College foreshadows the outlines of its organization and prepares the way for understanding its more detailed plan. The two elements to be organized are the men and the build- ings. The men will consist of the Master of the College, the professors, and the graduate students. The Master of the College is to be chosen by the Presi- dent and Trustees of the University. He is to live in the College, and to have immediate and constant supervision of its life. Among his most important duties will be the personal selection of students to recommend for residence. It is therefore important that he should be familiar with them in their under- graduate days, and combine both undergraduate and graduate teaching in his own work. To supplement and correct his individual judgment by the best judgment of others, there will be need of a council of professors chosen to ad- vise him. They are to be picked, not primarily to represent the various de- i6 THE PROPOSED GRADUATE COLLEGE partments of study, — though this is an element which cannot be neglected, — but by reason of their personal fitness as judges of young men. The students thus selected by the Master and Council of the Graduate College, in which, of course, the President of the University will be a member ex officio, will then be submitted to the President for his approval, and, if approved, will be admitted to residence, ordinarily for one academic year, but with the possibility of con- tinuing for two or even three years as graduate students. In order to secure them at the best period of their lives, appointments of resident students will, as a rule, be made from graduates of not more than five years' standing. It is also expected and desired that some of them shall continue their residence after they have become teaching members of the Faculty of the University. It may also be possible, after these two groups of men are provided for, to admit other specially qualified scholars for longer or shorter periods, particularly in the case of writers or investigators who are bringing out the results of their studies. And provision will be made for that most important group of culti- vated men, — those who have the desire for the studious life without proposing to themselves permanently the scholar's career. At every point the policy of the College is to turn on the kind of men who are to live in it. The professors and other officers of instruction will, of course, be chosen solely by the President and Trustees of the University, who will, however, have at their disposal for purposes of consultation the Master and Council of the College. As already indicated, the professors will consist partly of new men and partly of men now in the Faculty. As in the case of the Master of the College, they too are to do both undergraduate and graduate teaching. It is not intended to develop a Faculty of professors given solely to graduate work, but to maintain at all hazards the unity of our intellectual life from beginning to end. The professors doing graduate teaching need to have their influence deeply rooted in the preliminary collegiate studies, both to sustain our college life and to enable them to know in advance who are the students best fitted for the residential graduate life. Every professorship founded in the Graduate College thus contributes directly to the opportunities offered to under- graduates. But the professor must be more than a teacher. He must be an authority on his subject. If he is to continue to command the admiration of his students and do his best for them, he must not be overloaded with instruc- tion. He must have ample time for his own studies, both for the sake of advancing knowledge and for the sake of continually quickening his influence as a teacher. PLAN AND LIFE OF THE GRADUATE COLLEGE 17 It would be easy to draw up a list of departments in which professors are specially needed to develop existing subjects and to establish new ones. It would also be easy to specify each chair to be founded. Important as this is, it is not the first consideration. The essential thing is to find the men and let them bring their departments with them. This is the one sure way both to guarantee the reality of what we are attempting and to produce true symmetry in each department provided. If ever the alternative has to be faced, it is better to leave an important department unrepresented than to fill it with unsuitable men. It is possible, however, to state very closely the number of professors needed to supplement our present staff so that the Graduate College may be fully manned. The number should not be less than twelve in any event, and fifteen would be sufficient. To these it may be desirable to add, from time to time, some special lecturers, readers, and other instructors. The departments of instruction in which opportunities are to be ofi^ered comprise the entire circle of the important higher liberal studies. They may be roughly classified under the three main divisions of philosophy, literature, and science. Under philosophy, in this broad sense, is included philosophy proper, the large group of subjects comprised under the old word politics, the various departments of history, and the field of art in so far as it is a university and not a technical subject. Under literature is included linguistic study generally, the classical, modern, and English literatures, and such parts of Oriental literature as can be provided. Under science comes the whole range of the pure sciences, including the many subjects which constitute its three main divisions of mathe- matics, the physical sciences, and the natural sciences. Outside his courses of study each student will be in close relations with the Master of the College and in peculiarly intimate relations with some one pro- fessor as his personal adviser and critic. The several professors are each to have definite responsibility for the counsel and direction of a small group of students, whom they are to meet outside the regular courses in a very intimate way, both in the Graduate College and in their own houses. All this is to be made as free and interesting as possible. The courses pursued will be of the student's own choosing, subject to the general arrangements of the University. Those who give themselves for at least one year to study may obtain the Master's degree, which it is hoped will come to be recognized more and more as a cultural degree. There will also be a small group in longer residence as candidates for the degree of Doctor of Philosophy. It is also expected and hoped that a considerable number will 1 8 THE PROPOSED GRADUATE COLLEGE come, not for the sake of any degree, but solely for the life and studies of the place. To whichever class a student may belong, he will not be allowed to waste his time in desultory efforts, but will be required to direct his energies to some definite and valuable end. The fidelity and success of every one will be tested from time to time by the Master and Council of the College. Their supreme object will be to maintain in its purest form the spirit of the place in every man. So far as he realizes this, he succeeds. There is a range of intellectual interests lying outside the courses of study. It is the range of free casual intercourse in things of the mind. The gather- ing around the fireside in the Commons Room after dinner is one example of it. The table-talk and after-dinner talk of cultivated men is no little part of a liberal education, in the ease and freedom it gives to our use of knowledge. And in the Commons Room, at least, the art of conversation need never die. Still another means of perfecting our scholar will be travel. Whenever it is desirable, any Fellow can be sent to some university abroad for special study. The Graduate College will again and again be visited by one and another as he returns. Expeditions may be organized here. As they return to Princeton with their treasures of art, science, or history, the Graduate College can afford them a place to live while studying the results of their explorations. That visitors of distinction will come to the College is certain. The students will thus be in the way of meeting famous men of other universities and lands. The cosmopolitan touch will not be lacking. The number of students must be regulated by the conditions of the life they are to lead in the College. It should not exceed one hundred. Such a num- ber would suffice for the development of a society where every one might know his fellows well, find the variety he needs, and yet not be lost in a crowd. Almost any capable professor of the type we are seeking can easily know them all. They are not too many for fairly familiar acquaintance with the Master of the College in their daily goings and comings. Nearly half of them should be Fellows, that central body which must ultimately be depended on to set the pace for the others. Fifteen professors, therefore, besides our present staff, with occasional lecturers and readers added, and a company of at least forty Fellows, with not more than sixty other students, comprise the academic personnel of the Graduate College. The buildings are designed in Gothic of the purest collegiate type and are arranged to surround a quadrangle. They consist of the entrance tower, the suites of students' rooms, the dining-hall, the breakfast-room, the kitchen and COST OF THE GRADUATE COLLEGE 19 steward's quarters, the Commons Room, and a house for the Master of the College. Of the two folders in this book one gives an exterior view suggest- ing the tower and part of the quadrangle, and the other an inner view of the quadrangle showing some of the studies and part of the dining-hall. The studies face inward on an enclosed lawn, the bedchambers being disposed on the exterior. Each student is to have a suite consisting of a large study, with open fireplace, and bedroom and bath-room attached. The Master's house ex- tends outward from a corner of the quadrangle and is surrounded by a garden. A Fellows' Garden is also contemplated. The interior should be furnished in oak, and special care is to be given to the panelling and furnishing of the dining-hall. This hall will be lighted with Gothic windows. Around the walls will be hung portraits of men famous in our academic history. The branching roof will be carved in oak, or perhaps in fan-tracery of stone. Above the panelling at the western end is to be placed a great window. At the opposite end is to be the entrance, with its screen and gallery, where an organ may be set. Every evening the entire college is to dine in hall, the students seated at two or three long tables running length- wise, and the professors and visitors at the high table under the western win- dow. As occasion arises, the hall will be available for musical recitals or informal gatherings. Breakfast and luncheon are to be served in the breakfast-room at hours which are fixed and yet leave room for student convenience. The Commons Room is for the hour of informal gathering around the fireside after dinner. The dining-hall. Commons Room, and Master's house will become the centres of the greater part of the social life of the College, while the students' rooms will be the places where men meet in the freedom of their closer friendships. COST OF THE GRADUATE COLLEGE The sum necessary to create the Graduate College in the complete and enduring form proposed cannot be less than three million dollars. The time needed to erect the buildings, secure the professors, and select the first set of students is three years. It cannot be done well or ill in a year. Two years would probably suffice for erecting the buildings, obtaining some of the professors, and choosing some of the students. But three years should be allowed if the 20 THE PROPOSED GRADUATE COLLEGE start is to be made in the best manner. Accordingly, the whole amount pro- posed will not be needed at once. It can be distributed over the entire period. In addition to the primary endowments for professorships and fellowships, one additional lesser endowment is needed as a reserve fund. It should yield at least five thousand dollars annually to enable the University to add something to the standard salary whenever it is necessary to secure some extraordinarily desirable professor, to provide occasionally for lecturers and readers, to meet reinvestments at lower rates of interest, and in general to provide for the con- tingencies that are sure to occur but cannot be foreseen. The amounts proposed for all purposes are as follows, the productivity of endowments being estimated at four per cent. : I Endowment for Professorships Fifteen professorships at I5000 salary, each on an endowment of 1125,000 $1,775,000 II Endowment for Fellowships At least forty fellowships with stipends averaging $500 each. This requires a total annual income of 1 20,000, the interest of an endowment of 500,000 III Buildings at least 600,000 IV Reserve Fund Yielding at least $5000 annually 125,000 Total $3,000,000 CONCLUSION That this creation may be reaHzed soon in Princeton is the strong hope of the authorities of the University. If reaHzed, there will at last exist in America an institution specially and efficiently planned to reinforce and develop the best ideals of American liberal education, and which will in a very remarkable way fulfil hopes which found their first public expression at the Sesquicentennial Celebration in the closing words of the orator of that occasion, now the Presi- dent of the University : "I have had sight of the perfect place of learning in my thought: a free place, and a various, where no man could be and not know with how great a destiny knowledge had come into the world, — itself a little world: but not per- plexed ; living with a singleness of aim not known without ; the home of sagacious men, hard-headed and with a will to know, debaters of the world's questions every day and used to the rough ways of democracy ; and yet a place removed, — calm Science seated there, recluse, ascetic, like a nun, not knowing that the world passes, not caring, if the truth but come in answer to her prayer; and Literature, walking within her open doors, in quiet chambers, with men of olden times, storied walls about her, and calm voices infinitely sweet ; here ' magic casements, opening on the foam of perilous seas, in faery lands forlorn,' to which you may withdraw and use your youth for pleasure; there windows open straight upon the street, where many stand and talk, intent upon the world of men and business. A place where ideals are kept in heart, in an air they can breathe ; but no fool's paradise. A place where to learn the truth about the past and hold debate about the affairs of the present, with knowledge and without passion: like the world in having all men's life at heart, a place for men and all that concerns them ; but unlike the world in its self-possession, its thorough way of talk, its care to know more than the mo- ment brings to light ; slow to take excitement ; its air pure and wholesome with a breath of faith ; every eye within it bright in the clear day and quick to look toward heaven for the confirmation of its hope. Who shall show us the way to this place? " I III -I'-" Mi' ^ If re »P ' I m Sti «i Jm 1 ^ jr' ^'^ ^