Copyright]^?. 
 
 COPYRIGHT DEPOSrr 
 
WORKING ONE'S WAY THROUGH 
 COLLEGE AND UNIVERSITY 
 
Working One's Way 
 
 Through College 
 
 and University 
 
 A Guide to Paths and Opportunities to 
 
 Earn an Education at American 
 
 Colleges and Universities 
 
 BY 
 
 CALVIN DILL WILSON 
 
 Author of " Making the Most of Ourselves," two series; "The Story of 
 the Cid," " Old Stories Retold from Chaucer and Spenser," etc. 
 
 CHICAGO 
 
 A. C. McCLURG & CO. 
 1912 
 
I £361 
 
 ,W6 
 
 Copyright 
 By A. C. McCLURG & CO. 
 
 1912 
 
 Published April, 1912 
 
 W. 3. Sail {hinting (Company 
 GUitrayn 
 
 $1,00 
 gCLA314147 
 
 / 
 
INSCRIBED TO 
 
 THE AMBITIOUS YOUNG MEN AND YOUNG 
 
 WOMEN OF OUR COUNTRY 
 
Foreword 
 
 THE aim of this book is to speak informingly 
 and sympathetically to the many thousands 
 of young men and young women, boys and girls, 
 whose heart's desire is to gain college and univer- 
 sity training, but who do not see their way to that 
 goal. Thousands wish for such education but 
 are scarcely aware that it can be attained by their 
 own efforts, or that it has been done and is be- 
 ing done by many who have no financial backing. 
 To such students I trust these pages may afford 
 light. 
 
 February 7, 1912. 
 
 C. D. W. 
 
 [vh] 
 
CONTENTS 
 
 CHAPTER PAGE 
 
 I The Outlook . 13 
 
 II Is It Possible to Support Oneself 
 
 and Gain a College Education? . 18 
 III Ways in Which Young Men Earn 
 
 Money While in College . . 26 
 IV More Ways for Young Men to 
 
 Earn at College 39 
 
 V Still More Ways for Young Men 
 
 to Earn at College 56 
 
 VI Ways by Which Young Women 
 
 Earn Money While in College . 68 
 VII Experiences of a Woman Who 
 Earned Her Education; Also, 
 Conditions in the College of 
 Which She is President ... 84 
 VIII Special Statements from Leading 
 
 Colleges for Women .... 91 
 IX How the Colleges Help Needy 
 
 Students 98 
 
 X Other Aids within the College . 109 
 
 XI Prizes and Honor Scholarships . 114 
 
 XII University Fellowships . . . . 121 
 
 XIII Self-Support and Social Position . 126 
 
 XIV Can One Keep up Health and 
 
 Scholarship? 131 
 
 [ix] 
 
Contents 
 
 CHAPTER PAGE 
 
 XV Distinguished Persons Who Have 
 
 Earned Their Own Education . 139 
 XVI The Career of a Very Notable 
 
 Self-Helper 153 
 
 XVII Help in Foreign Colleges and Uni- 
 versities 174 
 
 XVIII Cost of Tuition and Other Ex- 
 penses at Various Colleges . . 211 
 XIX Views of Some Magazine Writers . 245 
 XX Choice of a College, and College 
 
 Atmospheres 272 
 
 XXI Value of a College Degree . . . 288 
 XXII Greek Letter Societies as Helps . 294 
 
 XXIII College Athletics 307 
 
 XXIV College Life 316 
 
 XXV Bureau for Student Aid, Carnegie 
 
 Technical Schools 325 
 
 XXVI Free Education in the National 
 Academies at West Point, An- 
 napolis, and New London . . . 331 
 
 [x] 
 
WORKING ONE'S WAY THROUGH 
 COLLEGE AND UNIVERSITY 
 
Working One's Way Through 
 College and University 
 
 CHAPTER I 
 
 THE OUTLOOK 
 
 Ten thousand capable boys and girls graduate each 
 year from our High Schools and Academies, who, 
 though in character and ability entitled to every ad- 
 vantage of higher education, are compelled by lack 
 of funds to forego a college course. This is not only 
 a loss to them as individuals but a distinct loss to the 
 country in the lessened opportunities and diminished 
 efficiency of some of its most promising young citi- 
 zens. When we consider the vast sums donated each 
 year to our colleges and universities, — amounting in 
 1907 to $17,716,605, — and when we consider further 
 the sums squandered in sending to college unappre- 
 ciative sons and daughters of the wealthier class, the 
 failure of these ten thousand young men and women 
 seems like a national calamity. It is a national calam- 
 ity. — Dr. Edward J. Wheeler. 
 
 THE colleges are open to energy and talents. 
 They are not close corporations welcoming 
 only well-lined pockets. Their sesame is not a 
 
 [ 13 I 
 
Working One's Way Through College 
 
 bank account. Their doors swing wide for 
 brains, courage, and character to enter. Such 
 youths as have financial backing have neither 
 a patent on, nor a monopoly of, educational op- 
 portunities. There are no warders at the gates 
 to shut out any or to ask about their property or 
 heraldry. The colleges have been established and 
 builded up with democratic aims, with intent to 
 include in their hospitality all alike. To-day, 
 more than ever before, one of the chief symbols of 
 the college student's life might be a youth with a 
 book in his right hand, while his left hand grasps 
 a tool with which to work his way. 
 
 It is encouraging to note how numerous and 
 how widespread are the higher educational insti- 
 tutions in our land, among which one may choose. 
 One does not have to leave his State, scarcely his 
 own neighborhood, in the search. There are five 
 hundred and seventy-three recognized colleges of 
 all kinds. These include one hundred and forty- 
 three for men only, three hundred and twenty-one 
 for both sexes, and one hundred and nine for 
 women only. In addition there are very many 
 private schools, preparatory schools, academies 
 proper, and privately managed military schools, 
 of high grade; these in general are not endowed 
 and do not grant degrees, and so are not included 
 
 [14] 
 
Working One's Way Through College 
 
 in the first list; but nevertheless they provide 
 training for intellect and character, and they serve 
 as steps toward the higher institutions. In a large 
 proportion of those that have been referred to 
 there are more or less favorable opportunities for 
 earning education, in whole or in part by one's 
 own efforts. 
 
 It is encouraging to consider the hosts of young 
 people now in the colleges, academic and profes- 
 sional, and to remember that a large percentage of 
 both men and women among these students are 
 winning their own way. There are more than one 
 hundred and fifty thousand of these students. This 
 number does not include those in the lesser schools 
 above the public High Schools, though all these 
 may be kept in mind as possibilities on the upward 
 path of education. Of the students, more than one 
 hundred and six thousand are men. The women's 
 colleges are divided into grades A and B; of the 
 A grade there are just sixteen. There are more 
 than forty-three thousand women and girl students 
 in the A grade and in the co-educational colleges, 
 while there are many women in still other colleges. 
 
 But far greater than the hosts now in the col- 
 leges are the numbers of young people in the land 
 who aspire to rise through like training to the 
 ranks of the educated. Many of these are now 
 
 [15] 
 
Working One's Way Through rv 
 
 girding themselves for the struggle toward t* 
 end by their own efforts. Multitudes more are 
 ready to have smouldering ambitions fired by 
 knowledge that their dreams can become realities. 
 
 Many others have never heard that educations 
 earned by the students are actualities, never met 
 and talked with a man or a woman who has fought 
 this battle to successful issue, never learned that 
 a College Employment Bureau exists. Many others 
 have but vague notions that a few here and there, 
 in unknown ways and by special good fortune, 
 have found it possible to win education by per- 
 sonal effort; but these rumors have been without 
 detail, mere floating hearsay, and so have made no 
 definite impression as having a bearing upon their 
 own future. 
 
 In shops and stores, on farms, in out-of-the-way 
 districts, are hundreds of thousands of young 
 people, vigorous, aspiring, courageous, talented, 
 to whom information as to the possibility of their 
 college education may come as good news from a 
 far country. Still others are aware, in a limited 
 way, of the opportunities, and are beginning to 
 fumble for a start, but have no general survey of 
 the field. 
 
 Unto you, O young men and young women, we 
 write. We aim to bring to your hosts light, that 
 
 [16] 
 
jrtyng One's Way Through College 
 
 j »„.j 
 
 a. ..way may be opened, that you may gain 
 . courage, take stock of yourselves, formulate plans, 
 
 and begin and carry on to the end the battle for 
 
 earning your own education. 
 
 We do not intend to depict the pathway to which 
 
 you are invited as one of roses, and so allure with 
 
 vain hopes the vacillating and the lovers of ease. 
 
 But we hope to help those whose ambitions are 
 gPQ^erful enough to carry them past obstacles and 
 
 difficulties, and to make these seem as little things 
 
 compared with the goal to be won. 
 
 [17] 
 
 r»iton»-.> ■ 
 
CHAPTER II 
 
 IS IT POSSIBLE TO SUPPORT ONESELF 
 AND GAIN A COLLEGE EDUCATION? 
 
 The experience of many students shows that if a 
 man has health, energy, cheerfulness, a good prep- 
 aration for college work, he need not hesitate to en- 
 ter. — Charles W. Eliot, ex-President of Harvard. 
 
 THESE vital questions are upon many earnest 
 youthful lips : " Can I by work and thrift 
 earn my support and gain a college education? 
 Can I select a college, enter it as a student, sit at 
 the feet of its teachers, be a part of the student 
 life, gain intellectual discipline and knowledge, and 
 at the same time pay my way by extra efforts? 
 Can I do this and preserve health, get the good 
 of school life, keep self-respect and standing 
 among my comrades? Is there anything I must 
 lose in this way? Is there anything I may gain 
 beyond those whose expenses are provided by 
 others ? " 
 
 It is a cheerful fact that the youth of to- 
 day who asks such questions can be answered 
 
 [18] 
 
Working One's Way Through College 
 
 optimistically. The replies are based not on the- 
 ory but on experience. In many hundreds of 
 instances young people have earned their own way 
 to education. It is being done by many at this 
 hour. If one has health, pluck, determination, 
 adaptability, one can do the same. 
 
 These questions find suggestive reply in the 
 fact that a very considerable proportion of the 
 colleges have within themselves organizations for 
 the finding of remunerative work for students, 
 and for assisting them to adapt themselves to 
 suitable employments while at school. These are 
 known as Employment Bureaus or Self-Help 
 Committees. In still other institutions this aid 
 is in the hands of the local Young Men's and 
 Young Women's Christian Associations, and 
 these undertake and carry on successfully this 
 service. 
 
 These Bureaus and Committees are carefully 
 organized and operate systematically, keeping in 
 touch with employers of labor of various kinds in 
 their cities or towns, having lists of student appli- 
 cants for work, either special or general, and in 
 multitudes of instances bring employers and em- 
 ployees together. . 
 
 More than this, after the students get under 
 way, they grow in initiative, seek jobs, put to 
 
 [19] 
 
Working One's Way Through College 
 
 varied uses such experience and skill as they 
 possess, and find and make ways to earn expenses. 
 The youth of to-day who aspires in this direction 
 is not a pioneer, though he may often need to 
 be his own pathfinder as to special ways and 
 means. He may start with the assurance of the 
 practicability of his undertaking, backed by the 
 experience of many. He can hearten himself by 
 the knowledge that grit and skill have accom- 
 plished the same, and he can cry out to himself, 
 " What man has done, man can do again." 
 
 We may also turn directly to the colleges and 
 ask them our questions and find their replies en- 
 couraging, though wisely qualified by reference 
 to the personal equation, which must enter into 
 success or failure in this as in any undertaking. 
 The Secretary of Harvard states : 
 
 " Whether one will be successful or not depends 
 chiefly on his own ability and energy. . . . It is 
 possible to work one's way through Harvard, for there 
 are always self-supporting students in college; and 
 the experience of many students shows that if a man 
 has health, energy, cheerfulness, a good preparation 
 for college, and enough money for the necessary ex- 
 penses of the first year, the chances are he will never 
 turn back. The ways of self-support at Harvard 
 are as various as the men using them, and in the 
 main every man must find his own way." 
 
 [20] 
 
Working One's Way Through College 
 
 Yale has a Bureau of Appointments with the 
 object of assisting needy students and developing 
 in every way their opportunities for self-help. 
 This Bureau requests all who have work which 
 students can do to let it be known at the office. 
 It issues a small pamphlet on " Self -Help at Yale," 
 and in reply to the question " Can it be done? " 
 it says : " A sufficient answer is that for several 
 years an average of about twenty-five men in 
 each class of the Academical Department and 
 perhaps as many more in the rest of the Univer- 
 sity, in all say about two hundred men, have 
 been paying their own way entirely, and about 
 four hundred more have been earning more or 
 less of their own expenses." 
 
 Yale, in 1908, asked by circular of the students 
 who were earning their way wholly or in part 
 at that institution, how much money or its equiv- 
 alent they had made, and in what kinds of work. 
 Five hundred and sixty- four replies were received ; 
 the whole amount actually earned, in term-time 
 and in vacation, was about $214,449. The Grad- 
 uate School men earned the largest amount, and 
 the Academical School the next. The Sheffield 
 Scientific Seniors came next, followed in order by 
 the Academical Freshmen and the Sheffield Scien- 
 tific Freshmen. The men longest on the ground, 
 
 [21] 
 
Working One's Way Through College 
 
 who have proved themselves capable and reliable, 
 get more of the remunerative work. 
 
 Columbia has a Committee on Employment for 
 Students. The total earnings for 1907-1908, 
 both with and without the Committee's assistance, 
 were $95,855. The business depression led to a 
 decrease in student incomes to a certain extent. 
 In 1908, there were three hundred and eighty- 
 eight requests from employers. There was a 
 total of 722 students registered; they applied in 
 many cases for a particular kind of work. 
 
 At Cornell there are many who support them- 
 selves in whole or in part by outside labor. Cor- 
 nell does not undertake to secure employment for 
 its students, owing to their large numbers, so that 
 in finding jobs the individual is obliged to depend 
 largely upon his own efforts. But the University 
 Christian Association, through its Students' Em- 
 ployment Bureau, is always ready to serve such 
 as are in search of work. The Association dur- 
 ing the University year ending June, 1909, had 
 helped about two hundred and fifty students to 
 work, aggregating in value nearly fourteen 
 thousand dollars. 
 
 The situation of the University of Chicago af- 
 fords opportunity for the employment of many 
 of its students. There both men and women are 
 
 [22 ] 
 
Working One's Way Through College 
 
 able to earn a part of their expenses, if they have 
 energy and ability. The University has an Em- 
 ployment Agency associated with its Bureau of 
 Information, conducted without charge. This 
 Bureau keeps a register of students seeking work, 
 and a list of positions. By letters addressed to 
 employers stating the opportunity which the Bu- 
 reau affords them to obtain capable help, and by 
 personal interviews and applications, the Man- 
 ager of the Bureau seeks to maintain and in- 
 crease the number of positions which are open 
 to University pupils. 
 
 Many students at Armour Institute of Tech- 
 nology are paying their way by doing various 
 kinds of work such as may be found in a city like 
 Chicago. At Dartmouth, five or six hundred 
 pupils make part of their college money during 
 term-time, and a few hundreds more earn money 
 during the vacations. At Drake University, an 
 enterprising student can make his own way. 
 Baker University, Baldwin, Kansas, is the scene 
 of successful efforts on the part of many students 
 who aid themselves materially by their labor while 
 carrying on their studies. The people of the 
 city of Baldwin have done much in the way of 
 providing work for students ; in fact, during the 
 past several years there have been at certain 
 
 [23] 
 
Working One's Way Through College 
 
 seasons more calls for workers than the committee 
 could supply. An Employment Bureau is main- 
 tained by the Young Men's and Young Women's 
 Christian Associations. 
 
 The College of Liberal Arts of Northwestern 
 University issues an encouraging pamphlet on 
 this very subject. It gives lists of jobs, — 
 Regular Employment, Positions Requiring Ex- 
 perienced Men, and Odd Jobs. " No student can 
 be guaranteed employment. Nevertheless, the ex- 
 perience of many men at Northwestern justifies 
 the assertion that no industrious young man, 
 equipped with health and energy, need hesitate 
 to make his own way." Evanston Academy of 
 Northwestern University has a Committee on Em- 
 ployment. The College Young Men's Christian 
 Association also is of great assistance. From the 
 first days of the Academy till now many of its 
 students have earned a part or all of their ex- 
 penses, so that the spirit of the school has taken 
 a characteristic color. The Registrar of Leland 
 Stanford Jr. University says : " Quite a number 
 of students here are almost entirely self-sup- 
 porting." 
 
 These are but glimpses of the situation which, 
 while not universal, is general at the higher in- 
 stitutions of learning in America to-day. These 
 
 [24] 
 
Working One's Way Through College 
 
 are cited now that we may at the beginning base 
 ourselves firmly on the fact that from Ocean to 
 Ocean and from Lakes to Gulf are numerous col- 
 leges in which young men and young women are 
 making their way in whole or in part by their own 
 efforts. Never before in the history of educa- 
 tion have so many students been able to do this 
 as to-day. Never before have the opportunities 
 to this end been so numerous and the conditions 
 so favorable. Never before have there existed so 
 many well organized committees and methods 
 within the schools for aiding the pupils to help 
 themselves. 
 
 It may be well at this point to indicate that 
 favorable conditions exist for Indians and for 
 colored people as well, for all without regard to 
 race or creed. In some of the greatest univer- 
 sities there is no color line, so that what is said 
 in regard to opportunities in these applies to all 
 alike. While other colleges do draw the color line, 
 there are special schools for colored people and 
 for Indians. It is therefore possible for members 
 of all races that live in this land to make their 
 way to education in some good schools. 
 
 [25] 
 
CHAPTER III 
 
 WAYS IN WHICH YOUNG MEN EARN 
 MONEY WHILE IN COLLEGE 
 
 No ambitious young man need go without a college 
 training if he is determined to have it. A longer period 
 may be required for the course; pleasant aspects of 
 college life may have to be given up; self-denial and 
 toil must be constant. But if there is willingness 
 there need be no hindrance. — S. B. McCormick, 
 Western University of Pennsylvania. 
 
 THERE seems to be a general impression that 
 the possibilities of making money while at 
 school are confined to a few employments. The 
 students who wait on table at summer resorts have 
 been exploited as representative of college labor, 
 whereas in fact the jobs and occupations of the 
 students, both men and women, have a very wide 
 range. It may be said indeed that whatever talent 
 or skill a young man or young woman has, what- 
 ever has been learned of work of hand or brain, 
 may be made to come into play as helping toward 
 paying school expenses, either during term-time 
 or vacations. 
 
 [26] 
 
Working One's Way Through College 
 
 There is, so far as I am informed, but one line 
 which the student himself draws against any kind 
 of employment, and that is the duties of a valet. 
 He refuses to serve the person of another in such 
 duties as may be properly included under the 
 term valet. Many, both men and women, how- 
 ever, act as nurses, companions to invalids, readers 
 for the aged, but these, of course, differ from the 
 valet's kind of service. 
 
 The farm lad, the clerk, the apprentice to a 
 trade, the factory worker, the youth at almost 
 any kind of labor, may be pleased to learn that 
 the very things he knows how to do are the ones 
 for which place may often be found at a college 
 or in its vicinity. There is nothing he knows 
 about planting and harvesting, care of animals 
 or gardens, food production and distribution, 
 building or tearing down, handling of machinery 
 small or great, but may be made to serve his turn. 
 The girl who can sew and mend, make candies or 
 knit, who is a judge of knickknacks, who knows 
 foods, can turn the knowledge to account. Some 
 things are better than others ; some are less ex- 
 hausting; but tutoring, waiting on table, or man- 
 aging eating-clubs are only a few of the ways of 
 helping to swell college pocket-books. One may 
 quickly come to appreciate that certain of the 
 
 [27] 
 
Working One's Way Through College 
 
 duties he may have been forced against his pleas- 
 ure to do at home, and which promised the least 
 outlook, may be his best aids toward support at 
 college. 
 
 Whatever one knows may serve him in his 
 course. I knew an Italian, skilled in several lan- 
 guages, who while at school in Pittsburgh gave pri- 
 vate lessons to a number of young ladies. He was 
 recommended as a teacher by one of the profes- 
 sors, who had a large social acquaintance and who 
 thus obtained for him engagements with daugh- 
 ters of several rich men, who paid him well. He 
 also lectured in small churches and halls in the 
 vicinity, accepting whatever sums were contrib- 
 uted in the collections. He often returned to 
 school with a heavy package of what he called 
 " chicken feed," mostly pennies, nickels, and dimes, 
 that, however, helped considerably toward his 
 self-support. He also understood telegraphy and 
 occasionally undertook this kind of work for brief 
 terms. 
 
 I knew well four young men who were at 
 Princeton together. Two were sons of a minister, 
 and were cousins of the others. The oldest of 
 the group, one of the minister's sons, was a large, 
 powerful, fine-looking youth. His father paid his 
 railway fare to Princeton and gave him a little 
 
 [28] 
 
Working One's Way Through College 
 
 other help at the start. He speedily got on his 
 feet there, coached in athletics, tutored, and did 
 odd jobs besides. As soon as he felt confident 
 he could manage the situation he sent for his 
 brother and cousins. His brother, a smaller man 
 but strong and active, became an expert in in- 
 door athletics. One of the group became a crack 
 short-distance runner, and the fourth the lead- 
 ing pole vaulter at that time in the school. Be- 
 tween athletics, tutoring, managing dining-clubs 
 and occasional other occupations, the four men 
 easily paid their way. All stood well as students. 
 Two were sent to Athens to the first Olympic 
 games some years ago. Three were distinctly 
 among the most popular men at Princeton at the 
 time. These were, to be sure, particularly fortu- 
 nate in their personalities ; two were giants ; a third 
 was a greyhound, graceful and handsome. They 
 had no difficulty in making their way, and, being 
 personally popular and abundantly strong for 
 double work, took it all as a pleasant diversion 
 rather than a disagreeable struggle. 
 
 A few years ago a group of three youths, whose 
 homes were in Ohio, were studying at Ann Arbor, 
 and in the summer vacation went together through 
 parts of Michigan selling in country places stere- 
 opticons and views. We gathered from reports 
 
 [29] 
 
Working One's Way Through College 
 
 that they were in high spirits during that time, 
 enjoyed the tramping, the sleeping out, the 
 scenery, and the people, and were exceedingly 
 successful in selling their wares. Their earnings 
 during the season were so considerable that they 
 had to make but little further effort during the 
 following year at school. 
 
 To fulfil the intentions of this book, it will be 
 essential to give the prospective college man and 
 woman numerous indications of the actual lines 
 of endeavor which have been discovered and util- 
 ized by many who have already fought the battle 
 for self-earned education. These lists of jobs 
 will open vistas for others by presenting concrete 
 instances of their own possibilities. While 
 Homer was unable to make a catalogue of ships 
 which readers would be unwilling to skip, we can- 
 not at this point do more than record outlines of 
 work which the searcher after ways and means of 
 self-help may glance over, and then return to 
 from time to time for guidance and suggestion. 
 The names of the Grecian ships are of no moment 
 to us, but the particular ways by which college 
 finances are strengthened may be of vital im- 
 portance. 
 
 It may suggest itself to the reader that one 
 needs to have acquaintances and friends at a given 
 
 [30] 
 
Working One's Way Through College 
 
 school in order to win his way. But while this 
 may be a means of simplifying a situation, it is 
 by no means essential. One student at Harvard, 
 whose home was distant, and who had no friends 
 in Cambridge or Boston from whom to expect 
 assistance, earned in three years and a half eight 
 hundred and seventy-five dollars by clerical work 
 and tutoring, besides winning scholarships. 
 
 Another distributed literature, washed windows, 
 tended furnaces, beat rugs and carpets, shovelled 
 snow, shifted scenes, until he became a university 
 guide and had, in addition, the care of a library 
 during certain hours. 
 
 Two others, a few months after they entered, 
 found employment as janitors of the Old South 
 Meeting House, Boston. They worked together 
 about two hours every morning, getting the build- 
 ing ready to open. In addition to the janitor 
 work, one of them had to be in the building from 
 2 :30 p. m. every day to 9 :30 a. m. the next. They 
 had a well furnished room in the building. Their 
 income from this was sufficient to meet necessary 
 expenses. 
 
 Harvard affords many temporary jobs. These 
 are duplicated to some extent in some other in- 
 stitutions, and the list may serve to indicate the 
 varied avenues of employment. 
 
 [31] 
 
Working One's Way Through College 
 
 Some find openings as 
 
 1. 
 
 Advertising agents 
 
 28. 
 
 Gymnasts 
 
 2. 
 
 Athletic coaches 
 
 29. 
 
 Hotel helpers 
 
 3. 
 
 Attendants 
 
 30. 
 
 House painters 
 
 4. 
 
 Bell boys at clubs 
 
 31. 
 
 Janitors 
 
 5. 
 
 Boatmen 
 
 32. 
 
 Laboratory assistants 
 
 6. 
 
 Bookkeepers 
 
 33. 
 
 Lecturers 
 
 7. 
 
 Canvassers 
 
 34,. 
 
 Legal assistants 
 
 8. 
 
 Caretakers 
 
 35. 
 
 Letterers 
 
 9. 
 
 Carpenters 
 
 36. 
 
 Library workers 
 
 10. 
 
 Chair-movers 
 
 37. 
 
 Literary workers 
 
 11. 
 
 Chauffeurs 
 
 38. 
 
 Messengers 
 
 12. 
 
 Chemists 
 
 39. 
 
 Metre readers 
 
 13. 
 
 Clerks 
 
 40. 
 
 Monitors 
 
 14. 
 
 Collectors 
 
 41. 
 
 Museum workers 
 
 15. 
 
 Companions 
 
 42. 
 
 Musicians and mu- 
 
 16. 
 
 Computers 
 
 
 sical directors 
 
 17. 
 
 Councillors in sum- 
 
 43. 
 
 Newspaper corre- 
 
 
 mer camps 
 
 
 spondents 
 
 18. 
 
 Directors 
 
 44. 
 
 Night-school teachers 
 
 19. 
 
 Draughtsmen 
 
 45. 
 
 Outing-class teach- 
 
 20. 
 
 Elevator men 
 
 
 ers 
 
 21. 
 
 Engineers 
 
 46. 
 
 Physicians 
 
 22. 
 
 Farmers on outskirts 
 
 47. 
 
 Playground keepers 
 
 
 of city 
 
 48. 
 
 Printers 
 
 23. 
 
 Furnace men 
 
 49. 
 
 Proctors 
 
 24. 
 
 Gardeners 
 
 50. 
 
 Proof-readers 
 
 25. 
 
 General men on sum- 
 
 51. 
 
 Railroad employees 
 
 
 mer places 
 
 52. 
 
 Readers 
 
 26. 
 
 Guards 
 
 53. 
 
 Scene-shifters 
 
 27. 
 
 Guides 
 
 54. 
 
 Secretaries 
 
 [32] 
 
 * *- *-^»* 
 
Working One's Way Through College 
 
 55. Snow shovellers 62. Surveyors 
 
 56. Solicitors 63. Ticket-takers 
 
 57. Statisticians 64. Time-keepers 
 
 58. Stenographers 65. Tutors 
 
 59. Summer-school 66. Typists 
 
 teachers 67. Ushers 
 
 60. Sunday-school teach- 68. Watch repairers 
 
 ers 69. Watchmen 
 
 61. Supervisors .ofi 70. Weighers 
 
 studies 
 
 One man at Harvard earned during term-time 
 in four years $1,331 : by clerking $50 ; insurance 
 soliciting one term $200; insurance soliciting the 
 following term $350 ; singing in chapel $50 ; gas 
 insurance $150 ; teaching Sunday school one sea- 
 son $68 ; Sunday school another season $88 ; teach- 
 ing evening school $100 ; tutoring $275. During 
 a single vacation one earned $225 above expenses. 
 
 The employments at Yale that yield returns to 
 students are given here in the order of the number 
 employed and the proportion of rewards. These 
 are: 
 
 1. Teaching 5. Serving as dining- 
 
 2. Private tutoring hall " checkers " 
 
 3. Service of eating- 6. Clerical work 
 
 clubs 7. Canvassing 
 
 4. Management of eat- 8. Editorial and news- 
 
 ing-clubs paper work 
 
 [ 33 ] 
 
Working One's Way Through College 
 
 9. Caring for furnaces 11. Street railway work 
 and lawns 12. Music 
 
 10. Typewriting and 
 stenography 
 
 Under miscellaneous jobs at Yale, we note only 
 such as differ from the Harvard list, many being 
 of the same kinds. Additional to these are: 
 
 1. Civil engineering 14. Employment in lum- 
 
 2. Jobs in banks. ber camps 
 
 3. Work in boys' clubs 15. Service as Pullman 
 
 4. Surveying conductor 
 
 5. Mason work 16. Sleight of hand en- 
 
 6. Selling violets tertainments 
 
 7. College guides 17. Collecting geological 
 
 8. Operating stereopti- specimens 
 
 con lanterns 18. Getting out blotters 
 
 9. Meat-cutting as advertisements 
 
 10. Fencing instruction 19. Wheeling invalid 
 
 11. Publishing pro- chairs 
 
 grammes 20. Addressing envelopes 
 
 12. Interpreting 21. Selling spring water 
 
 13. Testing in rope fac- 
 
 tory 
 
 At Columbia, many have been occupied in tutor- 
 ing, and the range of subjects is large. This 
 pays from $1 to $3 per hour. The position of 
 summer companion earns $50 to $125 per month. 
 Summer hotel clerks have been paid from $25 to 
 $40 a month. Summer bank clerks received from 
 
 [34] 
 
Working Ones Way Through College 
 
 $25 to $50 per month. Boys' club managers 
 were paid $250 for the college year. Statistical 
 work is paid $2 a day. Summer farm work earns 
 $25 a month and expenses. 
 
 Draughtsmen obtained from $30 to $50 a month. 
 A proctor for examinations got $2 to $5 a 
 day. A bookkeeper was paid from $10 to $15 
 a week. A watcher at the polls earned $5 and 
 canvassers from $2 to $15 per day. The average 
 earnings per student were in term-time about $200, 
 and in vacations $175. 
 
 The most usual work to which students at Cor- 
 nell resort is waiting on table. Owing to absence 
 of dormitories for the men students there, a large 
 number of boarding-houses have sprung up in the 
 vicinity of the campus, and in practically all of 
 these student waiters are employed. So numer- 
 ous are such positions that it is seldom, if ever, 
 that an energetic young man who is really able 
 and willing to work cannot find an opening of this 
 kind. The time required for such occupation is 
 on an average about three and a half hours per 
 day* and the usual compensation is one's board; 
 but in rare cases individuals have been known to 
 get their room rent as well. 
 
 Another means of self-support there is tending 
 furnaces for professors and townspeople; the 
 
 [ 35 ] 
 
Working One's Way Through College 
 
 compensation is generally one's room, or if paid in 
 cash five or six dollars per month, according to 
 the amount of labor involved. Considerable tutor- 
 ing also, at seventy-five cents or more per hour, 
 especially in such subjects as mathematics and 
 physics, is to be had at certain seasons of the year 
 by members of the upper classes who have dis- 
 tinguished themselves in scholarship ; and occa- 
 sionally such students, in their senior years, are 
 appointed to assistantships in the various labora- 
 tories with appropriate compensations. A few 
 students are able to earn their way by correspond- 
 ing for out-of-town papers or by reporting for 
 the local press. 
 
 Among other kinds of work resorted to at Cor- 
 nell may be mentioned: 
 
 1. Copying or office 5. Reading proof on the 
 
 work for profes- University or local 
 
 sors papers 
 
 2. Copying in the li- 6. Collecting bills 
 
 brary 7. Running laundry 
 
 3. Arranging collections agencies 
 
 in the museums 8. Farm labor on the 
 
 4. Typewriting theses University farm 
 
 In the University of Chicago, the jobs that are 
 additional to those already spoken of are : 
 
 1. Working for express 2. Work in railway sta- 
 companies tions 
 
 [36] 
 
Working One's Way Through College 
 
 3. Carrying newspapers 9. Operating soda foun- 
 
 4. Canvassing for City tains 
 
 Directory 10. Posting advertise- 
 
 5. Canvassing for City ments 
 
 Telephone Com- 11. Ushering in theatres 
 pany 12. Moving and dusting 
 
 6. Operating night tel- books 
 
 ephone switch- 13. Pen copying- work 
 board 14. Decorating halls for 
 
 7. Night clerking in entertainments 
 
 hotels 15. Assisting photogra- 
 
 8. Packing books and phers 
 
 furniture 
 
 Persons with special training in certain lines 
 are generally said to have advantages over oth- 
 ers in self-help at school, but experience at the 
 University of Chicago has proved that students of 
 ability and perseverance may succeed even without 
 initial skill in any one line. 
 
 In order to guard against incompetent tutor- 
 ing, the Board of Recommendations keeps on file 
 a list of official tutors who have been indorsed by 
 the heads of departments in which they offer in- 
 struction. Those who desire pupils should regis- 
 ter with the board. 
 
 The University Service employs many students 
 for a limited number of hours as clerks or mes- 
 sengers in the various offices in the institution, 
 paying from twenty to thirty cents per hour, 
 
 [37] 
 
Working One's Way Through College 
 
 compensating them with a voucher covering the 
 whole or part of their tuition. Members of the 
 University Choir are granted remissions of tui- 
 tion to the amount of $1,200, each person receiv- 
 ing a portion or all of his tuition fees, according 
 to his ability. Members of the University Band 
 receive help in a similar way, the appropriation 
 for tuition for members amounting to more than 
 $2,500. Another source of income is waiting on 
 table in the Men's Commons, the compensation 
 being furnished in board. 
 
 [38 1 
 
CHAPTER IV 
 
 MORE WAYS FOR YOUNG MEN TO EARN 
 AT COLLEGE 
 
 I advise every one who can possibly devote his 
 time to a college course to do so. If he must work in 
 order to get money, I agree that he should, because 
 it is a good thing to get a college education even if 
 one does not get out of it all the possibilities. — 
 Thomas Arkle Clark, University of Illinois. 
 
 IV /TANY students at Armour Institute are em- 
 «*•'•■■ ployed as assistants in the various depart- 
 ments, and the labor varies from janitor-work to 
 assisting the professors. The remuneration va- 
 ries from twenty to thirty cents per hour, and 
 this amount is applied upon tuition fees. The 
 department stores of Chicago, many industrial 
 concerns which employ draughtsmen at odd times, 
 groceries and markets which need clerks on Sat- 
 urdays and afternoons, the newspapers, express 
 companies, and railways, are some of the various 
 avenues opened to these young people. 
 
 At Dartmouth, nearly two hundred young men 
 find work of some kind at the College Commons or 
 
 [39] 
 
Working One's Way Through College 
 
 at the Hanover Inn, a hotel run by the college, 
 as waiters or workers in the kitchens. Many get 
 some help as monitors in the class-room or the 
 chapel, or as assistants in the college library. 
 Quite a number work for the professors, caring 
 for furnaces, mowing lawns, and so on. A few 
 find employment in the village; many become 
 agents for the sale of goods of one kind or an- 
 other. Quite a number are reporters for news- 
 papers. In the vacations many are engaged at 
 the seashore or mountain hotels. Some are con- 
 ductors or ticket agents upon railroads for the 
 summer travel. 
 
 In regard to the situation at Swarthmore, Pro- 
 fessor Hoadley writes : 
 
 " Students' service here takes such forms as bring- 
 ing the college mail from the general post office and 
 distributing it three times a day; assisting in the 
 Registrar's office, doing typewriting, and getting out 
 report cards and general lists for reference ; assisting 
 in the library; and eight young men are helping to 
 serve meals in the dining-room, for which they get 
 their rooms and meals furnished. 
 
 " Some few care for the furnaces of near-by neigh- 
 bors, for which they get one dollar a week. Some 
 have agencies, as that of a biscuit company ; for ath- 
 letic goods, for magazines and calendars, and so on. 
 One is now taking subscriptions for a magazine in 
 competition for a prize. Six of the young men are 
 
 [40] 
 
Working One's Way Through College 
 
 correspondents or reporters for Philadelphia papers, 
 for which they receive five dollars a column. There 
 is a greater opportunity for boys to get something 
 remunerative than for girls; yet many girls do find 
 employment that pays them." 
 
 At Ohio State University, Columbus, there are 
 several methods of self-help employed. First, the 
 College of Agriculture uses student labor so far 
 as possible, in carrying forward its operations in 
 crop production, dairying, and the general care 
 of farm property and live stock. This is paid for 
 by the hour. It has always been the means of 
 help to a considerable number of the agricultural 
 students. Second, through the University, oc- 
 casional opportunities arise for advanced stu- 
 dents to assist in the laboratories or in other 
 clerical or technical work for departments. This 
 opens opportunities for capable young men who 
 have been there long enough to demonstrate their 
 capacity and fitness. Third, the Young Men's 
 Christian Association does a very large amount 
 of gratuitous service in locating young men for 
 occasional employment. Among these occupa- 
 tions are Saturday clerkships, which usually pay 
 from two to three dollars for a long day's work, 
 waiting at table for students' clubs or acting 
 as stewards of such clubs, reporting on news- 
 papers, collecting agencies, and so on, 
 
 [41] 
 
Working One's Way Through College 
 
 A large number of young men at Oberlin se- 
 cure opportunities to partially support themselves. 
 From one-third to one-half of the Oberlin boys 
 earn a considerable part of their own expenses. 
 A goodly number are entirely dependent upon 
 themselves. On the other hand, it is admitted 
 that some boys who make the attempt to work 
 their own way fail every year, but they are few. 
 Oberlin is a small town and does not offer large 
 opportunities for work of any sort; but it is to 
 be considered that expenses there are light. The 
 citizens are in sympathy with the students and 
 are ready to turn over to them such work as they 
 have to do, provided the young men do it well. 
 Oberlin is anxious to attract self-supporting stu- 
 dents and to encourage and aid them, The boy, 
 however, has to seek work and do it well. 
 
 I have personally noted during a summer season 
 half a dozen Oberlin boys at work with a " tree 
 surgeon," an expert in treating valuable trees. 
 Some of these youths had been with him three 
 years, and were paid according to experience. 
 The sums which are received per day by the ex- 
 perienced men are decidedly encouraging to youths 
 who seek to help themselves to an education. 
 
 The Young Men's Christian Association at 
 Oberlin has a department for Student Help; 
 
 [42] 
 
Working One's Way Through College 
 
 nearly ten thousand dollars has been earned by 
 the men securing work through the Association. 
 
 At Drake University it is possible for a young 
 man to earn during the school year from one hun- 
 dred and twenty-five to five hundred dollars. This 
 may be accomplished by doing odd jobs mornings, 
 evenings, and Saturdays. Some young men in the 
 school earn from two to five dollars every Satur- 
 day. During the summer and other vacations 
 they can earn the remainder of their expenses. 
 Work in Des Moines is ordinarily easy for the 
 student to procure and is remunerative. 
 
 A recent canvass at De Pauw showed that 
 more than a hundred boys are partially or wholly 
 self-supporting. Of this number all are earning 
 their board or its equivalent, while about half of 
 them are earning both board and room, and a 
 few are doing much better than that. There are 
 a few who earn absolutely all their expenses while 
 in school and during vacations. 
 
 The catalogue of jobs at De Pauw varies but 
 slightly from such as have been mentioned. But 
 it includes in addition: 
 
 1. Pressing and cleanr 3. Picking apples, cher- 
 
 ing clothes ries, berries, etc. 
 
 2. Caring for horses and 4. Managing the col- 
 
 cows lege paper 
 
 [43] 
 
Working One's Way Through College 
 
 5. Managing other stu- 8. Cartooning 
 
 dent enterprises 9. Mending shoes 
 
 6. Acting as stewards 10. Answering telephone 
 
 for fraternity calls at college 
 
 halls dormitories 
 
 7. Teaching public 
 
 speaking 
 
 One young man states that he has been at De 
 Pauw five years, and has not known one worthy 
 student to leave school permanently for pecuniary 
 reasons. He advises, however, that the pros- 
 pective student should arrive with at least fifty 
 dollars. He says he is earning at present three 
 and a quarter dollars a week, besides board and 
 room. 
 
 At Evanston Academy the care of a furnace 
 pays from one dollar to one and a quarter 
 per week. Five furnaces will pay for one's 
 board and room. The time taken encroaches but 
 little on study hours ; the student goes twice a 
 day in moderate weather to the houses he serves. 
 He may be able to care for five furnaces in an 
 hour and a half at morning and the same at 
 night. A newspaper route pays the same as a 
 furnace, but the time employed is longer ; there is a 
 constant demand in winter for carriers. Irregu- 
 lar work is paid for at the rate of twenty-five cents 
 per hour. While the apparent cost at Evanston 
 
 [ 44 ] 
 
Working One's Way Through College 
 
 is higher than in many places, the opportunities 
 for .work are numerous, and it is well rewarded. 
 
 As instances of success there of this kind, we 
 may cite the following. A young Canadian en- 
 tered that school with twenty-five dollars, and 
 soon found work at his trade, that of a sign- 
 painter. His first task was the painting of a 
 large furniture van. He waited on table during 
 summer months. He secured regular employment 
 with a firm of blacksmiths and wheel- wrights, 
 doing all the wagon lettering. 
 
 Another, also a painter, at once received 
 enough for living expenses; he soon got a bet- 
 ter job, one that paid from eight to ten dollars 
 a month besides living expenses. He became 
 waiter on table at a large boarding-house where 
 there was a gentleman afflicted with heart dis- 
 ease. This gentleman required a special treat- 
 ment and so paid the cost of the young man's 
 frequent trips to Chicago to learn the process 
 and then hired him to administer the treatment 
 for an hour each evening, paying five dollars per 
 week. When summer came, the two went to a 
 resort, where the treatments were continued. 
 
 Several students at Evanston have been mem- 
 bers of the United States Life Saving Crew, 
 whose station is a few steps from the Academy* 
 
 [45] 
 
Working Ones Way Through College 
 
 Members receive sixty dollars a month from April 
 to December, and have their service so arranged 
 that the men are able to attend classes in the 
 Academy or College. Eligibility is determined by 
 experience in boating and sound bodily health. 
 Certain students have received appointments in 
 the Evanston Police Department. One has sold 
 Oriental rugs on commission. Evanston students 
 have also earned money by waxing and polishing 
 floors ; putting up and taking down storm-doors, 
 windows, and screens ; conducting agencies for 
 school emblems, fountain pens, stationery, kodaks, 
 and so on. 
 
 Another student went to Evanston without 
 clear intentions as to earning his expenses. Af- 
 ter he had been in town a short time, an uncle 
 wrote him that he had a large lot of honey on 
 hand and needed to turn it into cash. Would 
 the young man help him to do this? The honey 
 was sent and was sold to the boarding-houses of 
 the city. One hundred and twenty-five pounds 
 were disposed of the first hour. The task proved 
 so agreeable that the student since that time has 
 had weekly remittances of honey and eggs from 
 the country, which he has sold on Saturdays. His 
 trade has so increased that during the past year 
 it has more than met all his expenses. 
 
 [46] 
 
Working One's Way Through College 
 
 Another landed in Evanston with five dollars. 
 He took such work as he could find on the cam- 
 pus, odd jobs, furnaces, waiting on table. Dur- 
 ing the vacation of another student he took his 
 position as coachman, doing this to his own ad- 
 vantage and keeping the job for the other man 
 while he went home for Christmas. He set type 
 for one of the town papers during the night pre- 
 ceding publication. He secured a free room, and 
 found that by working three or four hours a 
 day he provided for nearly all his expenses. 
 
 Another was brought up on a farm. He later 
 became a locomotive fireman, then a truckman in 
 the stockyards of Chicago. He worked as a 
 painter, then as salesman in a department store, 
 and last, before going to school, as a switchman 
 in a Chicago railroad yard. At Evanston he did 
 his own cooking and roomed over a barn. Later 
 he accepted work at a boarding-house where he 
 was so faithful that he was granted a comfortable 
 room, board, and other items of regular expense. 
 
 In Ohio University, Athens, about sixty boys 
 are paying board by work. Twenty-five act as 
 waiters ; ten run boarding-clubs ; eight earn from 
 six to fifteen dollars a month as janitors of clubs, 
 rooms, and churches. Reporting, collecting 
 laundry, agencies for firms, clerking, and odd 
 
 [47] 
 
Working One's Way Through College 
 
 jobs are some of the means of self-help there. 
 One youth who later attended that institution was 
 teaching a country school when he decided to go 
 to college. He was graduated after five years ; 
 and his salary, which before was forty dollars, 
 is now twice as much. 
 
 Wooster University reports about fifty per 
 cent of its students as working their way par- 
 tially or entirely. Tufts College, Boston, has a 
 Committee on Student Employment. The Young 
 Men's Christian Association Bureau at Ohio Wes- 
 leyan University gives its help to young people 
 seeking work. At Union College, Schenectady, 
 there is an Employment Bureau; students there 
 earn from two to four dollars a week during term- 
 time without seriously interfering with studies. 
 Tulane University, New Orleans, has an efficient 
 Bureau of Self-help. 
 
 At the State University of Iowa, many can 
 earn in whole or in part their expenses by wait- 
 ing on table, tending furnaces and similar jobs. 
 The Young Men's and Young Women's Chris- 
 tion Associations conduct a free labor bureau, 
 which is at the service of the students. At the 
 University of Rochester, the Registrar looks 
 after student employment in the city, finding 
 work in teaching private pupils, etc. Those who 
 
 [48] 
 
Working One's Way Through College 
 
 are skilled in useful arts are declared to have the 
 best chances there. 
 
 At the University of Wyoming, many young 
 men earn their way. In the University of Califor- 
 nia, the Young Men's and Young Women's Chris- 
 tian Associations act as bureaus of self-support. 
 At Brown University, the Young Men's Christian 
 Association helps pupils to find work. 
 
 At Leland Stanford Jr. University, the princi- 
 pal ways of earning are waiting on table, doing 
 stenographic work of various kinds, assisting in 
 the laboratories, canvassing for books, magazines, 
 etc. The greatest number are employed as waiters. 
 Next on the list come the stenographers, as there 
 is constant demand for work of this kind in con- 
 nection with that institution. Quite a number of 
 the students aid the professors in caring for large 
 laboratory courses. Some few are engaged in cor- 
 recting papers, and a certain per cent by their 
 hustling and energy are able to make enough while 
 canvassing during the summer to cover their ex- 
 penses for the remainder of the year. 
 
 At Boston University College of Liberal Arts, 
 the students have the advantage of situation in 
 the heart of a great city. This means employ- 
 ment of all kinds. This school adds to the list of 
 jobs already noted: 
 
 [49] 
 
Working One's Way Through College 
 
 1. Acting as secretary 5. Work in social set- 
 
 2. Service in hotels tlements 
 
 3. Service in private 6. Work in places of 
 
 families entertainment 
 
 4. Work in churches 
 
 At Northwestern University some students have 
 found employment as follows : 
 
 1. Acting as special 6. As typesetter 
 
 policeman 7. As nurse 
 
 2. Pumping pipe or- 8. As piano tuner 
 
 gan 9. As player on pipe 
 
 3. Janitor in a flat organ 
 
 4. As barber 10. Addressing envelopes 
 
 5. As preacher 11. Acting as pallbearer 
 
 It should also be noted that in addition to the 
 splendid efforts of students at Evanston to earn 
 their way through college, the heroic struggles of 
 some of the men in the professional schools there 
 are very successful. The course in the medical 
 school is most exacting, yet many of the men are 
 constantly setting inspiring examples of ambition 
 and industry. One man earned two-thirds of his 
 expenses during his freshman year, and all ex- 
 penses for the two succeeding years, by a paper 
 route, which with its early hours and constant 
 exposure in all weathers, was especially hard. 
 During his senior year he waited on table, having 
 sold out his route. 
 
 [50] 
 
Working One's Way Through College 
 
 A unique example of how work may be crowded 
 in between lectures and clinics is furnished by a 
 colored student, who for two years acted as porter 
 on the Twentieth Century Limited between Chi- 
 cago and Cleveland. He left Chicago at 2 :30 
 p. m. one day, returning at 7:30 the next morn- 
 ing. He attended school all that day and next 
 morning, leaving on the same trip again at 2:30. 
 His earnings averaged eighty dollars a month and 
 he maintained an invalid father, a mother, and a 
 sister during his course. Another Northwestern 
 man, by a paper route, earned all his expenses 
 for four years and had one thousand dollars in the 
 bank when he was graduated. He earned over a 
 hundred dollars a month on an average, and was 
 married before the beginning of his course. 
 
 Several students there are teachers ; one is in- 
 structor in psychology in a prominent school. 
 Many earn room, or room and board, and often 
 some additional cash, by caring for doctors' of- 
 fices, clerking in drug-stores, or doing janitor 
 work. Many are guards on the elevated or con- 
 ductors on the surface lines. One man kept a 
 medical book-store; one was a clerk of elections; 
 one earned his third-year expenses by taking 
 charge of a boys' club in a social settlement, and 
 his senior expenses by looking after an invalid at 
 
 [51] 
 
Working One's Way Through College 
 
 night. Some address mail matter, and some heave 
 coal, welcoming any job that helps to pay the 
 cost of their education. 
 
 Williams College reports certain youths as do- 
 ing well with the business of hauling and handling 
 trunks, managing laundries, acting as summer 
 guides and gymnasium assistants. Purdue gives 
 an example of marked success in making and sell- 
 ing programmes of college games. Minnesota had 
 a youth who for a time acted as assistant of the 
 County Recording Clerk. At Syracuse many help 
 themselves ; the matter is in the hands of the Sec- 
 retary of the Young Men's Christian Associa- 
 tion, who works up positions, looks after locating 
 students in homes, and makes himself generally 
 useful. 
 
 The Student Help at the University of Michi- 
 gan is in the hands of the Graduate Secretary of 
 the Students' Christian Association. Albion Col- 
 lege has an Employment Bureau, consisting of 
 three members of the faculty, and it is generally 
 understood throughout the city that persons need- 
 ing help can procure it promptly by telephoning 
 this committee. A number of students find regu- 
 lar work at specific hours in certain shops and 
 factories, and some of them put in a full day on 
 Saturday. 
 
 [52] 
 
Working One's Way Through College 
 
 In Chicago, one summer, there was a strike 
 among the stokers on the lake boats. The boat 
 lines advertised for- stokers, and it proved hard 
 to find men. Half a dozen University youths took 
 jobs for six weeks; they enjoyed it greatly and 
 said they had had the time of their lives. 
 
 A certain mother had two boys and a little 
 money; she gave a small amount to her sons, and 
 they went to Yale. There they bought a restau- 
 rant, managed it, and hired other students to work 
 for them. They made a success of the enterprise. 
 The proprietors found it somewhat difficult to 
 maintain strict discipline with their fellow stu- 
 dents who were also their hirelings. One day one 
 of the owners was walking through the place in- 
 specting it, during meal time. He saw one of the 
 boys carrying a plate of soup, but carelessly hav- 
 ing a finger in it. He said sternly, " Take your 
 finger out of that soup." The other smiled and 
 retorted, "Why should I? It isn't hot." This 
 brought a laugh from customers, and the youth- 
 ful owner thereafter admonished his employees in 
 private. 
 
 Elbert Hubbard says, in a pamphlet endorsed 
 and reprinted by that institution: 
 
 " At Tuskegee there are nearly sixteen hundred 
 students and one hundred and fifty teachers. There 
 
 [53] 
 
Working One's Way Through College 
 
 are two classes of students, ' day school ' and ' night 
 school ' students. The night school students work all 
 day at any kind of task they are called upon to do. 
 They receive their board, clothing, and a home; they 
 pay no tuition, but are paid for their labor, the 
 amount being placed to their credit; so when fifty 
 dollars is accumulated they can enter as day students. 
 
 1 The day students make up the bulk of the schol- 
 ars. Each pays fifty dollars a year. These all work 
 every other day at manual labor or some useful trade. 
 
 1 Tuskegee has fully twice as many applicants as 
 it can accommodate ; but there is one kind of applicant 
 who never receives any favor. This is the man who 
 says he has the money to pay his way, and wishes 
 to take the academic course only. The answer al- 
 ways is, ' Please go elsewhere. There are plenty of 
 schools that want your money. The fact that you 
 have money will not exempt you here from useful 
 labor.' 
 
 " The Tuskegee farm consists of twenty-five hun- 
 dred acres. There are four hundred head of cattle, 
 about five hundred hogs, two hundred horses, great 
 flocks of chickens, geese, ducks, and turkeys, and 
 many swarms of bees. It is the intention to raise all 
 the food that is consumed on the place, and to manu- 
 facture all supplies. There are wagon shops, a saw- 
 mill, a harness shop, a shoe shop, a tailor shop, a 
 printing plant, a model laundry, a canning establish- 
 ment. Finer fruit and vegetables I never saw, and 
 the thousands of peach, plum, and apple trees, and 
 the vast acreage of berries that have been planted, 
 will surely some day be a goodly source of income." 
 
 [54] 
 
Working One's Way Through College 
 
 At Tuskegee, in the night school, students have 
 opportunity to work out all or most of their ex- 
 penses. Tuition is free. Day school pupils are 
 given an opportunity to work out from one and 
 a half to three dollars a month on their board. 
 
 It should be noted by way of warning to the in- 
 considerate that there are certain methods of 
 earning at school that come under the ban of the 
 authorities and involve lack of moral discernment. 
 For instance, some indigent pupils at different 
 schools have been known to sell their note-books 
 to rich but idle youths. Sometimes large sums 
 have been paid for these. This sort of thing is 
 branded as dishonorable, is against the regulations 
 of the colleges, and is severely punished when 
 detected. 
 
 [55] 
 
CHAPTER V 
 
 STILL MORE WAYS FOR YOUNG MEN 
 TO EARN AT COLLEGE 
 
 We need not so much an increase in beneficiary- 
 funds as an increase of the opportunities for students 
 to earn their living. Aid in education, if given with- 
 out exacting a corresponding return, becomes demor- 
 alizing. If it is earned by the student as he goes, it 
 has just the opposite effect. — President Hadley of 
 Yale. 
 
 AT the Temple University, Philadelphia, the 
 authorities endeavor to find positions for 
 such of the students as need them. Many have 
 secured work. Any one going there should have 
 money enough to see himself through for six 
 months. It is necessary for students to register, 
 as employers wish to see personally those they in- 
 tend to consider as applicants for work. If one 
 takes the evening classes there, he can readily find 
 work with the department stores during the day- 
 time. If he studies at the Temple during the 
 day he can often get employment in the stores 
 
 [56] 
 
Working One's Way Through College 
 
 on Saturdays and during the holidays. The 
 Temple has an Employment Bureau. 
 
 Hampton Normal and Agricultural Institute, 
 for colored and Indian young people, requires 
 that expenses be paid partly in cash and partly 
 in labor. Students who enter the work-class for 
 their first year are given an opportunity to labor 
 for wages six days in a week and attend night 
 school eight months. Work-students usually earn 
 from fifteen to twenty dollars per month, and so 
 are able not only to pay their board for the year 
 but to accumulate a balance which helps to pro- 
 vide their food the second year, when they enter 
 the day school or begin a trade. Pupils in the 
 day-school classes, or those who wish to devote 
 all their time to academic studies, attend four or 
 five days in the week and work for wages one or 
 two days. Their earnings are deducted from 
 their board bill each month. 
 
 Atlanta University for colored people has both 
 boarding and day students. The day students 
 help themselves in many ways by doing various 
 kinds of work in the city. All boarding pupils 
 are required to work one hour a day for the in- 
 stitution as part payment for their board. Each 
 student may work two hours a day and thereby 
 reduce the charges for board by two dollars per 
 
 [57] 
 
Working One's Way Through College 
 
 month. The employment is dining-room work, 
 janitor work, sewing, care of the lawns and drive- 
 ways of the campus, library and laboratory 
 assistance, and miscellaneous jobs under the over- 
 sight of the business manager or other officers. 
 During a recent year, two or three students 
 earned a small income by teaching some of the 
 lowest classes. The boarding students seldom do 
 anything outside the institution during the school 
 term. 
 
 The Agricultural and Mechanical College of 
 Texas has a fund known as the Student Labor 
 Fund, appropriated by the Legislature for aiding 
 worthy young men in their efforts to get a col- 
 lege education. A limited number of students 
 who have no other means of paying their college 
 expenses are allowed to earn as much as twenty 
 dollars a month from this fund, provided they 
 can do so without interfering with regular col- 
 lege work. The price paid for ordinary student 
 labor is twelve and a half cents an hour, and for 
 skilled labor as much as twenty-five cents an hour 
 is sometimes paid. More than one hundred stu- 
 dents are now earning money by various kinds of 
 jobs on the campus, waiting on the tables at the 
 mess hall, assisting in the laundry, firing boilers, 
 doing farm work, milking cows, feeding hogs, 
 
 [58] 
 
Working One's Way Through College 
 
 assisting in the creamery, doing stenography, 
 etc. 
 
 The students at Dickinson College help them- 
 selves in various ways. Many obtain positions 
 as waiters in the boarding-clubs, and there are 
 quite a number of college positions which are as- 
 signed to worthy and needy men. 
 
 The students at Bowdoin have made a thor- 
 ough investigation of this subject, with reports 
 from 192 pupils resident at the college in May, 
 1907. Of these, 167 earned all or part of their 
 college expenses. The student there who does 
 nothing toward self-support is the exception 
 rather than the rule. These 167 men earned dur- 
 ing the year 1906-7, including scholarships, prizes, 
 and incomes of vacations/ $37,709. The aver- 
 age amount earned was $225. In the senior class, 
 twenty men earned during that year $5,670 ; these 
 same men earned during their college course $12,- 
 045. Here then were twenty men in a single class 
 who during four years earned an average of $902. 
 
 One senior reported his earnings for each year 
 as follows: $137; $264; $320; $549. Another, 
 who received no scholarships or prizes, reported 
 his earnings as $139; $359; $388; $488. An- 
 other, who acted as steamboat clerk in summer, 
 and as proctor and tutor the rest of the year, 
 
 [59] 
 
Working One's Way Through College 
 
 gave his income for four years as $275; $280; 
 $317; $438. Still another earned from $400 to 
 $520 each year working for a daily newspaper. 
 One man earned $319 his first year, and $451 his 
 second year in twelve occupations. Another at 
 the same time secured $473 and $790 as an 
 agent for hatters, engravers, express companies, 
 touring parties, and census bureaus. 
 Bowdoin adds to our lists : 
 
 1. Clerk for Republi- 15. Post office clerk 
 
 can State Com- 16. Fitter in iron works 
 mittee 17. Summer-school 
 
 2. Messenger for bank teacher 
 
 3. Work on ice cart 18. Express deliverer 
 
 4. Nurse for an invalid 19. Head bell-boy, sum- 
 
 5. Clerk in custom mer hotel 
 
 house 20. Engineer 
 
 6. Bank clerk 21. Helper on electric 
 
 7. Conductor on street cars 
 
 cars 22. Census clerk 
 
 8. Time-keeper in fac- 23. Organizer touring 
 
 tory party to Alaska 
 
 9. Hotel steward 24. Chauffeur 
 
 10. Publisher of Town 25. Care-taker of house 
 
 Directory 26. Butler 
 
 11. Railway agent 27. Clerk in drug-store 
 
 12. Canning factory clerk 28. State bath-house at- 
 
 13. Time-keeper for tele- tendant 
 
 phone company 29. Clerk in freight of- 
 
 14. Government surveyor fice 
 
 [60] 
 
Working One's Way Through College 
 
 30. Machinist 51. Assistant in fores- 
 
 31. Clerk American Ex- try- work 
 
 press Company 52. Manager of college 
 
 32. Life guard, Nan- paper 
 
 tasket Beach 53. Working on athletic 
 
 33. Paper-mill worker field 
 
 34. Butcher 54. Art building assist- 
 
 35. Dairy farmer ant 
 
 36. Violinist in orchestra 55. Agent for athletic 
 
 37. Selling medals and goods 
 
 pins to high 56. Caring for grand 
 schools stand and field 
 
 38. Agent steamboat 57. Serving night lunches 
 
 company 58. Managing college 
 
 39. Assistant shipper at book-store 
 
 sawmill 59. Sawing wood 
 
 40. Manager of sporting 60. Automobile agent 
 
 camp 61. Insurance agent 
 
 41. Purser on steamboat 62. Destroying pests on 
 
 42. Fisherman trees 
 
 43. Preacher 63. Soliciting advertise- 
 
 44. Salesman in meat ments 
 
 market 64. Collecting bills for 
 
 45. Baseball player merchants 
 
 46. Night watchman 65. Soliciting for cor- 
 
 47. House painter respondence 
 
 48. Steward for frater- schools 
 
 nity 66. Selling nursery stock 
 
 49. Publishing college 67. Conducting newspa- 
 
 calendar per agency 
 
 50. Inspector in a city 68. Painting battle ships 
 
 gymnasium 69. Giving concerts 
 
 [61] 
 
Working One's Way Through College 
 
 70. Selling railroad tick- 72. Soliciting for mag- 
 
 ets azines 
 
 71. Working for mail- 73. Representing teach- 
 
 order house ers' agency 
 
 At Washington and Jefferson, the General 
 Secretary of the Young Men's Christian Asso- 
 ciation undertakes to find work for as many stu- 
 dents as possible, and has succeeded well. There 
 are boarding-houses that employ students as 
 agents and to wait on table. Waiters are also 
 employed in the Academy dormitory. Some of 
 the stores employ students on Saturdays. Prob- 
 ably fifteen or twenty students thus help them- 
 selves. 
 
 Some students at Allegheny College act as 
 waiters and janitors. The college itself offers 
 work to some twenty-five or thirty each year, 
 mostly providing janitor service at boarding- 
 clubs and some work in the town. At Ohio Wes- 
 leyan, the General Secretary of the Young Men's 
 Christian Association conducts a Bureau of Self- 
 help. A number are earning their way. Some 
 engage in paper-hanging, and some in making 
 picture frames for the college. Beloit states 
 that forty-four per cent of the men in college in 
 1909 were earning part of their expenses, and 
 nine per cent were earning all their expenses. 
 
 [62] 
 
Working One's Way Through College 
 
 Among other means to this end were photography, 
 distributing hand bills, and making pennants. 
 Beloit has an Employment Bureau on a business 
 basis. It keeps in touch with leading manufac- 
 turers and other business firms of the city. A 
 careful canvass of the city for employment is 
 made at the opening of each year and at inter- 
 vals, as seems desirable. At Cincinnati Univer- 
 sity the Secretary aims to find employment for 
 students. 
 
 Leland Stanford Jr. has an Employment Bu- 
 reau under the Young Men's Christian Associa- 
 tion. Some students earn their board by three 
 hours' work per day, or board and room by four 
 hours a day. Some labor as bookbinders, me- 
 chanics, carpenters, or stenographers, while do- 
 mestic work is an avenue used by women. Board 
 and rent are earned by women by waiting on 
 table, washing dishes, general housework, house- 
 cleaning. Those who have a trade are at a de- 
 cided advantage. All must know how to do one 
 thing well. Skill is essential. In the summer, 
 demand for canvassers is constant. 
 
 The Polytechnic University College of Liberal 
 Arts and Engraving, Brooklyn, maintains a Com- 
 mittee on Students' Aid, to find work and to rec- 
 ommend for scholarships and loans. 
 
 [63] 
 
Working One's Way Through College 
 
 At Iowa College, the chances are very good for 
 self-support in work about the town. At Adel- 
 phi College, Brooklyn, some act as bell-ringers; 
 others have evening work in offices, give music 
 lessons, or act as companions or readers to aged 
 and infirm persons. At Lafayette, some wait on 
 table at eating-clubs or at other boarding-houses ; 
 some act as clerks on half holidays and evenings 
 in stores, or as agents for laundry and other mat- 
 ters connected with the student body. At Brig- 
 ham Young College, Logan, Utah, some are 
 janitors or are given critical work in reading com- 
 positions, and some are employed in business 
 houses. 
 
 Antioch has at least one-fourth of its students 
 making their way partially, while some are doing 
 this entirely. In Georgetown University, Wash- 
 ington, D. C.j those who attend sessions of the 
 Law and Dental Schools in the evening are able 
 to find employment during the day. Some stu- 
 dents at Alabama Polytechnic Institute serve as 
 watchmen, waiters, janitors; others tend fur- 
 naces, assist in laboratory and clerical work, or 
 find employment as stenographers. 
 
 Fort Worth University provides work for a 
 limited number by service in the dining-room 
 and as janitors. For these services they are al- 
 
 [64] 
 
Working One's Way Through College 
 
 lowed about half their expenses of board, room, 
 laundry, tuition, and usual school incidentals. At 
 Miami, a few wait on table ; some manage student 
 clubs, tend furnaces, look after laundry, and do 
 house chores. At Columbia, many students re- 
 duce expenses by uniting in small groups for 
 light housekeeping. 
 
 A Boston newsboy, a Jew, is now in Harvard 
 University. He sold newspapers to carry him 
 through school, and then won a scholarship. He 
 is less than eighteen, and is still as practical a 
 young merchant as you could find, and can often 
 be seen with his bundle of papers just as watch- 
 ful for sales as if he had never known what it 
 was to enter the confines of Harvard yard. 
 
 The Current Literature Scholarship is a unique 
 and important aid to many students. The mag- 
 azine Current Literature has perfected a plan 
 by which it can, on strictly business principles, 
 enable any number of students to secure the 
 money required to pay all necessary college ex- 
 penses, if they are willing to demonstrate their 
 fitness by the fulfillment of specified conditions. 
 A Scholarship Fund, open to any young man or 
 woman of intelligence and good character, and 
 available in any recognized college in the coun- 
 try, has been established. The details of the 
 
 [65] 
 
Working One's Way Through College 
 
 project have been submitted to leading educators 
 of the United States, and have received the writ- 
 ten endorsement of college presidents in nearly 
 every State in the Union. In the year 1908, 
 thirty-eight students in all qualified under this 
 fund. The college year 1909-1910 opened with 
 sixty-eight Current Literature students in forty- 
 seven different colleges. The experiences of many 
 successful student workers have shown the plan to 
 be practicable and relatively easy. A period of 
 nine months from the date of enrolment is allowed 
 to fulfil the scholarship requirements. An aver- 
 age of less than two subscriptions for each 
 working day is sufficient to qualify a candidate 
 who is so situated that he can devote only a 
 little spare time each day to the work. High- 
 school scholars and students already in college 
 are of this class. But it is not necessary to 
 take anywhere near the full nine months. One 
 young man got nearly half of the required 350 
 subscriptions in four weeks. Three months, 
 about the length of the summer's vacation, is 
 therefore ample time in which to qualify. The 
 cash value of such a scholarship is $525, for the 
 first year; renewals and new orders may produce 
 the same amount each succeeding year of the 
 course. 
 
 [66] 
 
Working One's Way Through College 
 
 HOW TO PAY COLLEGE EXPENSES 
 
 " I often see in the papers the query, ' How can 
 this or that boy or girl get a liberal education ? ' I 
 used to puzzle myself with it. My father was a com- 
 fortable farmer. Two elder sisters had been gradu- 
 ated at Mount Holyoke, an elder brother had, mainly, 
 worked his way through college as a bookbinder. I 
 could not think of burdening my parents with the 
 heavy cost of a college education. So I applied to 
 the agent of a life insurance company for insurance 
 for a sufficient amount to carry me to and through 
 college with what money I could earn by teaching 
 during winter vacations. I found two gentlemen who 
 would keep up the premiums and take the policy in 
 their names as security, lending me the needed money 
 and taking my notes with interest, payable as soon 
 as possible after the college course was finished. So 
 I had no bother about funds. 
 
 " Out of college, three years of teaching paid off 
 all my debts. Then I had the old policy put in my 
 own name and have kept it alive for fifty years. 
 
 " Any boy or girl can do likewise. If the lenders 
 of the money want a perfect security, make the policy 
 of the endowment kind. I have set a number of am- 
 bitious boys and girls on this procedure, to their joy. 
 
 " If I were a millionaire with sons and daughters 
 to educate, I would have them do this very thing. It 
 would teach them economy and self-dependence." — 
 A. S. Fiske. 
 
 [67] 
 
CHAPTER VI 
 
 WAYS BY WHICH YOUNG WOMEN EARN 
 MONEY WHILE IN COLLEGE 
 
 Entire self-support is difficult for a student woman 
 but by no means impossible. — Oberlin Pamphlet. 
 
 I AM convinced that student women have not 
 as yet fully developed their possible ways 
 and means for self-help. There is room for 
 initiative, ingenuity, and energy to increase these 
 possibilities. They have done much and are do- 
 ing much, but they have not exhausted their op- 
 portunities. Young men have applied far more 
 ingenuity in this direction. It may be true that 
 the chances are not equal for both sexes, still 
 the chances for young women are greater than 
 they have as yet discovered. 
 
 If young women will study the field of women's 
 work in general they will find many things which 
 they can adapt to the uses of earning their way 
 through college. In fact, however, many women 
 are making their way in school. It should be 
 remarked that the self-help committees of the 
 
 [68] 
 
Working One's Way Through College 
 
 co-educational colleges usually advise women to 
 earn their money before taking up their studies. 
 If they have a position that pays, it is better 
 to hold it, earn and save, and then enter upon 
 their educational course. It is almost imperative 
 that the young woman shall have at least enough 
 money to carry her through her first year at 
 school; then she may have gotten her bearings 
 well enough to be able to find employment the 
 next term. 
 
 Yet it is possible for a woman in a college 
 community to find such work from the first as she 
 can do without too much interference with studies, 
 and win at least part of her expenses. Some 
 groups of girls wait on table in the college board- 
 ing-houses. Some act as help in homes of pro- 
 fessors or others, where they will be protected 
 and treated in such manner as not to hurt their 
 self-respect. Some are able to do typewriting 
 or copying between times. Positions as com- 
 panions of invalid ladies can sometimes be pro- 
 cured. If one can find market for fancy work, 
 for sewing, for candies, such may often be help- 
 ful. Some make quite an income by acting as 
 agents for magazines, for fancy articles, for 
 soaps and such things. 
 
 There is a chance for a woman at school to 
 
 [69] 
 
Working One's Way Through College 
 
 make arrangements with a home paper for cor- 
 respondence, if the paper is fortunate enough to 
 be able to pay her and she has skill and judg- 
 ment in writing. The girl with a special talent 
 or knack or trade can often utilize this while at 
 school; a good musician or linguist can often 
 find private pupils. Or one may be expert in 
 sewing or in cookery or in the making of special 
 articles, and make this pay. 
 
 The woman, in order to make her own way 
 through college, must understand economy, or 
 must learn it. She must set about the problem 
 in a business-like manner. She must consider her 
 strength, and decide whether or not she is capa- 
 ble of carrying the double load of study and 
 outside work. It is to be considered in the choice 
 of an institution that, while a city affords most 
 chances for employment, it is also most expensive ; 
 also it must be remembered that a girl cannot go 
 about as freely in a city as she might in a small 
 town. In the city, generally, her employers in 
 a large establishment would be less likely to be 
 considerate and sympathetic than those in a col- 
 lege town, where the college is the centre of the 
 life of the place. 
 
 It is advisable for the young woman to cor- 
 respond with the self-help committees of the 
 
 [70] 
 
Working One's Way Through College 
 
 several institutions, among which she may incline to 
 choose, to find their best judgment, and in gen- 
 eral to take their advice. If one has friends 
 who have attended or are attending these schools, 
 she should get their judgment. She may get a 
 too optimistic picture from one, and too dark a 
 picture from another. 
 
 Fortunately, as things are, nearly all the col- 
 leges for women, and the co-educational colleges, 
 do afford some chances for young women to sup- 
 port themselves in part or in whole. Some pro- 
 portion of the women's colleges are managed on 
 the basis of giving all the pupils a fixed amount 
 of housework at a calculated rate of remunera- 
 tion, payable by diminishing the tuition or other 
 charges. Many private colleges arrange for the 
 self-support of some pupils by assigning them 
 certain duties. 
 
 The Employment Bureau of the University of 
 Chicago is able to aid a considerable number of 
 women to find employment in housework, the 
 care of children, as companions, and so on. At 
 that institution, sometimes several girls rent a 
 flat, do their own work, get their own meals, and 
 so reduce expenses. One young woman there 
 held a position as church organist. One wrote 
 an essay for the Colonial Dames in a prize 
 
 [71] 
 
Working One's Way Through College 
 
 contest and won $300. One girl waited on table 
 during a summer at a resort, and received, in 
 addition to wages, thirty dollars in tips. 
 
 Several girls in Chicago worked their way 
 through from the high school. They were per- 
 sonally introduced to the Dean ; later got service in 
 the library, laundry, and School of Education; 
 among other duties, they took charge of kinder- 
 garten children going to and from school in the 
 omnibus. Some there act as clerks. A number 
 are employed in the Domestic Science Depart- 
 ment; in the cooking school they prepare mate- 
 rials ; and so on. There are also positions to look 
 after children during certain hours. 
 
 At the University of Wyoming, twenty young 
 women in one year received room and board from 
 the ladies of Laramie in return for light house- 
 hold work. Four young ladies at Ohio Univer- 
 sity, Athens, Ohio, formed a self-boarding club, 
 and proved that they could have good food at 
 one dollar a week per person. 
 
 Concerning the Western College for Women, 
 Oxford, Ohio, President John Grant Newman 
 states : 
 
 " Young women do help themselves here, though 
 very few do all. Expenses may be lessened by office 
 work and by extra domestic work. Office work counts 
 
 [72] 
 
Working One's Way Through College 
 
 $50 for an hour a day throughout the year. Some 
 
 give as much as three hours, and gain $150. Extra 
 
 domestic work is not so well paid, for that is not 
 skilled labor." 
 
 For the student women at Cornell, opportu- 
 nities are not so plentiful as for young men. But 
 a number of women at Cornell earn their board 
 and room by working in private families, espe- 
 cially those of professors, at such employment as 
 waiting on table, housework, or looking after 
 children. Others are engaged in sewing and 
 mending, shampooing and manicuring for other 
 girls, tutoring, copying, selling candies, and so 
 on. Student women should address the Secre- 
 tary of the Cornell University Young Women's 
 Christian Association. 
 
 Oberlin opens opportunities to self-supporting 
 young women at that institution. It is true that 
 entire self-support for a woman there, as else- 
 where, is difficult, but by no means impossible. 
 There are always some women in Oberlin College 
 who rely entirely on their own efforts, and many 
 more who earn part of their expenses on the 
 ground, or who are using money which they have 
 earned and saved. The authorities state, how- 
 ever, that it is not every young woman who de- 
 sires an education who should attempt to obtain 
 
 [73] 
 
Working One's Way Through College 
 
 it by self-support. Those who are in delicate 
 health, those who have never earned money for 
 themselves, or, if earning, have not learned to 
 save, should not try it at Oberlin. Also such as 
 could find further education at their home school, 
 such as are decidedly inferior in scholarship, 
 young women who do not know how to do house- 
 work or who dislike it or are ashamed to be known 
 as working for money, should not expect to sup- 
 port themselves in college. 
 
 Nothing at Oberlin can be depended on but 
 housework, unless a young woman understands 
 some branch of skilled labor like dressmaking or 
 manicuring. There is little difficulty in finding 
 housework, although the compensation is small, 
 twelve and one-half cents per hour, taking from 
 four to five hours of work a day to pay living 
 expenses, in a good family. This is too much 
 for a young woman to attempt if she is to carry 
 full work in school, but she can very well pay 
 part of her expenses by housework. A newcomer 
 can rarely get other work; in Oberlin waiting 
 on table is done by young men; opportunities 
 may be found to work for board, but these can- 
 not be promised to young women with certainty. 
 It is better to work for several years and save 
 a considerable sum before entering college. If 
 
 [74] 
 
Working One's Way Through College 
 
 a young woman can command a fair salary, she 
 should hold her place for a series of years and 
 go to college with money enough to take her 
 course with comfort. 
 
 At De Pauw a few girls are self-supporting. 
 At Baker University there are frequent chances 
 for young women to assist in housework in re- 
 turn for home privileges, but no young woman 
 should expect to be able to carry full college work 
 and earn her board and room rent; in such 
 cases a year longer is usually required to finish 
 the course. At Evanston Academy, during 1908- 
 1909, five times as many young women could 
 have obtained domestic service as desired to ac- 
 cept such labor. One girl earned one hundred 
 and five dollars in the semester in housework 
 and care of a child. Another earned the equiv- 
 alent of one hundred and fourteen dollars. A 
 third earned one hundred and twenty dollars in 
 one of the women's halls. The main reliance 
 there of young women needing to earn their way 
 is in the lighter domestic service of Evanston 
 homes. Such students are not regarded as 
 kitchen servants but are treated with consider- 
 ation and given the necessary time for class work 
 and study. 
 
 At Albion, young women frequently make 
 
 [75] 
 
Working One's Way Through College 
 
 their way by domestic service. Bryn Mawr pro- 
 vides a few positions as assistants in the library 
 and as postmistresses. Wells has a limited num- 
 ber of annual scholarships, varying from thirty 
 to one hundred dollars, for well-prepared pupils 
 who need assistance; it has loan scholarships, to 
 be repaid without interest ; it has a few prizes. 
 It also provides positions as assistants in the 
 library or book-store. 
 
 The Woman's College, of Baltimore, has two 
 fellowships of five hundred dollars each. Mount 
 Holyoke has a Loan Fund, providing not more 
 than one hundred and fifty dollars a year, and 
 not more than three hundred dollars to any one 
 student during the course. It has a few scholar- 
 ships which provide for part of the tuition, but 
 these are not available till after one year at the 
 school. Vassar has a Students' Aid Society; 
 certain scholarships are assigned as loans to ap- 
 plicants passing without conditions the entrance 
 examinations. It has also prizes and honor 
 scholarships. 
 
 Wellesley has scholarships for undergraduates 
 and scholarships and fellowships for graduates. 
 Wellesley Christian Association states in its gen- 
 eral report that under the work of its General 
 Aid Committee it aims: (1) To procure work 
 
 [76] 
 
Working One's Way Through College 
 
 for those students who wish it, and workers for 
 those who desire to have work done. This has 
 included laundry work, sewing, stitching and 
 mending of all kinds, reading aloud, copying, 
 printing, typewriting, cooking, and cleaning. 
 (2) Exchanges. Second-hand furniture and 
 books are bought and sold through the furniture 
 and book exchanges, being a great convenience 
 to the members of the college as well as profitable 
 to the students in charge, who receive a com- 
 mission for their services. A sewing machine, 
 owned by the Association, is in charge of this 
 committee and rented by the hour. 
 
 Some years ago two needy girls at Wellesley 
 rented a picturesque house near the school, fitted 
 it up as an inn, and made it so popular among the 
 other girls that they earned enough to educate 
 themselves. This is now owned by the college. 
 
 Smith has a Students' Exchange. To make 
 the Exchange more efficient, a system of regis- 
 tration by card catalogue is in use. Ninety- 
 three students registered in 1908-1909, besides 
 eighteen members of the incoming freshman 
 class. These numbers do not represent all who 
 are working their way through college, but it 
 is expected that another year every student 
 desiring pecuniary assistance will register, in 
 
 [77] 
 
Working One's Way Through College 
 
 order that the Exchange may be the bureau 
 through which all work is given out and to which 
 all requests for student labor are sent. 
 
 The Exchange has sought out many kinds of 
 work. Students wait on table or wash dishes for 
 their board; one has charge of the furniture and 
 book exchange; others take care of children, 
 wash dishes in the afternoons at the Club-house, 
 do typewriting, neostyling, and clerical work, 
 clean house, launder shirt-waists, press gowns, 
 polish silver, act as official guides, do shampoo- 
 ing and massaging, take charge of the reading- 
 room in the Students' Building on Sundays, and 
 of the cloak-room at dances, make cookies and 
 candies, pose at the Burnham School, copy music, 
 act as agents for firms who wish a market for 
 their merchandise at college, and so on. On the 
 sixteenth of December, 1908, a fair was held. 
 Thirty-eight students put articles into the fair, 
 and they received one hundred and ninety-two 
 dollars. The Exchange netted twelve dollars 
 from the lost and found articles. 
 
 At such colleges as Smith there are many rich 
 girls who provide opportunities for others to do 
 many things for them, and for which they are 
 able to pay well. Some have developing plates, 
 and develop pictures for others. Smith has 
 
 [78] 
 
Working One's Way Through College 
 
 scholarships, from fifty to one hundred dollars 
 each. It has also prizes and six fellowships of 
 five hundred dollars each. The Smith Students' 
 Aid Society offers loans of varying amounts to 
 approved students from the three upper classes. 
 Professor Hoadley writes in regard to Swarth- 
 more : 
 
 " Some of the girls help in the library and some in 
 the post office. Some have their homes in private fam- 
 ilies, where they receive their board for services ren- 
 dered. Some care for children, and there are three 
 who are doing typewriting for college professors, for 
 which they get the usual rates." 
 
 At Converse College, Spartanburg, S. C, there 
 are two students who conduct a stationery room 
 for other pupils ; the college has no employment 
 bureau. At Elmira College some act as assist- 
 ant librarians and in clerical duties. All juniors 
 and seniors who need money register applica- 
 tions as tutors; as required, these are employed 
 through the office. 
 
 At Vassar, several years ago, one young woman 
 made aprons for the pupils of the Art Depart- 
 ment who required these in their work; she sold 
 a great many. Another made posters and was 
 very successful in disposing of them. 
 
 Many ways of earning money have been 
 
 [79] 
 
Working Ones Way Through College 
 
 devised at various schools for women. One young 
 woman in vacation played a piano in a store that 
 sold cheap music, and was .well remunerated. 
 Some, at school, retail bananas and other fruits. 
 Some do a thriving business in preparing and sell- 
 ing home-made candies. One girl put on skirt- 
 bindings for her fellow pupils ; she had a notice on 
 her door, which read, " Rebinding of skirts done 
 here." 
 
 One young woman who lived on a farm made 
 some money, in view of going to school, in this 
 way. She had twenty-five dollars, and with it 
 bought five calves, which she kept three months 
 and then sold for fifteen dollars each. She then 
 bought fifteen more calves. One day she was driv- 
 ing on the road when she saw a woman passing with 
 a calf in a wagon ; she stopped her and asked what 
 she was going to do with it. She learned it was 
 for sale, and made an offer which was accepted. 
 She said, " Drive on to our place." Thus she was 
 always on the lookout for a bargain. In two 
 3'ears she had in this way made five hundred dol- 
 lars. It is true she had the advantage of not 
 having to pay much for keeping her stock, as 
 the farm took care of the feed question. She 
 was successful also in buying and selling horses. 
 She attended a sale, bought a horse on six months' 
 
 [80] 
 
Working One's Way Through College 
 
 time, and within a year had cleared two hun- 
 dred dollars on her bargain. 
 
 Many girls teach or act as clerks, save their 
 money, and then go to school. Some teach or 
 work and go to school, year about until they get 
 their degrees. One girl who lived in the coun- 
 try, daily walked two miles to the cars, rode two 
 miles to school, and when in the town, where the 
 school was located, helped in a family. 
 
 At Beloit, a number of young women help 
 themselves by clerking, tutoring, agencies, work- 
 ing in dormitories, housework, serving at dinner, 
 and service in the library. Rockford Col- 
 lege has no employment bureau. The President 
 writes : 
 
 " It is scarcely possible for a girl to do good col- 
 lege work and at the same time meet her expenses 
 through her own efforts. I do not think that, as a 
 rule, she has the physical ability to do this. Some 
 of our girls can help themselves to the extent of $50 
 or $100 during the college year, but that is about all." 
 
 Near Mt. Holyoke is a place called Green 
 Pea. Once, on the college blackboard, this an- 
 nouncement appeared : " Girls wanted to pick ap- 
 ples at Green Pea." The humor of this appealed 
 to many of the girls, and they made a lark of the 
 apple-picking, besides getting paid for it. This 
 
 [81] 
 
Working One's Way Through College 
 
 college retains a little of the Domestic Work plan 
 on which it was established ; originally this was on 
 a larger scale; now fifty minutes daily for each 
 girl is assigned to some light domestic work, as 
 dusting, for example. The rough work is done by 
 employees. Charges are relatively small there, 
 and this is partly on account of the domestic work 
 that is credited on account. Some girls there earn 
 something by agencies for various articles that 
 are wanted by the others. They also do some 
 typewriting for the officials. They also sell pic- 
 tures of Deerfield, the neighboring town. Some 
 are tutors and readers in various departments. 
 Scholarships are available after the first year. 
 This college has a Press Club, under the English 
 Department, and many report for Springfield 
 and other newspapers. One girl helped in the 
 library, did much there, and got through in five 
 years. 
 
 One women's college principal states that if 
 she were undertaking in youth to get an educa- 
 tion she would borrow the money and bank on 
 the future to repay it. This of course would 
 be wise or unwise under different circumstances. 
 The woman who has proved her ability by be- 
 coming head of a college might safely do what 
 others should not undertake. Then, many can 
 
 [82] 
 
Working One's Way Through College 
 
 not borrow large sums. Again, it is not always 
 wise for a girl to put herself under financial ob- 
 ligations to men. All these things have to be 
 considered. Where a girl has real ability, and 
 has relatives or women friends who have faith in 
 her and will lend her money, this may be the 
 simplest course. 
 
 [83] 
 
CHAPTER VII 
 
 EXPERIENCES OF A WOMAN WHO 
 
 EARNED HER EDUCATION; ALSO, 
 
 CONDITIONS IN THE COLLEGE 
 
 OF WHICH SHE IS 
 
 PRESIDENT 
 
 Where there 's a will there 's a way. 
 
 J AM able to cite the inspiring success of one 
 -*• well known to me, a distinguished woman, 
 who earned her own way from the age of sixteen. 
 She is now the President of the Oxford (Ohio) 
 College for Women, Jane Sherzer, Ph. D. (Ber- 
 lin University). She was born and reared in 
 Franklin, Ohio, and attended the public schools 
 of that town. When she was graduated at six- 
 teen from the High School of Franklin, she be- 
 came teacher of a near-by country school. She 
 held that position for two years, at an annual 
 salary of five hundred dollars. Living with rel- 
 atives in the country and in the town, she saved 
 the greater part of her salary, and with this 
 money in hand, she entered Ann Arbor. 
 
 [84] 
 
Working One's Way Through College 
 
 After two years there, she was made Principal 
 of the High School of her native place, a posi- 
 tion she now declares she was at the time unfitted 
 for; but interviews with a number of successful 
 men who were her pupils indicate that her occu- 
 pancy of that Principalship was eminently val- 
 uable to them. An uncle of Dr. Sherzer, a 
 physician, had extravagant ideas of the endurance 
 of the human body, and he gave the young woman 
 advice to study daily six hours in addition to her 
 preparation for her school work and the discharge 
 of her local duties. At the end of two years, she 
 was suffering from an attack of nervous prostra- 
 tion, which lasted about a year and a half. This 
 time of recuperation she spent at her father's 
 home. 
 
 On recovery, she returned to Ann Arbor, sup- 
 porting herself with savings from her High-School 
 salary. On completion of her course at Ann Ar- 
 bor, she became a teacher at the Oxford College 
 for Women, remaining several years, and mean- 
 while taking a trip to Europe. For some years 
 thereafter she taught during the college terms and 
 annually visited Europe. Having accumulated 
 sufficient money for her purposes, she prepared 
 to enter the University of Berlin to try for 
 the degree of Ph. D., that degree from that 
 
 . [ 85 ] 
 
Working One's Way Through College 
 
 university being one of the most coveted of 
 scholastic honors. 
 
 After having braved the many difficulties of 
 entrance there, it being almost impossible a few 
 years ago for a woman, and, in particular, an 
 American woman, to gain admission there as a 
 regular competitor for a high degree, she began 
 her course. By " working like a slave arid living 
 like a machine," taking as good care of health 
 of body as of mind, she won her degree in much 
 less time than that consumed by the majority of 
 male students there. 
 
 Having gained by her own efforts as good an 
 education as the world affords, Dr. Sherzer is an 
 especially valuable counsellor for other young 
 women in regard to their possibilities. Dr. Sher- 
 zer states that the young woman who proposes 
 to earn her own education should first of all make 
 it a business to learn how to take care of her 
 health. She maintains that the girl of average 
 good health and constitution can make her own 
 way if she knows how to do it and obeys the laws 
 of her nature. It is not so much the effort that 
 harms as lack of wisdom as to exercise and rest. 
 Her temporary break-down came from utter ig- 
 norance of the laws of nature and from attempt- 
 ing the impossible. When she had learned how 
 
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Working One's Way Through College 
 
 to care for health, she was able to pass through 
 the ordeal at Berlin without injury. At Berlin, 
 she divided her periods so that she could walk 
 back and forth to the University; she never 
 studied long at a stretch, but sandwiched walks 
 between study and recitation. 
 
 She believes that it is better to aim to get 
 through the school period as early as possible, 
 thinking it unadvisable, as a rule, to teach a year 
 and then go to school a year. At least she feels 
 it best to save enough for two continuous years 
 of study; then two years, if necessary, of work- 
 ing and saving; then, the final two years. Other- 
 wise it is easy to get out of the college spirit and 
 lose the advantage of what has been gained. Her 
 advice is to start to college as soon as may be pos- 
 sible, to attend a college where there are helps or 
 opportunities to aid oneself, and to keep on if 
 possible to the completion of the course. There 
 are advantages in beginning the life-work early. 
 Of course, she does not discourage such as find 
 her plan impossible ; she indicates what she thinks 
 the more desirable way. 
 
 In general, she thinks it is harder for a young 
 woman to earn as she goes in a co-educational 
 school than in a woman's college. She was not 
 personally acquainted with more than two young 
 
 [87] 
 
Working One's Way Through College 
 
 women at Ann Arbor who were earning their own 
 way entirely ; one of these did all the buying and 
 ran the household for a sorority. But on the 
 other hand it is true that in many co-educational 
 colleges, at State Universities, the expenses are 
 so low that it is relatively easier to earn sufficient 
 beforehand or between times. In general, the 
 women at co-educational colleges do either provide 
 themselves with funds before entering school or 
 they work between years. Some girls at co-edu- 
 cational colleges, however, work while at school ; 
 at Miami a girl is assistant in the gymnasium. 
 Dr. Sherzer says : 
 
 " Most certainly a girl can earn her education. I 
 know many who have done so and many others now 
 so engaged. I should try to earn while at school, if 
 strong. It takes so long to stop a year and then 
 study a year. If bright and strong, one should go 
 ahead. If one cannot do this, then she should teach 
 or do other remunerative work two years, then go 
 to school two years. If one has to make a break in 
 the course, the best place to do so is between the 
 sophomore and junior years." 
 
 At the Oxford College for Women, in 1909- 
 1910, there were thirteen girls earning their way 
 in whole or in part. Most of these were earning 
 their board, room, heat, light, and tuition in all 
 the regular branches. One had taught elocution 
 
 [88] 
 
Working One's Way Through College 
 
 three years, entered the freshman class, and is 
 taking care of the library and selling books and 
 stationery. She receives three hundred and five dol- 
 lars per year, the total of the college expenses. 
 She gives but a small part of her time, has carried 
 the full course, and now takes extra work. There 
 are dozens of candidates for such positions. 
 
 Another girl supervises the music practice, and 
 rings the bells every fifty minutes during the day. 
 She is employed to go around at these fixed times 
 and see that every girl is in her place; the time 
 must be exact. Another is acting as the private 
 secretary of the President; she is a good stenog- 
 rapher and typewriter, and is earning her entire 
 expenses. If an inexperienced girl is at this work, 
 she gives four and a half hours a day; in the 
 case of an experienced one four hours is sufficient ; 
 this time is divided up to suit her studies. 
 
 Says Dr. Sherzer: 
 
 " We have in our music class a brilliant girl, who 
 teaches beginners for her board, room, etc. We, so 
 far as possible, make positions for such as need them. 
 One girl sweeps ten small rooms, that have painted 
 floors and rugs, takes care of three bath-tubs and one 
 sink ; she earns all her expenses. The college is in 
 many cases paying double prices, but is glad to do so. 
 
 " We have eight girls who do dining-room work 
 and get all their expenses. We pay three times as 
 
 [89] 
 
Working One's Way Through College 
 
 much as unskilled labor could earn. These girls wait 
 on the tables for one hour and a half daily; then give 
 one hour in the morning, one and a half after lunch, 
 and one hour after dinner. For the five hours' service 
 a day they get the equivalent of three hundred and 
 five dollars a year. They do not go into the kitchen. 
 They set tables, clear tables, clean silver, wash din- 
 ing-room dishes and glasses in a butler's pantry ; they 
 have to dust and to wait on table. 
 
 ' We are helping twenty-eight other girls with 
 scholarships. Eleven earned high-school scholarships. 
 Seventeen others have obtained these by special favor. 
 We give scholarships to daughters of clergymen. We 
 offer a scholarship to the highest girl senior each year 
 in any first-grade high school; this carries the tui- 
 tion." 
 
 As indicating how girls are helped at many 
 schools, it may be remarked that scholarships are 
 often given to daughters of persons of influence 
 as an advertisement. Also, when a girl is a strik- 
 ing leader, who can bring other pupils, a school 
 is likely to consider her a desirable addition and 
 to give her a scholarship. One school helps six- 
 teen girls, who are given two-hundred-dollar 
 scholarships for four years, by letting the parents 
 of picked girls pay only one hundred and five 
 dollars a year, and allowing them to pay this by 
 the month, if desired. This often suits salaried 
 men. These are apt to be daughters of educators. 
 
 [90] 
 
CHAPTER VIII 
 
 SPECIAL STATEMENTS FROM LEADING 
 COLLEGES FOR WOMEN 
 
 I am an advocate of a good general academic edu- 
 cation for both a young man and a young woman. 
 Give the young men and women a good general foun- 
 dation, and then they can choose intelligently for 
 themselves. — James M. Taylor, President of Vassar 
 College. 
 
 \ S affording several points of view on what 
 ^*" young women can do to support themselves 
 at school, it is well to quote the following personal 
 letters sent me by such important colleges for 
 women as Wellesley, Wells, Pennsylvania, Lake 
 Erie, Elmira, Baltimore, Vassar, Smith, and 
 Mount Holyoke. 
 
 From Wellesley the secretary of the President 
 writes : 
 
 " I shall try to give you a few facts regarding self- 
 helping young women in Wellesley College, and the 
 means provided for their support. My belief is that 
 at least one-fifth of our students are earning a part 
 of their support. The payment for such work is 
 
 [91] 
 
Working One's Way Through College 
 
 usually applied either to incidental expenses or to 
 board. The tuition, $175 a year, remains an item not 
 easily reached by any of the gainful occupations open 
 to young women in this college. 
 
 " We have both a teacher's registry and a bureau 
 for self-helping students in college. The former re- 
 fers mainly to positions outside of the college, but 
 nevertheless bears a certain share in the relief of self- 
 helping students within the college. The latter or- 
 ganization is under a committee of the Christian 
 Association, and is actively engaged in making known 
 to students such opportunities of gainful employment 
 as arise or as can be found within the college and its 
 environment. 
 
 " I doubt whether the chances of young women stu- 
 dents compare favorably with those of young men as 
 far as opportunities for work within a college are 
 concerned. Perhaps the cases would be more nearly 
 equal if the college for women were situated in the 
 midst of a large city like New Haven or Cambridge. 
 In the case of a college situated like Wellesley, near 
 a small village but too remote from a large city to 
 afford convenience in employment, most of the work 
 that can be carried by women students is of the kind 
 that is but poorly paid. Tutoring is rather the best 
 as regards remuneration, but that is under pretty 
 careful regulation by the faculty, and does not afford 
 employment to a very large number within this col- 
 lege." 
 
 The Dean of Mount Holyoke writes: 
 
 " There are four opportunities at Mount Holyoke 
 
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Working One's Way Through College 
 
 for undergraduates to help defray the expenses of 
 board and tuition. Two of these openings are in the 
 department of Art, one in the Library, and one in the 
 department of Chemistry. The students holding 
 these positions have one-half of the charge for board 
 and tuition remitted. A number of students earn 
 small sums to help defray incidental expenses by 
 tutoring, by taking care of rooms, by mending, or by 
 selling articles in demand among their fellow-stu- 
 dents. There are also two or three who receive their 
 board in an off-campus house in return for services 
 as table waitresses. 
 
 " We have no employment bureau at the college. 
 Our domestic work system, which requires a small 
 amount of time each day to be given to household 
 duties, lessens the opportunities for self-help that are 
 found in some other colleges; but on the other hand, 
 this arrangement enables us to keep the price of 
 board and tuition at a lower figure than is charged in 
 a number of places. 
 
 "I do not think the opportunities open to young 
 women in this respect compare at all favorably with 
 those open to college young men. There are compara- 
 tively few occupations that a young woman can carry 
 on in connection with her college work, whereas a 
 large variety of occupations are always open to young 
 men." 
 
 The General Secretary of Smith writes: 
 
 " I would say that there are various aids offered 
 to students. First of all, there are scholarships of 
 from fifty to one hundred dollars which meritorious 
 
 [93] 
 
Working One's Way Through College 
 
 students may apply for. Then there is the Students' 
 Aid that lends money to the three upper classes, to 
 be repaid within three years after graduation, if pos- 
 sible. After that time interest is charged. This does 
 a splendid work, and the students who borrow are 
 very anxious to pay back as soon as possible. 
 
 " Next, there is the Students' Exchange. This is 
 organized to get work for the students either from 
 other students or from the Faculty and townspeople. 
 
 " Students both earn simply incidental money, and 
 also some earn most of their expenses. It is hard 
 work, and no student should attempt the latter who 
 does not have excellent health and good business abil- 
 ity. The opportunities for young women are so dif- 
 ferent from those young men have in many respects, 
 it would be difficult to compare them." 
 
 The Secretary of Vassar writes : 
 
 " In response to your request, I am pleased to state 
 that there is some opportunity for self-help at this 
 college. During the first year a student is not given 
 much opportunity for outside work, as all of her 
 strength and energy are needed for the academic 
 work and the adjustment to the college life. There 
 is a chance, however, in connection with the mail serv- 
 ice, the library, the monitorship in chapel, and work 
 in some of the offices. It is only in the junior and 
 senior years that students may be approved as private 
 tutors, but a strong student may earn a considerable 
 sum during the last two years by tutoring. All tutors 
 must be approved by the department concerned and 
 by the faculty. 
 
 [94] 
 
Working One's Way Through College 
 
 " We have no employment bureau at present. The 
 assigning of the work is in the hands of the Lady 
 Principal. No agencies are allowed on the campus, 
 and the students may not undertake work away from 
 the college; so that I think the opportunities for self- 
 help are possibly more limited than they are in many 
 of the men's colleges." 
 
 The President of the Woman's College of Bal- 
 timore writes : 
 
 " It is not easily possible for any student in our 
 institution to earn her way through college. It is 
 possible by service of various sorts, such as post- 
 mistress, assistant librarian, etc., for needy and 
 worthy students to aid themselves. The chances 
 which young women students have to help themselves 
 by earning money while undergraduates are not so 
 great as in the case of young men. This is naturally 
 and necessarily so. The problem of college adminis- 
 tration as related to men and women is an entirely 
 different problem. It would be unfair to generalize 
 without knowing all the factors involved in the prob- 
 lem. The expense for maintaining a college for 
 women is very much greater than the expense for 
 maintaining a college for men." 
 
 The President of Elmira College writes: 
 
 " Some of our students make a little money tutor- 
 ing or working in the library or distributing mail, or 
 ringing the class bell; outside of that we do not en- 
 courage young women to do much to aid themselves 
 in going through college. We have always found that 
 
 [95] 
 
Working One's Way Through College 
 
 the doing of the required work thoroughly made it 
 almost impossible for a student to take on any other 
 obligation. We have no employment bureau. We 
 have a fund, the interest of which is used each year 
 to aid young women in taking a college course who 
 otherwise could not enjoy it. Our observation has 
 been that young women are not as capable of taking 
 outside responsibilities as young men. Their lack of 
 physical strength is a hindrance, and a limited num- 
 ber of openings makes it difficult for them to find 
 suitable employment." 
 
 The President of Lake Erie College, Painesville, 
 Ohio, writes : 
 
 " In reply to your letter I would say that on ac- 
 count of our domestic system at Lake Erie College 
 there are few opportunities for young women to earn 
 their way. Every student here is required to give 
 the College some special service, either in domestic 
 or clerical line, requiring thirty-five minutes each day. 
 This practically means that all our students earn their 
 way in part, since the expenses are greatly reduced 
 for all by this arrangement. We have special oppor- 
 tunities for six students each year to do additional 
 work in the office and in the library to an amount 
 sufficient for the payment of board and room, two 
 hundred dollars per year. We have no employment 
 bureau, but the scholarship committee is in touch with 
 those who wish to earn small sums by doing special 
 service for individuals. 
 
 " In a woman's college of the character of Lake 
 Erie it is certainly true that a young woman's 
 
 [96] 
 
Working One's Way Through College 
 
 opportunities in this respect do not compare favorably 
 with those of young men." 
 
 The Secretary of Pennsylvania College for 
 Women writes: 
 
 " In reply to your inquiry in regard to ways and 
 means by which young women help themselves to a 
 college education, we do not find it possible for our 
 students to work their way through their college 
 course. President Lindsay considers it too great a 
 tax on their physical strength, and prefers to give aid 
 through scholarships." 
 
 The secretary of the President of Wells Col- 
 lege writes: 
 
 " We have no particular information to give you, 
 for the reason that the situation rarely arises here. 
 Wells College is situated in a small village where 
 there is no opportunity for the employment of stu- 
 dents. The only way in which we are able to assist 
 our students is by giving them certain duties in the 
 library, the book-store, or in charge of the laundry 
 room, occasionally a little accompanying in the gym- 
 nasium, etc., and counting this to the credit of a por- 
 tion of the tuition." 
 
 [97] 
 
CHAPTER IX 
 
 HOW THE COLLEGES HELP NEEDY 
 STUDENTS 
 
 The boy who goes to college at a personal sacrifice 
 is apt to win a higher place in the world than the one 
 who is sent there by an indulgent parent. — Richard 
 C. Hughes, Ripon College. 
 
 IN addition to what the students may be able 
 to do for themselves, and in addition to what 
 committees within the schools may do for them in 
 procuring remunerative work, there are several 
 further methods by which the colleges give help. 
 
 There are in most colleges, both for men and 
 women, a greater or less number of free scholar- 
 ships, which furnish all or part of the expenses 
 of tuition. These are awarded to such as are 
 considered worthy. 
 
 In many institutions there are also loans pro- 
 vided, under certain conditions. At Harvard, 
 there is besides a Loan Fund, a Loan Furniture 
 Association, a Text Book Loan Library, the. 
 Harvard Cooperation Society, etc., all intended to 
 
 [98]" 
 
Working One's Way Through College 
 
 help the student in solving the problem of his ex- 
 penses. At Harvard, the dining-room system pro- 
 vides board at moderate cost ; arrangements of the 
 same sort are found at many other institutions. 
 
 Harvard has many free scholarships. Its Co- 
 operative Society is a department store conducted 
 for the benefit of the student body. The College 
 is able to help about one hundred men yearly from 
 the Price Greenleaf Fund, distributed in sums 
 from one hundred to two hundred and fifty dol- 
 lars a year, to undergraduates. 
 
 At Chicago, there are remissions of tuition for 
 a limited number of students who are in need of 
 pecuniary aid ; these students are expected to ren- 
 der the University some service in return. It has 
 also a Students' Fund Society which makes loans 
 to students upon recommendation of its own com- 
 mittee and a committee of the faculty. 
 
 Oberlin has a number of scholarships ; in a few 
 cases the entire income of one is given to a single 
 student, but this is usually subdivided. Com- 
 monly aid is not given in the first term. There is 
 one free scholarship for students preparing for 
 the ministry. There are about twenty scholar- 
 ships for self-supporting women. Also there are 
 Trustee Funds, set aside for remission of part of 
 the regular term bills for a limited number of 
 
 [99] 
 
Working One's Way Through College 
 
 students ; this is considered a loan ; such students 
 may be called upon to render services to the col- 
 lege as an equivalent. Aid is given in meeting 
 expenses of tuition only to such as have been in 
 attendance one term and have shown what they 
 can do. No assistance is given in money ex- 
 cept in the form of a loan, but there may be 
 reduction of tuition to the extent of twenty to 
 thirty dollars. 
 
 Bowdoin devotes the income of more than $130,- 
 000 yearly to free scholarships ; the smallest of 
 these amount to forty-five dollars. These are never 
 promised to prospective students, so the college 
 is under no pecuniary obligations to such as prove 
 unworthy during the first semester of the fresh- 
 man year. But any one who shows himself of good 
 character, and above the average in studies, is sure 
 of a scholarship for the first year. 
 
 The Emerson Fund at Beloit provides scholar- 
 ships for students preparing for the ministry 
 and who need such help. A few scholarships 
 are also available for others. The Dodge Fund 
 in the same institution is for the purpose of 
 aiding young women ; scholarships may be granted 
 from this fund. A limited number of needy 
 pupils at Beloit receive help varying from ten 
 to twenty-five dollars ; this is promised for only 
 
 [100] 
 
Working One's Way Through College 
 
 one semester, but is continued if good conduct and 
 high standard of scholarship in studies are main- 
 tained. 
 
 Sons of Presbyterian ministers, and candidates 
 for the ministry, receive at Lafayette College 
 free tuition in the classical course, and are charged 
 but one-half tuition in the technical courses. 
 Endowed scholarships provide free tuition in the 
 classical course and in the Latin scientific course. 
 Aid is also given young men of ability and good 
 character who need it, but the amount depends 
 on the necessities of the individual; it in no case 
 exceeds the tuition in the classical and scientific 
 courses or one-half the tuition in the other tech- 
 nical courses. 
 
 Ohio Wesleyan grants scholarships to grad- 
 uates of high schools of highest grades in their 
 classes ; these entitle recipients to free tuition in 
 the College of Liberal Arts, but do not release 
 them from fees in the laboratory or gymnasium, 
 nor from incidental expenses. The college also 
 has patrons' scholarships, established by friends, 
 entitling to free tuition in the College of Liberal 
 Arts and in the preparatory classes. What are 
 known as university scholarships were originally 
 sold in the interest of an endowment fund, and 
 are now held by various persons ; when held by 
 
 [101] 
 
Working One's Way Through College 
 
 such as do not have children or friends desiring 
 to use them, these can often be procured cheap. 
 
 Allegheny College has the Lindley Endowment, 
 the interest of which is to aid students dependent 
 upon their own efforts ; there is a limited num- 
 ber of these. The Ballantyne Scholarship Fund 
 income is for college term fees of sons and 
 daughters of ministers of the Pittsburg Metho- 
 dist Episcopal Conference, and of young men 
 from that territory who are studying for the 
 ministry. Also it has forty prize scholarships 
 of fifty dollars each for honor students in forty 
 of the best high schools in the patronizing ter- 
 ritory of the college. This school has also Educa- 
 tional Society Loans for students who are members 
 of the Methodist Church and show promise 
 of Christian usefulness; the loans are with- 
 out interest and are to be repaid in full within 
 five years after graduation. These loans are not 
 limited to candidates for the ministry. No aid 
 from any source is given to such as use tobacco. 
 
 At Washington and Jefferson, the sons of min- 
 isters and of missionaries receive free scholar- 
 ships ; also worthy young men aiming to enter 
 the ministry receive the same. Possessors of old 
 scholarships sold years ago for the endowment 
 fund of either Jefferson or Washington college 
 
 [102] 
 
Working One's Way Through College 
 
 can present these in lieu of fees. Also a part or 
 the whole of tuition charges may be remitted in 
 cases that satisfy the Committee on Student Aid 
 of their need; the remission or reduction is con- 
 sidered a loan, for which a signed note is given, 
 with obligation to repay by work under the 
 supervision of the Committee. 
 
 Professor Hoadley states in regard to Swarth- 
 more: 
 
 "As at other colleges, Swarthmore has certain 
 funds from which a part of the expenses are paid 
 for students who are in need of help to secure an edu- 
 cation. In all cases in which aid is furnished an 
 attempt is made to hold the students to some form 
 of service that can be called equivalent in part 
 at least to the aid received. I have a young man 
 helping in my Physical Laboratory who receives as 
 compensation one-half of his tuition. There are 
 other young men doing similar work in the other 
 laboratories." 
 
 At Tuskegee, for colored pupils, the tuition is 
 free, and pupils are permitted to work out part 
 of their board. At Hampton Institute, for In- 
 dians and colored students, where tuition is one 
 hundred dollars a year, this may be remitted in 
 whole or in part, at the discretion of the faculty, 
 by the payment from scholarships given by 
 benevolent persons or societies of seventy dollars 
 
 [103] 
 
Working One's Way Through College 
 
 for academic, and thirty dollars for industrial 
 instruction. 
 
 Dickinson has a few endowed scholarships. At 
 the State Agricultural College of Michigan there 
 is no charge for tuition except to residents of 
 other States, and then it amounts to only five dol- 
 lars a term. 
 
 Northwestern University has a number of free 
 scholarships. Three of these, paying full under- 
 graduate tuition fees, derive from a gift of three 
 thousand dollars by Catherine M. White; recipi- 
 ents must hold themselves responsible for limited 
 clerical service. Two missionary scholarships 
 are for persons intending to enter mission work 
 in foreign fields ; these carry free tuition ; pref- 
 erence is given to students from foreign lands. 
 One Methodist Episcopal scholarship is the gift 
 of the First M. E. Church of Evanston, and is 
 awarded by officers of that church. The Univer- 
 sity Guild Scholarship affords a young woman 
 an income equal to the tuition fee in the college; 
 the holder is responsible for certain duties in the 
 Guild Room. There are also fifty first-year 
 scholarships that are awarded annually to select 
 members of the incoming class. 
 
 The College of Liberal Arts of Boston Univer- 
 sity is able by means of its generous endowments 
 
 [ 104 ] 
 
Working One's Way Through College 
 
 to give much direct aid to students to meet their 
 expenses. It has available one hundred and nine 
 scholarships, the income of forty thousand dol- 
 lars. Most of these are for one hundred dollars 
 a year. Some are for either sex; some are ex- 
 clusively for women, and some for men. Some are 
 for young men preparing for the ministry. It 
 awards about one hundred and fifty scholarships 
 and stipends each year. This college has also 
 at its disposal a small loan fund and a limited 
 amount of money provided by the Massachusetts 
 Society for the University Education of Women, 
 available for young women in the three upper 
 classes. 
 
 At Cornell, students who have been in the 
 University at least two years, with a good rec- 
 ord, may apply to the committee in charge for 
 permission to give their notes for tuition fees, 
 or for a loan not to exceed one hundred dollars 
 in any one year, or in special cases for both. 
 Cornell has also State free scholarships that are 
 awarded annually by the Superintendent of Pub- 
 lic Instruction ; these are equal in number to the 
 number of Assembly Districts in the State. They 
 carry free tuition for four years. If a student 
 holding a scholarship requires leave of absence 
 to earn funds for living-expenses, the President 
 
 [105] 
 
Working One's Way Through College 
 
 may grant this, and allow a period not exceeding 
 six years from the commencement thereof for 
 completion of his course. 
 
 Opportunity is given students at Armour Insti- 
 tute to earn their tuition after having attended one 
 year, and then for no longer than six terms. Baker 
 University has a small loan fund ; the amount 
 per individual can hardly exceed twenty-five or 
 fifty dollars a year. In the college for women 
 in the same university there are some free 
 scholarships. 
 
 Yale has free tuition scholarships in the 
 Academical Department only; the amount is 
 credited on term bills when due. These are at the 
 rate of seventy, one hundred and ten, or one hun- 
 dred and fifty dollars a year, according to the 
 degree of need and class work. Students intend- 
 ing to enter the ministry receive especial addi- 
 tional aid. Some prefer help in the form of loans, 
 and such is granted, the recipient giving his 
 promissory note, payable eight years after date, 
 with interest after maturity at six per cent. The 
 Andrews Loan Library furnishes needy students 
 with many of their text-books, subject to return 
 in good condition. 
 
 Earlham College, at Richmond, Indiana, gives 
 about forty scholarships a year, worth fifty 
 
 [106] 
 
Working One's Way Through College 
 
 dollars each. At Denison University a scholarship 
 covers the tuition. 
 
 Certain colleges have no tuition fees for res- 
 idents of the same States. Others refuse all 
 students from other States, and have no fees. 
 Some have reduced fees for State residents, and 
 larger fees for outsiders. Some have certain free 
 departments, and fees for others. Some are free 
 for such as intend to enter the ministry. The 
 theological schools in general have no fees. Some 
 colleges have free tuition for teachers. 
 
 Loyola College, Baltimore, Roman Catholic, 
 has free scholarships. Haverford has four senior 
 scholarships worth three hundred dollars each. 
 It has about fifty others, worth from one hundred 
 to four hundred dollars each. Some are open to 
 Friends only. 
 
 The University of Idaho has a Loan Fund. So 
 have the universities of Michigan, Missouri, and 
 Wisconsin. The University of Wyoming is free 
 for all. 
 
 Ohio Wesleyan has a loan fund. The Univer- 
 sity of Iowa has many free tuitions. Amherst 
 distributes annually the income of nearly three 
 hundred thousand dollars among students of char- 
 acter and attainments, who are in need; the sums 
 range from twenty to one hundred and ten 
 
 [107] 
 
Working One's Way Through College 
 
 dollars a year. Brown has a Loan Fund ; payment 
 is in cash or in credit on term bills for services 
 rendered. 
 
 These statements do not exhaust the data on 
 these points, but rather only suggestively indi- 
 cate that a large proportion of the colleges are 
 prepared to help such as are in need in some 
 form and to some extent. 
 
 [108] 
 
CHAPTER X 
 
 OTHER AIDS WITHIN THE COLLEGE 
 
 In my twenty years at Bowdoin College, I have 
 never known a man of fair ability and willingness 
 to work who was obliged to give up his college course 
 for lack of funds. — Wm. De Witt Hyde, Bowdoin. 
 
 TN many instances the college Itself provides 
 -■■ work and pays for it. Tulane affords a 
 certain amount of work in the University print- 
 ing shops and workshops. The University of 
 Rochester furnishes some employment in the li- 
 brary and laboratory. 
 
 Brown University gives employment as moni- 
 tors, assistants in the library and laboratory, in 
 the choir, and as clerks in the Registrar's office. 
 It provides work for two hours a day at a fixed 
 rate of compensation. About six thousand dol- 
 lars a year is appropriated for service; and em- 
 ployment is given to eighty students, who receive 
 from twenty to forty dollars a term. 
 
 In Armour, many students are employed as 
 assistants in the various departments, and the 
 
 [109] 
 
Working One's Way Through College 
 
 service varies from janitor work to assisting the 
 professors in what may be assigned. 
 
 Four students at Bowdoin are assistants in the 
 departments of Chemistry, Physics, Biology, and 
 Mathematics, each receiving $200. Two as- 
 sistants in the departments of Economics and 
 History each receive $100. The Clerk of the 
 Secretary of the Faculty receives over $100. 
 Four monitors receive $15 each; the choir leader, 
 $75; the quartette, $25 each; the bell-ringer, 
 $75 ; and six proctors, their room rent. Several 
 students are employed as secretaries to members 
 of the faculty. Ten or twelve students act as 
 instructors in the gymnasium at twenty-five cents 
 an hour; they earn from ten to one hundred and 
 fifty dollars a year. Any faithful worker can 
 secure employment in the care of the grounds 
 and buildings at fifteen cents per hour; men 
 make from ten to two hundred dollars at this 
 work. 
 
 At Adelphi, Brooklyn, assistance in the li- 
 brary and in the executive offices, and assistance 
 in some of the work of the Academy and the 
 preparatory department, arc means of earning 
 provided for students. The Agricultural and 
 Mechanical College of Texas gives work to about 
 one hundred students. At Tuskegee, work is 
 
 [no] 
 
Working One's Way Through College 
 
 provided. Fort Worth University furnishes 
 much employment. Alabama Polytechnic Insti- 
 tute assigns students to various duties and re- 
 munerates them. 
 
 The University of Chicago has a University 
 Service. Students who are assigned to such serv- 
 ice are employed a limited number of hours as 
 clerks or messengers in the various offices of the 
 University, and are paid at a rate varying from 
 twenty to thirty cents an hour, according to the 
 nature of the work. Remissions of tuition to 
 the amount of twelve hundred dollars are granted 
 to the choir, each person receiving a portion or 
 all of his tuition fees, according to his ability. 
 Members of the University Band receive help in 
 a similar way. Another source of income is wait- 
 ing on table in the Men's Commons, the compen- 
 sation being furnished in board. 
 
 At Dartmouth many act as monitors in the 
 class rooms or the chapel, and assist in the li- 
 brary; a number work for the professors. Le- 
 land Stanford, Jr., engages many as laboratory 
 assistants. Columbia provides a large amount of 
 tutoring, as do also Harvard and Yale. 
 
 The University of Cincinnati furnishes, in ad- 
 dition to such opportunities as a large city pro- 
 vides, a unique arrangement by which theoretical 
 
 [in] 
 
Working One's Way Through College 
 
 and practical engineering go hand in hand with 
 wages. Certain students are assigned to factories 
 for alternate weeks on pay ; thus, by a week in 
 school and a week in the factory, they earn as 
 they go. 
 
 Dean Herman Schneider of the University of 
 Cincinnati says : 
 
 " We have what is probably the first practical co- 
 operation between a school and a number of manufac- 
 turers. The courses which we have are called the 
 cooperative courses in engineering, and they are for 
 the making of mechanical and electrical engineers. 
 The plan contemplates that the young man taking it 
 shall work alternate weeks in shops in the city and 
 in the University. There are about seventy-five of 
 these young men with us now, and in a given week 
 about half are in the shops and about half in the 
 University. The next week they shift, those at the 
 University go to the shops and those at the shops go 
 to the University. The young men are paid for their 
 shop work on a scale of wages which begins at the 
 rate of ten cents an hour and increases at the rate 
 of a cent an hour every six months. They are paid 
 only for the time in the shop, every alternate week 
 during the school year, and every week in the summer 
 except the two weeks' vacation. The course is six 
 years long, and the total earnings of the student dur- 
 ing that time are about two thousand dollars. That 
 pays his college expenses or tuition about five times 
 over. The regular college course is four years long, 
 
 [112] 
 
Working One's Way Through College 
 
 and the young man in the cooperative course there- 
 fore spends only three years in the University. In 
 this college course we have omitted nothing, abridged 
 nothing; on the contrary we have added something. 
 That is to say, the class of men we are dealing with 
 can do more work in three years than others can do 
 in four years. In a test examination, ninety per cent 
 of the cooperative students passed that examination' 
 and sixty-nine per cent of the regulars passed it. 
 The cooperative students had attended but half the 
 time the regulars had been present." 
 
 In 1910, Professor Schneider received approx- 
 imately three thousand applications and in- 
 quiries. On account of the limited engineering 
 quarters at the University at present, all but 
 eighty of these had to be refused. But it is ex- 
 pected that the University will be able to add two 
 hundred of these cooperative students a year 
 hereafter. It is expected that the new engineer- 
 ing buildings will soon be completed. Radical 
 changes are being made ; the time is to be length- 
 ened from eight to eleven months of the year. 
 August will be the only vacation month of the 
 year for cooperatives, with the addition of enough 
 July days to make it six weeks in all; but each 
 student will get only three weeks of this, for there 
 is to be no vacation from their work in the fac- 
 tories. 
 
 [113] 
 
CHAPTER XI 
 
 PRIZES AND HONOR SCHOLARSHIPS 
 
 Careful investigation made recently by Professor 
 Van Dyke of Princeton shows that the honors of 
 scholarship in our universities go in a very small de- 
 gree to the wealthy students. 
 
 PRIZES and Honor Scholarships have to do 
 with earning one's way through college, but 
 they fall to relatively few. They cannot be 
 counted on. They may be gained or not accord- 
 ing to ability and success in competition. The 
 aspiring student is safer who proposes to make 
 expenses by ordinary remunerative work. Let 
 him try for prizes, but let him not count on these 
 to pay his bills. 
 
 Nevertheless it is fitting to consider that there 
 are in many colleges and universities prizes to 
 be won by excellence in general or special studies. 
 These are open to all. Those that interest the 
 student who is making his way are the ones that 
 yield money or its equivalent rather than medals 
 of honor. 
 
 [114] 
 
Working One's Way Through College 
 
 There are also Honor Scholarships ; that is, 
 such as are earned by superior class-room work. 
 So the student who is fighting his own pecuniary 
 battles can in some instances do this to a certain 
 extent by excellence in study as well as by mar- 
 keting other kinds of labor. 
 
 Some institutions of learning have a great many 
 prizes ; others have few ; still others offer none. 
 
 One man at Harvard, who was making his own 
 way, won in three years and a half scholarships 
 which brought him one thousand dollars. 
 
 Dickinson offers prizes in rhetoric, English 
 language, belles lettres, oratory, mathemat- 
 ics, declamation, excellence in studies, essay, 
 Latin, English Bible, contest oration, civics, all- 
 round track athletics, and debate. Such a list 
 indicates to some extent also what is the con- 
 dition in many other colleges. Some of these 
 prizes are in money, from ten to fifty dollars ; 
 others are gold medals. It has also Honor 
 Scholarships for some who enter with the best 
 records at high schools, and others for high 
 averages for a year or more at Dickinson. These 
 are from fifteen dollars up ; the highest is one 
 hundred dollars. 
 
 Tuskegee offers a prize of forty dollars for 
 an essay on an assigned subject. For progress 
 
 [115] 
 
Working One's Way Through College 
 
 in carpentry or wheelwrighting it gives a chest 
 of carpenter's tools. It gives ten dollars for the 
 best progress in studies, and offers twenty dol- 
 lars for the best essay on " Peace," written by 
 a member of the senior class. It has also a num- 
 ber of prizes, from five dollars up to fifty dol- 
 lars, for best averages in studies, for progress in 
 any trade, as blacksmithing, etc. 
 
 Bowdoin has many prizes. The Smyth 
 Mathematical Prize is for the highest rank in 
 mathematics for two years, three hundred dol- 
 lars. It offers also prizes for declamation, Eng- 
 lish composition, Greek, Latin, Commencement 
 prize, public speaking, English, French, the best 
 short story, etc., from twenty-five to fifty dol- 
 lars. The Noyes Political Economy Prize is the 
 income of $1,000. The Class of '75 prize is for 
 best work in American history, one hundred and 
 twenty-five dollars. 
 
 At Washington and Jefferson there are prizes 
 in classics, physics and chemistry, Bible, Old 
 English literature, and natural history. The 
 highest is one hundred dollars ; several are gold 
 medals. 
 
 Allegheny has a few prizes, in oratory and 
 biology; these range from thirty-five to fifty dol- 
 lars. Its Honor Scholarships are given to such 
 
 [116] 
 
Working One's Way Through College 
 
 as have the best average in the high schools from 
 which they enter. 
 
 Ohio Wesley an gives Honor Scholarships to 
 those who have the highest average grades in 
 high schools. 
 
 Lafayette offers prizes in mathematics, as- 
 tronomy, Chaucer, Early English Test, Bible, 
 oratory, debate, civil engineering, Latin, his- 
 torical essay, chemical essay, Old English, 
 physics, etc., from fifteen to fifty dollars; also 
 gold medals. 
 
 Beloit offers prizes in declamation, Greek, ex- 
 temporaneous speaking, the best archaeological 
 collection presented to the museum, essay on 
 American citizenship, essay on the fine arts, Latin, 
 oratory, from twenty to fifty dollars. 
 
 Evanston Academy has several small prizes in 
 oratory and debate. De Pauw has three small 
 prizes in debate. 
 
 The University of Chicago has Tuition Fee 
 Prizes and Honor Scholarships. Some Honor 
 Scholarships are assigned on entrance for excel- 
 lence of work in preparation for college. Twenty 
 Honor Scholarships are assigned each June to 
 the twenty first-year students in the junior col- 
 leges who have the highest records for the past 
 three terms. It offers also a number of prizes in 
 
 [117] 
 
Working One's Way Through College 
 
 contests in public speaking and debate; each suc- 
 cessful contestant receives a scholarship, yielding 
 the amount of the tuition fees for one quarter. 
 Four hundred and eighty dollars is annually 
 awarded in scholarships to the winners of the 
 University Debates. 
 
 Tufts College, Boston, offers prizes and Honor 
 Scholarships. St. Lawrence University, Canton, 
 New York, does likewise, as do Ohio Wesleyan, 
 Union College, Tulane University, the University 
 of Illinois, the State University of Iowa, the 
 University of California, the Universities of Mis- 
 souri, Wisconsin, Texas, Idaho, Georgia, Mich- 
 igan, and Rochester. Haverford offers some 
 prizes, but Leland Stanford Jr. has none. 
 
 Cornell has six hundred New York State 
 Scholarships that are awarded on the basis of 
 competitive examination, granting tuition in any 
 college or department of the University; these 
 may be competed for only by students from the 
 public schools of New York State. (Tuition is 
 free to all students in the New York State Col- 
 lege of Agriculture and all New York State 
 students in the New York State Veterinary 
 College.) It has also eighteen University Scholar- 
 ships, each with an annual value of two hundred 
 dollars for two years ; these are thrown open to 
 
 [118] 
 
Working One's Way Through College 
 
 competition for all members of the first year 
 class. It has also many prizes in money and 
 medals, from twenty to one hundred dollars. 
 
 At the College of Liberal Arts of Boston 
 University certain scholarships are competitive; 
 some are for women alone, but must be competed 
 for; the sums are one hundred dollars a year. 
 
 Oberlin has twelve Merit Scholarships ; four of 
 these of one hundred dollars each, four of seventy- 
 five dollars each, and four of fifty dollars each. 
 
 Northwestern has numerous prizes and Honor 
 Scholarships, both for men and women; the 
 prizes are one hundred dollars each. 
 
 Harvard has so many prizes and Honor 
 Scholarships that they would need a separate 
 chapter. Readers who are interested might prof- 
 itably write to Cambridge for that University's 
 own printed statements. 
 
 Yale likewise has a long list. It annually 
 gives about five thousand dollars in the form of 
 Special Scholarships to men of character who 
 have shown ability as scholars ; candidates for 
 these are selected by the faculty, and they should 
 not be applied for. It gives about two thousand 
 dollars a year, as prizes for excellence in various 
 lines of study. 
 
 Bryn Mawr, for women, has eight competitive 
 
 [119] 
 
Working One's Way Through College 
 
 Entrance Scholarships, four of the value of three 
 hundred dollars and four of two hundred dollars 
 each. It has also a number of others that carry 
 free tuition. 
 
 Columbia offers Honor Scholarships. Cincin- 
 nati University Graduate School has prizes. 
 Massachusetts Institute of Technology has prizes 
 and Honor Scholarships. Michigan College of 
 Mines offers prizes. 
 
 Johns Hopkins University offers prizes ; while 
 Amherst has both prizes and Honor Scholarships ; 
 as does New York University. Western Re- 
 serve University presents opportunities to win 
 prizes. 
 
 [ 120] 
 
CHAPTER XII 
 
 UNIVERSITY FELLOWSHIPS 
 
 Success in any line of endeavor which is really 
 worth pursuing is not won without persevering effort. 
 
 A" FELLOW," in the scholastic sense, is a 
 member of a college who is on the founda- 
 tion and receives an income from its revenues. A 
 Fellowship is the position and emoluments of a 
 Fellow. 
 
 The Fellowships to be won in various colleges 
 carry with them the emoluments of a course in 
 the same or in another university. Some of these 
 Fellowships provide the means for study in Euro- 
 pean universities. These are of particular in- 
 terest to such as aim to carry their education 
 far beyond the usual college course and engage, to 
 some extent in research. 
 
 In the graduate departments of the universi- 
 ties, after passing through a college, the oppor- 
 tunities for earning are still better than in the 
 college itself. There are far more opportunities 
 of tutoring, for example. The student has be- 
 come used to caring for himself, has learned ways 
 
 [121] 
 
Working One's Way Through College 
 
 and means, has made acquaintances, and so on. 
 
 But in the college days, there is opportunity 
 to win a Fellowship, which carries through the 
 university, or to some other university. Many 
 colleges have these high privileges to be won. 
 
 In the Graduate School at Yale there are five 
 Fellowships yielding four hundred dollars each, 
 and twenty scholarships, yielding one hundred 
 dollars each, all of which are open to graduates 
 of all colleges. Sixteen other Fellowships are 
 open only to graduates of the Academical De- 
 partment of Yale. 
 
 At Harvard, there are in the Graduate School 
 of Arts and Sciences twenty-six Fellowships with 
 annual incomes from four hundred and fifty dol- 
 lars to one thousand, one hundred and fifty 
 dollars each; about thirty Austin Teaching Fel- 
 lowships of five hundred dollars each, in connec- 
 tion with which a certain amount of instruction 
 is required; from two to five John Harvard Fel- 
 lowships without stipend; ninety-two endowed 
 scholarships of from one hundred and fifty to 
 four hundred dollars each; and the scholarships 
 of the Harvard Clubs of Chicago, Louisiana, and 
 San Francisco, of from two hundred and fifty to 
 four hundred dollars each, which are assigned 
 under the direction of these clubs. 
 
 [ 122 ] 
 
Working One's Way Through College 
 
 Twelve or fifteen of the Fellowships are usually 
 assigned to advanced students of high promise 
 who wish to extend their studies in Europe. 
 There are also a number of teaching appoint- 
 ments for qualified students in the Graduate 
 School of Arts and Sciences and in the other 
 graduate and professional schools of the Univer- 
 sity. 
 
 Bryn Mawr women have a number of valuable 
 Fellowships. Several of these are European 
 Travelling Fellowships, of the value of five hun- 
 dred dollars, awarded to members of the grad- 
 uating class for scholarship, or students in the 
 first year of graduate work, for excellence; the 
 Research Fellowship in German and Teutonic 
 Philology, value seven hundred dollars, for ex- 
 penses of study and residence for a year at some 
 German University; twelve resident Fellowships, 
 five hundred and twenty-five dollars each; eight- 
 een Graduate Scholarships, two hundred dollars 
 each, for candidates next in merit to successful 
 candidates for Fellowships ; ten Graduate Schol- 
 arships, four hundred and five dollars each, for 
 English, Scotch, or Irish women and German 
 women. These are open to competition. 
 
 Ohio State has some Graduate Fellowships for 
 persons who are candidates for the Master's 
 
 [ 123 ] 
 
Working One's Way Through College 
 
 degree ; these are given for two years ; and it is 
 expected that the candidate will give about half 
 his time to graduate study, and about half to such 
 departmental service as the professor may require. 
 
 Chicago bestows annually Fellowships to the 
 value of twenty-one thousand, five hundred dol- 
 lars in the Graduate Schools, and two thousand, 
 seven hundred dollars in the Divinity School. 
 Fellowships range from one hundred and twenty 
 dollars (covering tuition), to five hundred and 
 twenty dollars (four hundred dollars besides 
 tuition). The University asks of its Fellows a 
 modicum of service. Also Honor Scholarships in 
 the Graduate Schools and in the Senior Colleges, 
 are assigned on recommendation of departments. 
 
 Johns Hopkins has three Johnston Scholar- 
 ships, the stipend of each being the income of 
 thirty thousand dollars ; these are offered to young 
 men who have evidenced power of independent 
 research. Their Fellowships are worth five hun- 
 dred dollars each. 
 
 Massachusetts Institute of Technology and 
 the Michigan College of Mines both have Fellow- 
 ships. Boston University has several that are 
 open to graduates of the College of Liberal Arts. 
 Oberlin Graduate Scholarships provide for free 
 term bills. 
 
 [ 124 ] 
 
Working One's Way Through College 
 
 Among others that offer Fellowships are 
 Brown, Cornell, Columbia, Michigan, Missouri, 
 and Cincinnati. Indiana State University has 
 " Assistantships," similar to the Fellowships of 
 other schools ; there are available in some depart- 
 ments, and pay from one hundred and fifty to three 
 hundred dollars a year. 
 
 Northwestern University Fellowships, of three 
 hundred dollars each, are open both to men and 
 women; also the Woman's Club Fellowship of 
 three hundred dollars for research in Household 
 Economics ; also one of five hundred dollars for 
 special studies in theology at home or abroad. 
 
 Beloit has a Fellowship for graduate study in 
 the University of Wisconsin, worth two hundred 
 and twenty-five dollars annually; the incumbent 
 is required to devote part of his time to assistance 
 in the work of some department. 
 
 [ 125 ] 
 
CHAPTER XIII 
 
 SELF-SUPPORT AND SOCIAL POSITION 
 
 I wish my father had made me earn my own way. 
 I would have gotten more out of my course. — A Re- 
 cent Yale Graduate. 
 
 XT EVER before has the self-helping scholar 
 ■*■ ^ been so free from social injury on this ac- 
 count, or gained so much respect and credit by 
 these efforts. The whole spirit of the colleges 
 has changed in this matter. Once it was a social 
 ban ; to-day it is a distinction. Save perhaps in 
 the eyes of a very few youths of snobbish disposi- 
 tion, self-supporting students do not suffer any 
 loss of social standing in school or out of it. 
 
 As indicating the point of view of those who 
 are supported by their parents toward those who 
 work their way, we may cite the case of a mem- 
 ber of the Yale class of 1908, who was one of 
 the superior scholars and a noted athlete. He 
 declared that he regretted that his father paid 
 his way for him, as he now realized it would have 
 strengthened his self-reliance if he had earned 
 
 [126] 
 
Working One's Way Through College 
 
 his own way. He believes the self-helping men 
 whom he knew gained something he missed. 
 
 This change of attitude toward the self-helpers 
 is one of the most notable facts of present-day col- 
 lege life. Possibly from the beginnings of col- 
 leges in America, these institutions, or many of 
 them, owned farms, on which certain of the stu- 
 dents worked for tuition or board or for both. 
 These " poor " youths were in a category by 
 themselves and were " looked down on " by 
 those whose pockets were well-lined by their 
 fathers. A line of social difference was drawn 
 between the farming pupils and those sup- 
 ported by their parents. All this is practically 
 done away with. Self-support now closes no 
 doors of fraternities, athletics, or respect. This 
 surely is a healthy, normal condition in a re- 
 public. 
 
 The Yale Bureau explicitly claims that " the 
 student who is working his way does not lose so- 
 cial standing therefore. A student who has to 
 earn his living, and, in spite of that handicap, 
 attains high rank of any sort, is especially re- 
 garded and applauded." He is at a disadvantage 
 only so far as he has less time to give to athletic, 
 social, and literary activities. 
 
 Yale University " welcomes students of scanty 
 
 [ 127] 
 
Working One's Way Through College 
 
 means as a most desirable element in the univer- 
 sity community. They are earnest and unspoiled, 
 get what they come for, and carry off more than 
 their share of honors. They rank high out of 
 all proportion." 
 
 At Oberlin, " a truly democratic spirit pre- 
 vails. The young men who are working their 
 way are respected. Rich and poor alike are 
 judged by tests of ability and character. Many 
 positions of honor are held each year by self- 
 supporting students." 
 
 At De Pauw, the question of self-support is 
 considered one of character and attitude. Many 
 of the most popular students are self-support- 
 ing boys. The working students are always well 
 represented in the student contests, and usually 
 capture the prizes. 
 
 At Evanston Academy of the Northwestern 
 University, the main reliance of young women 
 needing to earn their way is in the lighter domes- 
 tic service of Evanston homes ; such students 
 are not regarded as kitchen servants, but are 
 treated with consideration and given the neces- 
 sary time for class work and study. The Acad- 
 emy knows no distinctions of color, wealth, or 
 occupation. Self-supporting students are re- 
 garded by their associates in the school just as 
 
 [ 128 ] 
 
Working One's Way Through College 
 
 if they did not need to work for a living. The 
 whole atmosphere is democratic. 
 
 Boston University College of Liberal Arts 
 states that three-fourths of the men present in 
 a gathering at that University not long ago, who 
 were talking of the question why each one had 
 come to college, were either wholly or partially 
 earning their way. " The College of Liberal 
 Arts thinks only the more of a student if he is 
 making his own way. A man with little money 
 or leisure is not for that reason out of the un- 
 dergraduates' social life ; nor out of their va- 
 rious enterprises. Here a student counts for 
 what he is." 
 
 Bowdoin says decidedly that the student who is 
 working his way does not lose social standing 
 there. Bowdoin College is thoroughly democratic. 
 Every man is taken at once for what he is worth 
 as a man. Every one of the eight fraternities has 
 a number of men who are obliged to do whatever 
 work they can find in order to remain in college. 
 Every social distinction is wide open to the man 
 who deserves distinction, regardless of his family 
 or funds. The social, musical, debating, literary, 
 and athletic clubs always have self-supporting 
 students among their leading members, and there 
 has never been the least suspicion of unfairness 
 
 [ 129 ] . 
 
Working Ones Way Through College 
 
 toward such men. In a college where two-thirds 
 of the students are earning some part of their 
 expenses, the man who works hard and honestly 
 is respected. 
 
 The fact that Harvard University has been 
 called a " rich man's college " was scored by Pres- 
 ident Lowell in his recent address. 
 
 " Harvard is not run for the fast man in col- 
 lege," said President Lowell. " I speak with 
 authority when I say this, for I know the leaders 
 in the various classes in the College and University. 
 They are not dissipated. It is well known that 
 Harvard is full of poor men, and the students have 
 abolished anything like a breach between the rich 
 and poor." 
 
 [ ISO] 
 
CHAPTER XIV 
 
 CAN ONE KEEP UP HEALTH AND 
 SCHOLARSHIP? 
 
 I recall only one instance, out of many attempts, 
 in which the student thus supporting himself was 
 seriously weakened. Undoubtedly this is a danger 
 which should be kept in mind, though a rugged, 
 hearty young fellow, especially if he comes from the 
 country, can endure a great deal. — Flavel S. Lu- 
 ther, Trinity College. 
 
 REMEMBER, any one can break down in this 
 undertaking, if he will. It is not hard to 
 do. Simply ignore all laws of nature ; go on 
 the principle that you are made of iron; for- 
 get that lungs are made for pure air, muscles for 
 exercise, that the stomach has its rights, and that 
 sleep has some claims on you ; and you will be ready 
 for a hospital in due time. 
 
 No matter how ambitious you are, how fascinat- 
 ing books are, how much you need money and 
 think you must earn as you go, it will not pay to 
 get an education and be a wreck in body. You 
 have to decide to take reasonable care of health, 
 
 [ 131 ] 
 
Working Ones Way Through College 
 
 find out how to do it, then live accordingly, or the 
 whole programme would better be given up. 
 
 But it is possible to get education by work and 
 still keep health. There are countless thousands 
 of busy people who are well and strong. There 
 are men and women who are carrying heavier loads 
 than you will have to carry in working out your 
 way to education, who still keep well. The stage, 
 for instance, is known to make heavy demands on 
 health ; hard work, late hours, travel, anxiety, 
 ambition, take toll of the actor's strength. Yet 
 one of the most noted actresses to-day, now above 
 fifty, keeps the beauty for which she is famous, 
 and leads a busy life, through knowing how to 
 care for herself. Among other things, she walks 
 five miles a day; refuses to worry; and forgets 
 disagreeable facts. 
 
 Northwestern University replies : 
 
 " No specific reply can be made to this inquiry. It 
 depends on the individual. Some men allow it to keep 
 them out of many of the helpful interests of college 
 life and to prevent adequate study. Others undertake 
 so much that they are forced to overwork themselves, 
 and in some cases have ruined their health. Either 
 of these results is due to a serious and unnecessary 
 mistake. One must learn to economize his time and 
 his energy and not to undertake more than his 
 strength and ability will permit him to do with a 
 
 [ 132 ] 
 
Working One's Way Through College 
 
 reasonable degree of efficiency. There is a proper 
 balance, and each student must find it for himself. 
 Many of the most popular men in college, of the class 
 and society officers, of the best students, of the leaders 
 in athletics and in oratory and debate, are men who 
 spend a good deal of their time and energy in ' work- 
 ing their way through college.' ' 
 
 Chicago says: 
 
 " Few students are equal to the task of carrying on 
 university work successfully, and at the same time 
 earning sufficient money to meet all their expenses." 
 
 De Pauw says: 
 
 " In student contests, such as debates and orator- 
 icals, the working students are always well repre- 
 sented, and usually capture the prizes." 
 
 Columbia says : 
 
 ' While the Committee hesitates to advise students 
 in Engineering, in Medicine, and in Architecture to 
 undertake outside Work during the academic year, 
 because the demands of these courses are so exacting 
 and inflexible in lectures and laboratory as to make 
 additional responsibilities in most cases an undue 
 burden, it is nevertheless true that a number of stu- 
 dents do each year work their way through. 
 
 " In regard to the question repeatedly asked 
 whether the scholarship of a student who is engaged 
 in outside employment suffers from the extra respon- 
 sibility, I desire to submit the results of two investi- 
 gations: The first was made by Mr. Reuben A. 
 
 [ 133 ] 
 
Working One's Way Through College 
 
 Movers, a former secretary of the Committee, and lias 
 to do with the standing of college students. I quote 
 his words verbatim : ' An investigation was made of 
 the records of all the students in Columbia College 
 who had applied to the Committee for work during 
 the academic year — ninety-two in number — and the 
 standing of these students was compared with that 
 of an equal number of other college students selected 
 at random. The result showed that the general aver- 
 age standing of the Employment Committee students 
 is somewhat higher than that of the other students. 
 We concluded that this is due more to their earnest- 
 ness of purpose than to superior ability. Conversa- 
 tion with the men themselves would seem to bear out 
 this conclusion, for they state that the outside em- 
 ployment forces them to more intense application in 
 the preparation for their daily academic tasks. In 
 other words, the higher marks may represent harder 
 intellectual work, not necessarily stronger intellectu- 
 ality.' 
 
 " The second investigation I made myself with a 
 view to finding out how outside work affects law 
 students. An examination of the records of the stu- 
 dents in the first-year class, which is perhaps the 
 hardest worked of the three of the Law School, 
 showed that the average of workers and non-workers 
 is about the same. I am informed that in one of our 
 best known law schools, students are forbidden to 
 undertake outside employment, on the ground that 
 they cannot assume the double duty and do justice to 
 their studies. If the results of my investigation show 
 anything at all, it is that such a system is hardly 
 
 [ 131 1 
 
Working One's Way Through College 
 
 justifiable, and rather than serving any good end, if 
 pursued closely in every law school, would tend to 
 keep some of the most promising men out of the legal 
 profession." 
 
 Yale utters the warning to the student who sup- 
 ports himself entirely not to let his work inter- 
 fere too much with his college duties : 
 
 " Here is a serious danger. A man's whole time, 
 except that due to healthful diversion, may be profit- 
 ably occupied with his lessons and the literary activi- 
 ties of college life. The needy student must use the 
 time of diversion in gaining his living, and unless he 
 is very fortunate will frequently be tempted, in his 
 work, to encroach upon the time due his studies. Of- 
 ten also, the uncertainty as to whether and how he 
 can meet the obligations he has assumed in order to 
 live, will create an anxiety and agitation of mind 
 which unfit him for doing good work. Before he 
 knows it, as time rapidly passes, the opportunities 
 of culture and discipline which the curriculum offers 
 will have gone unimproved and be lost. What shall 
 it profit a man to have gone through college, if, in 
 getting through, he has missed the benefits for which 
 he came? " 
 
 Yale also warns against the dangers to health: 
 
 1 The student who earns his own living must guard 
 against undermining his health. The life is a strenu- 
 ous one. He needs all his strength for his college 
 duties, but must use a large part of it in supplying 
 his physical wants, and so burns the candle at both 
 
 [135] 
 
Working Ones Way Through College 
 
 ends. Fortunately, change of work is often rest and 
 recreation. But the student who is not robust, in 
 attempting to do double duty at one time, runs the 
 risk of nervous breakdown, and must take every pre- 
 caution, or he will be forced to abandon his under- 
 taking. In fitting himself for life intellectually, no 
 man can afford to seriously impair himself phys- 
 ically." 
 
 Bowdoin treats the same themes at length: 
 
 " Must the self-supporting student fall below in 
 scholarship? Undoubtedly the man who must spend 
 a considerable part of his time in working his way 
 cannot attain as high rank in his studies as he might 
 otherwise attain. On the other hand, his work may 
 be a necessary change from his study, so that not all 
 of the time spent in outside work is taken from the 
 time for study. Furthermore many self-supporting 
 students actually stand high in scholarship; they are 
 not the ones who have trouble with the college office. 
 
 " Of the twenty-two men selected on the basis of 
 scholarship for provisional commencement appoint- 
 ments in 1907, eleven had earned over half their ex- 
 penses, and every one of the twenty-two had paid 
 part of his expenses by his own labor. Of the ten 
 men in the class of 1907 standing highest in scholar- 
 ship, more than half of them had earned more than 
 half of their necessary college expenses. 
 
 1 The college does everything in its power to assist 
 worthy men in earning their way through college, with 
 one exception; under no circumstances will the stand- 
 ards of scholarship be lowered. The man who is 
 
 [136] 
 
Working One's Way Through College 
 
 working his way, and every other man, must meet 
 the uniform requirements for each course and for 
 graduation. If he is obliged to remain out of college 
 for a considerable part of the year to teach school 
 or otherwise to earn his expenses, the tests of his 
 scholarship will be no less exacting. The College will 
 aid no man in attaining a degree by cheapening that 
 degree." 
 
 Bowdoin also says in regard to health : 
 
 " Is the man who works his way in danger of in- 
 juring his health? Although it is true that the stu- 
 dent who has too much money is in greater danger 
 of undermining his health than the student who is 
 working his way, still there is danger that the man 
 who has to earn will overwork. A change of work, 
 however, is recreation. With the advice of the col- 
 lege physician, always available and always free, and 
 with regular outdoor exercise, a student of fair abil- 
 ity who starts with fair health need not injure him- 
 self physically in working his way. He must guard 
 against the danger, heed the warnings of nature, and 
 seek the advice of the Faculty and other friends be- 
 fore an actual breakdown." 
 
 Bowdoin also raises the point, " Is the self- 
 supporting student in danger of missing the best 
 of college life? The student who supports him- 
 self must guard against the temptation to spend 
 too much time and energy in earning his expenses. 
 Better remain out an entire year while saving 
 
 [1*7] 
 
Working One's Way Through College 
 
 money than to miss the best that college offers." 
 Dean Schneider's official announcement in re- 
 gard to the cooperative factory and university 
 work in the Cincinnati University engineering de- 
 partments is : " One of the striking things proved 
 each year is that the cooperative students are more 
 vigorous, mentally and physically, at the end of 
 the session than they are in September. This is 
 to be accounted for partly by the alternation of 
 work and study, and partly by the system of selec- 
 tion." It should be noted that the average en- 
 trance age in this department is between twenty 
 and twenty-one. 
 
 [138] 
 
CHAPTER XV 
 
 DISTINGUISHED PERSONS WHO HAVE 
 EARNED THEIR OWN EDUCATION 
 
 I am sorry that I did not earn my way through col- 
 lege; but if you were here at Armour with these five 
 hundred boys, you would know that there is nothing 
 more educative of self-respect, protective to the high- 
 est morality, and preparatory in the most efficient 
 manner for the truest success, than the manly grap- 
 pling with the problem that presents itself when a 
 boy has to earn his way through school. — Personal 
 letter from President Frank W. Gunsaulus, of Ar- 
 mour Institute. 
 
 TV/TR. W. J. SPILLMAN, of the United States 
 ■!."-■■ Department of Agriculture, has gained na- 
 tional reputation as an expert in his specialty. 
 He achieved education by his own efforts, and has 
 sent me the following letter: 
 
 " I wish to assure you that I am in sympathy with 
 any effort to be helpful to young people who are try- 
 ing to earn their way through a college course. I 
 had that experience, and I know that it is no simple 
 matter: It calls for grit more than anything else. 
 One must be able to stand discouragement of all kinds, 
 
 [ 139] 
 
Working One's Way Through College 
 
 and must be willing and able to work hard. I have 
 now had a good many years' experience in training 
 young men, and this experience has led me to believe 
 that the young fellow who has the grit to work his 
 way through college has the most essential character- 
 istic for success in life. Of course, there are other 
 things necessary to success. A man must be loyal to 
 those with whom he works and for whom he works, 
 and he must use at least a fair degree of intelligence 
 in mapping out his work, in order that the results he 
 accomplishes may be of some value. 
 
 ' The conditions in various institutions are so dif- 
 ferent, and the characteristics of individuals differ so 
 widely, that I do not believe it would be possible to 
 lay down any particular rules to guide a young man 
 or woman in a battle for an education. Generally 
 speaking, most of the work available for such persons 
 is rather of a menial kind, and this is poorly paid 
 because so many people can do it. The higher the 
 grade of work one is capable of doing the better the 
 pay and the less the time that is necessary to spend 
 at it in order to get the means for paying expenses 
 in school. 
 
 " A young man, Dy becoming an expert, say, in the 
 manipulation of harvesting machinery, can frequently 
 during the summer months earn enough as a binder 
 expert to pay his way through school during the win- 
 ter. One can also teach school during the interim 
 between terms. It is well to do something during the 
 school term which calls for considerable muscular ef- 
 fort in order that the student may have sufficient 
 physical exercise to maintain health. I wish I knew 
 
 [ 140 ] 
 
Working One's Way Through College 
 
 how to tell young people just what to do in order to 
 get an education without money, but people's capaci- 
 ties differ so much, and the opportunities in various 
 localities are so different, that this is difficult." 
 
 Professor William Hittell Shcrzcr, professor 
 of Natural Sciences in Michigan State Normal 
 College, Ypsilanti, Michigan, since 1892, is a fine 
 instance of successful efforts in gaining college 
 education by application of. one's own energies. 
 He received B. S. at the University of Michigan 
 in 1889, and M. S. in 1890, and Ph. D. in 1901. 
 He was Principal of Saginaw (West Side) High 
 School, 1886-89; instructor in geology, University 
 of Michigan, 1891-92 ; and has occupied his pres- 
 ent position at Ypsilanti since 1892. He has filled 
 summer engagements at the Natural Science 
 Camp, Canandaigua Lake, at Chautauqua, New 
 York; was assistant upon the Michigan State 
 Geological Survey, 1896-1909. He spent 1900-01 
 in the University of Berlin. He was in charge 
 of the Smithsonian Glacial Expedition to the 
 Canadian Rocky Mountains and the Selkirks 
 in the Summers of 1904 and 1905, respective- 
 ly. He has written various geological reports. 
 He is a Fellow of the Geological Society of 
 America. 
 
 Professor Sherzer earned his own education 
 
 [141] 
 
Working One's Way Through College 
 
 from the time he left the high school in his na- 
 tive town. He writes me: 
 
 " In getting myself through college I did not ' earn 
 my way ' as usually understood ; that is, I did not 
 earn my way as I went, as so many are now doing. 
 I did, however, pay for my own college education by 
 teaching school in advance, thus earning enough for 
 about half my course, and then borrowing the balance. 
 It would be a great mistake to stop to earn it all in 
 advance, as one's earning capacity is greatly in- 
 creased by going to college for even a limited period, 
 and opportunities for securing profitable employment 
 are more numerous. 
 
 " My advice to young men in general is to earn 
 enough for the first two years, to show that they can, 
 to secure sufficient maturity of mind to know what 
 they want in the way of education, and to appreciate 
 it when they get it, and to develop sufficient stability 
 of character to withstand the temptations that to-day 
 beset the path of the college student. After a partial 
 college course, if he can insure his life and use the 
 policy as collateral security for a loan from a friend 
 I should advise his so doing. 
 
 " If a young man, however, has already let several 
 years slip by since high-school graduation and feels 
 strongly the need of college education, I would advise 
 him to pick out his college, earn a year's tuition for 
 that institution, lay aside the car-fare necessary to 
 get there, put twenty-five dollars in his pocket for 
 books and a few meals at first, and start out. With 
 grit and determination he will get along anywhere. 
 
 [ 142 ] 
 
Working One's Way Through College 
 
 " We have a great many students in the Michigan 
 State Normal College who are now engaged in earn- 
 ing their way, ' waiting table,' doing house work, car- 
 ing for furnaces, horses, home grounds, clerical work, 
 mending, typewriting, etc. At Ann Arbor, eight miles 
 from us, there are many more." 
 
 Senator Bailey, of Texas, has stated his ex- 
 perience : 
 
 " I was born in Copiah County, Mississippi. My 
 first money was earned by carrying green bricks from 
 the moulders to the drying-yard. I owed five dollars, 
 and that is the way I paid the debt. I also pulled 
 fodder, stripping the dry, sharp blades and husks 
 from dead stalks of corn. No work is harder for a 
 boy, unless it is ' bearing off ' green bricks in a brick- 
 yard. . 
 
 " I earned some money and borrowed some more 
 and entered the University of Mississippi. I had a 
 bachelor uncle, an Irishman. When he heard what I 
 had done he sent me funds with which to pay my debt 
 and my expenses at the university. He also made it 
 possible for me to take law at Cumberland College, 
 in Tennessee." 
 
 A name familiar to all the business world, and 
 to hosts of other people, is that of John H. Con- 
 verse, for many years, and until his recent death, 
 President of the Baldwin Locomotive Works, 
 whose engines are in use all over the world. Mr. 
 Converse made his own way through college. He 
 was born in Burlington, Vermont, in 1840. His 
 
 [ 143 ] . 
 
Working Ones Way Through College 
 
 father was a Congrcgationalist minister, and while 
 the youth grew up in an atmosphere of culture 
 and among books, the father was not able to send 
 him to college. But the lad started out for him- 
 self to get an education. He turned his hand to 
 everything by which he could gain a dollar hon- 
 estly, saved what he could, and fought his way 
 through to graduation. After that, he was in 
 turn a clerk, a reporter, and a dozen other things, 
 until he found his proper sphere in the railway 
 business. It was by his foresight, energy, and 
 leadership that the company of which he later be- 
 came the head pushed its products into all mar- 
 kets and became known throughout the world. 
 Mr. Converse became also one of the foremost 
 leaders in this country in philanthropic and re- 
 ligious work, and was honored, loved, and trusted 
 by all who knew him and by many thousands of 
 others who had never seen his face but were aware 
 of his character and his noble spirit. 
 
 There died but recently in Cincinnati another 
 of the strong and successful men who had fought 
 their own battle for education. This was Lemuel 
 T. Atwood, who for some years had been the finan- 
 cial head of a great and prosperous newspaper 
 association. He was born in Abington, Mas- 
 sachusetts, in 1852. When he was still a small 
 
 [ 144 ] 
 
Working One's Way Through College 
 
 boy his parents removed to Kentucky, and later 
 to Ohio. His parents died, and he lived with his 
 grandmother for some years, earning his own liv- 
 ing and forming habits of industry. He worked 
 as clerk in various stores, and saved as he could. 
 Then he started out to get an education, choosing 
 the University of Michigan. There, after a suc- 
 cessful battle for means, he was graduated in 1876. 
 He studied law, married, and began to practise 
 in Dayton, Kentucky. Progress was slow, and he 
 supplemented his income from law practice by 
 supplying news from the Kentucky side to one of 
 the Cincinnati newspapers. Then he applied for 
 a regular position on the paper for which he had 
 been writing. He did not make a favorable im- 
 pression at first, and it was only after repeated ap- 
 plications that the young man was given a chance. 
 At first he was entrusted only with unimportant 
 work. But his opportunity came at the time of 
 a great riot and a small-pox epidemic. His work 
 then showed such care, industry, and courage of 
 a high order that he attracted the attention of 
 the man at the head of the league of newspapers. 
 He rose rapidly from that time on. He became 
 editorial superintendent of half a dozen news- 
 papers by untiring efforts and profound devotion 
 to duty. 
 
 [ 145 ] 
 
Working One's Way Through College 
 
 He stamped himself indelibly upon the memories 
 of those with whom he was associated. His reti- 
 cence until a decision was reached, the iron de- 
 termination with which the decision was carried 
 out, and his unassuming manner, won for him the 
 nickname of " General Grant." He felt that the 
 power placed in his hands was a sacred trust, and 
 strove ever and successfully to render equity, un- 
 swayed by prejudice or predilection; and an ap- 
 peal to Mr. Atwood was considered to be an 
 appeal to exact, even-handed justice. 
 
 He became the financier of the league of news- 
 papers and ended connection with former editorial 
 duties. Heavy responsibilities were laid on him. 
 He always acted so justly and with such pure mo- 
 tives that his very name came to stand for integ- 
 rity, uprightness, and a high standard of honor. 
 He was a man of wonderful will-power. He was 
 also a lover of the best in literature, and carried 
 with him when travelling one or more of the best 
 of books. He was interested in all reforms that 
 had for their motive the making of this world into 
 a better place to live in, and the easing of the 
 burdens of those who were heavy laden. He was 
 a deeply religious man, who saw in the visible 
 universe the mantle of God, and believed that 
 those who live worthily here will find life on a 
 
 [ 146 ] 
 
Working One's Way Through College 
 
 higher plane when the flesh fails. His life was an 
 inspiration for those who are tempted to feel that 
 they have no chance because they lack a showy 
 manner and influential friends. 
 
 He was a good example of the stuff of which 
 many a self-supporting student has been, and is, 
 made. 
 
 As an instance of marked success following im- 
 mediately upon graduation, in 1910, of a young 
 man who is at the beginning of what promises to 
 be a striking career, we cite the following: The 
 graduation of George Seybold, a native of Mans- 
 field, Ohio, from Yale College, and his immediate 
 acceptance of a responsible position with the Bell 
 Telephone Company, which was tendered him be- 
 fore graduation, demonstrates the truth of the 
 adage that where there is a will there is a way. 
 Starting in 1906, practically penniless but with 
 an almost unlimited stock of ambition and energy, 
 he successfully surmounted all difficulties, both 
 as to money and preliminary educational require- 
 ments, and finished his college course in high 
 standing. 
 
 When a committee from the Bell Telephone 
 Company visited New Haven early in 1910, seek- 
 ing a college man for one of the high-salaried posi- 
 tions in that company, Seybold was one of the 
 
 [147] 
 
Working One's Way Through College 
 
 three recommended by the faculty out of a class 
 of one hundred whose training had been such as 
 to make them eligible for consideration. The 
 qualifications of the three were carefully consid- 
 ered by the committee, with a view to determining 
 which was best equipped for big work, and Sey- 
 bold was found to measure up to all requirements. 
 As a result, he went to New York immediately 
 after graduation and started to work for the big 
 corporation. 
 
 When Seybold, then a boy in high school in 
 Mansfield, announced that he intended working 
 his way through Yale, and that he intended en- 
 tering that University without completing his high 
 school course, the task was regarded by his friends 
 as being impossible of accomplishment. " You '11 
 see," remarked young Seybold, and he set off for 
 New Haven. 
 
 The first difficulty he encountered was in the 
 matter of requirements for admission, his study of 
 languages and some other branches not having 
 been such as to qualify him for admission. " All 
 that I ask is a chance to take the entrance ex- 
 aminations," said the young man in pleading his 
 case before a board of the faculty. By a vote 
 of four to three this board decided to admit Sey- 
 bold to take the examinations ; it was agreed that 
 
 [148] 
 
Working One's Way Through College 
 
 if he could pass and could make a good record 
 during his first month's work, he would be regu- 
 larly entered. He passed rigid examinations, and 
 at the end of the month was told he could con- 
 tinue his studies. 
 
 From the very start he faced the necessity of 
 earning his board and sufficient money to pay for 
 books, tuition, and other expenses. In payment 
 for board he waited on table at a boarding-house, 
 and also found time mornings and evenings to 
 care for lawns and walks. He also was given 
 some work by one of the professors, who man- 
 ifested a lively interest in the ambitious boy who 
 was making such a strenuous effort to gain an 
 education. 
 
 The work of his first year at Yale was such as 
 to win him a scholarship for his second year, thus 
 solving the question of tuition. Shortly after- 
 wards he obtained a position in the university 
 library, and although this took up a couple of 
 hours of his time each day, he seemed to have no 
 trouble in keeping well to the front in his studies. 
 As a boy he had shown an aptitude for music, 
 and his skill in handling the violin soon won rec- 
 ognition at Yale and eventually proved a help 
 to him pecuniarily. A place was soon found for 
 him in the Yale Orchestra, and also in a string 
 
 [ 149] 
 
Working One's Way Through College 
 
 quartette, in which he earned considerable money 
 at concerts. 
 
 So he fought his way, and then opportunity 
 knocked at his door. 
 
 The Rev. Dr. Newell Dwight Hillis, successor 
 of Henry Ward Beecher in Plymouth Church, 
 Brooklyn, writes : 
 
 " I do not belong to the ' heroic class/ but in a way 
 I did work my way through college. The older mem- 
 bers of my family went through Iowa College and 
 Grinnell, but when it came my turn, things were not 
 going well with my father. At seventeen I left home 
 to make my own way in the world. However, I did 
 not have to struggle as many men do. I generally 
 made enough money during the three months' summer 
 vacation to provide for all my needs during the year 
 in college. In fact, in one year I made over four 
 hundred dollars in three months, between my sopho- 
 more and junior years." 
 
 Jacob Gould Schurman, president of Cornell 
 University, lived on his father's farm on Prince 
 Edward Island until he was twelve years old. 
 He paid his own way through Arcadia College, 
 Nova Scotia, and afterwards at the University 
 of London, England. Then he studied in Edin- 
 burgh and Paris, becoming a doctor of philoso- 
 phy in 1878, when he was twenty-four years old. 
 He went to Cornell when he was thirty-two. 
 
 [150] 
 
Working One's Way Through College 
 
 The Rev. William Sunday, known as " Billy " 
 Sunday, the noted evangelist and ex-ball-player, 
 worked his way through a course at Northwestern 
 University. 
 
 Sam Walter Foss, whose poems expressing the 
 simple feelings of life have gained a vast popular- 
 ity, had to make his own way to education. Born 
 on a farm in New Hampshire in 1858, he spent 
 most of his time until he was fourteen at home. 
 During the late spring and summer he worked 
 for his father; during the fall and winter he 
 went to the district school. When he was four- 
 teen the family moved to Portsmouth, and while 
 the home was still on a farm, young Foss got 
 his first taste of city life and attended the Ports- 
 mouth High School. To carry on his work 
 there he had to walk three miles twice a day 
 through all kinds of weather. He was gradu- 
 ated in 1877, and after one year at Tilton Sem- 
 inary he went to Providence and enrolled at 
 Brown University. 
 
 In college he developed the traits of the hard 
 student. It was necessary that he support 
 himself, and he worked at odd jobs. During 
 the summer vacations he worked on farms, earn- 
 ing money for the year ahead. He had a rather 
 stiff time of it, but pluck and determination 
 
 [151] 
 
Working One's Way Through College 
 
 brought him through, and by the time he was 
 ready for his degree his literary ability had 
 begun to make itself known, and he was made 
 class poet. He was graduated in 1882. 
 
 These are sufficient citations to suggest that 
 in the highest ranks in the land, men and women 
 who are at the front in education, literature, 
 art, statesmanship, finance, and in every depart- 
 ment, are among those who have heroically con- 
 ceived and faithfully executed plans for winning 
 their own way through college and university. 
 
 [152] 
 
CHAPTER XVI 
 
 THE CAREER OF A VERY NOTABLE 
 SELF-HELPER 
 
 Lives of great men all remind us 
 We can make our lives sublime. 
 
 — Longfellow 
 
 WHILE in the last chapter there were given 
 brief sketches of several notable persons 
 who earned their way through college, it will 
 serve as a further inspiration to others to pre- 
 sent in fuller detail the career of a man known 
 throughout the nation, one still in middle life, who 
 is as eminent an instance of the success of the 
 self-supporting student as can be found. We 
 shall tell not only of his early struggles but of 
 his later successes and of what he stands for, for we 
 are interested not only in learning how youths 
 get through college but in what they accomplish 
 afterwards. 
 
 There is no man in our nation to-day whose 
 career contains more inspiration for ambitious 
 young people than the Hon. Albert J. Beveridge. 
 
 [153] 
 
Working One's Way Through College 
 
 He is a concrete, living example of what youth 
 may hope to be and should strive for. In this 
 account of Mr. Beveridge, there is here given 
 certain material sent me by his secretary, and 
 extracts are included from an interview by Rich- 
 ard Lloyd Jones with one of the professors in De 
 Pauw University and published in Collier's 
 Weekly. 
 
 A farmer boy at twelve, a section hand on a 
 railroad at thirteen, a logger at fifteen, a cow- 
 boy in the West at twenty-one, a lawyer at twenty- 
 five, and United States Senator at thirty-six. 
 That sentence marks the transition in the life of 
 Albert J. Beveridge, who was, until the elections 
 of 1910, for a number of years United States 
 Senator from Indiana. 
 
 In 1899 he was an object of ridicule to some 
 when he aspired to the high office of United States 
 Senator; two years later he was mistrusted as 
 a youth of vaulting ambitions ; in recent years 
 rising to the highest rank among the statesmen 
 of the nation, his works and deeds have marked 
 him as one of the ablest of the Senators; to-day 
 he is trusted by all people of all parties and ad- 
 mitted even by enemies to be " square." 
 
 Senator Beveridge was born on a farm, in 
 Highland County, Ohio, October 6, 1862. At 
 
 [ 154 ] 
 
Working One's Way Through College 
 
 the time of his birth his father, a loyal Union man, 
 and all the other grown male members of the 
 family were at the front fighting for the life of 
 the Union. The mother remained at home and 
 cared for the farm and made frequent trips 
 through the neighborhood gathering up clothing 
 and supplies to send to the soldiers at the front. 
 Thus Senator Beveridge comes from loyal, 
 patriotic stock. 
 
 At the close of the war his father found him- 
 self heavily in debt. He lost everything he pos- 
 sessed, and the hardships of poverty came upon 
 the family. When Beveridge was five years of 
 age, and the wolf was at the family door, his 
 father leased a large farm in Illinois and moved 
 to that State, hoping to recover a part of what 
 he had lost during the war through signing as 
 security for neighbors and friends. It was in Il- 
 linois that the boy hired out at thirteen to a 
 contractor who was building a railroad, and he 
 drove a team and handled an old-fashioned scraper 
 in making grades. Two years later he took em- 
 ployment with a logging camp in the walnut for- 
 ests of Illinois, and it is his boast to this day 
 that, single handed, he can fell a tree, saw it into 
 logs, load it on the log wagon and haul it out of 
 the woods in as straight a t^ail as any logger in 
 
 [155] 
 
Working One's Way Through College 
 
 the State. He soon became the boss of the log- 
 ging camp, and on more than one occasion when 
 the rough loggers engaged in rights, Albert Bev- 
 eridge, the boy boss, had to wade in and restore 
 order with a cant-hook or a spike. 
 
 While he was working in the logging camp, 
 Albert Beveridge was saving what little money 
 he could earn and was reading everything he 
 could get his hands on. He craved an education. 
 He had ambition which he hoped to achieve. He 
 entered the common school late and quit early, and 
 saw little chance of getting an education. One day 
 he noticed that an examination was to be held for 
 appointment of a cadet at West Point, and he de- 
 cided to try for it. He stood second in the ex- 
 amination and was appointed an alternate, but his 
 successful competitor won the place. Disappointed 
 in this, he laid his troubles before a lumberman 
 named Ed. Anderson, who now lives at LaMoure, 
 South Dakota. Mr. Anderson said he would help 
 him to go to college. Albert decided to go to As- 
 bury University, now De Pauw University, at 
 Greencastle, Indiana. Mr. Anderson loaned 
 him fifty dollars to make his start, and on this 
 fifty dollars Albert J. Beveridge began his col- 
 lege career. He made every cent of this pre- 
 cious money go as far as he could. 
 
 [ 156] 
 
Working One's Way Through College 
 
 The young student carried his trunk on his 
 back from the railroad station to his boarding- 
 house at Greencastle, to save the twenty-five 
 cents the transfer man would have charged for 
 hauling it. Of course he lived cheaply. In a 
 month or two he became the steward of a club, 
 and this gave him his board for nothing. Then 
 he began to contest for cash prizes, and he took 
 every prize he contested for. He won enough 
 money by taking prizes to pay his way through 
 two years of his college life. At the end of the 
 first year he went back to the Illinois farm and 
 drove the first self-binding reaper ever used in 
 that part of the State. He worked early and 
 late, and by the opening of the next college term 
 he had seventy-five dollars. At the end of the 
 next year he became a book agent and tramped 
 over parts of Tippecanoe County selling a book 
 entitled " Error's Chains." He was successful, 
 and at the beginning of the next year he had 
 two hundred dollars. This year brought more 
 prizes. At the end of his third year the book- 
 publishing house offered him a State agency in 
 any State he might choose, and he chose Iowa. 
 A number of college boys enlisted under him. 
 In Iowa he placed them in various sections, each 
 unknown to the other, so they could not write 
 
 [157] 
 
Working One's Way Through College 
 
 letters to each other and tell of their homesick- 
 ness. Albert never allowed them to have enough 
 money to go back home, and they had to sell 
 books ; and they did sell books, making money 
 for themselves and for Albert. 
 
 So, at the beginning of the next college year 
 they all came back together. Albert had saved 
 two hundred and fifty dollars. He took more 
 prizes, among them one of one hundred dollars. 
 So he came out of college with all debts paid 
 and a tidy sum in his pocket. But his health 
 was broken by hard mental and physical work. 
 He had taken the Interstate Oratorical Con- 
 test prize with an oration on " Capital and 
 Labor," and was by far the best debater in 
 De Pauw. He was elected " Pater " of the Del- 
 ta Kappa Epsilon fraternity. College politics 
 was as fierce and heated as politics in county 
 and State. Combinations were formed to con- 
 trol the offices in literary and debating societies, 
 but Albert remained outside the combinations, 
 and in every instance he beat the politicians by 
 working with the " barbs," as the men are 
 known who do not belong to any society. One 
 of his college friends said recently that " Bev., 
 as he was known, was always square; he never 
 lied to anybody, and he was a fighter. And 
 
 [158] 
 
Working One's Way Through College 
 
 after these fights were over he was generous and 
 held no ill-will." 
 
 After leaving college Beveridge went to western 
 Kansas and eastern Colorado and lived with the 
 cowboys. He nursed one of them, Steve Cross- 
 cup from Texas, through a spell of sickness. 
 Crosscup afterwards saved Beveridge's life in a 
 gun fight. He formed a partnership with a cow- 
 boy named McClellan, and they made a consider- 
 able sum of money by guiding settlers to the 
 lands they had entered. Both knew the country 
 thoroughly. McClellan knew the surveying stones 
 and Beveridge knew how to make out the papers 
 for the settlers. In this way Albert regained his 
 health and accumulated three hundred dollars. 
 
 He wanted to study law in Indiana, because he 
 had fallen in love with the State during his col- 
 lege days. During his student days he had made a 
 good many political speeches, and in the Blaine 
 campaign he had stumped the State from one end 
 to the other, being one of the speakers on the 
 Blaine special train. He made a great hit with the 
 people who heard him. His reputation grew, and 
 the State committee assigned him to such impor- 
 tant towns as LaFayette, Richmond, Kokomo, and 
 Columbus. He wanted to cast his lot with the 
 people of Indiana and remain with them, a part 
 
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Working One's Way Through College 
 
 of the State as long as he lived. When he came 
 back from Kansas he had three hundred dollars. 
 He tried to get a place in General Harrison's office 
 to read law, but there was no place for him. But 
 he found a chair and the loan of law books in the 
 office of McDonald, Butler, and Mason, one of the 
 great law firms of the country. The way seemed 
 clear for him. 
 
 Through some friends he had won while making 
 campaign speeches he secured the position of read- 
 ing clerk of the Legislature in 1886-87. This 
 helped him out considerably. After the first six 
 months, McDonald, Butler, and Mason paid him a 
 small salar}'. At the end of the first year Mason 
 decided to open his own law office. The position of 
 managing clerk was then offered to young Beve- 
 ridge, and he took it at the salary of eighteen 
 hundred dollars a year. He assisted in the trial 
 of many important cases. For more than a year 
 he remained as managing clerk of the firm, and 
 then opened his own office in a little back room in 
 the same building with the older firm. He was 
 successful from the start. He got big cases, and 
 won them. In fourteen years of practice he lost 
 only one case on appeal to the Supreme and 
 Appellate courts. While practising law he did 
 nothing else than practise law. He made speeches 
 
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Working One's Way Through College 
 
 during campaigns, but during a campaign there 
 is little to do in the law practice. He became rec- 
 ognized as one of the most effective speakers the 
 Republican party had in the entire country. But 
 he declined to become a candidate for office of any 
 kind. 
 
 Time went on until the Spanish-American War 
 broke out. Young Beveridge had studied, and 
 had ideas on territorial expansion. He made these 
 ideas known and was laughed at for doing so. He 
 prophesied with great earnestness what would hap- 
 pen as a result of that war, but he was ridiculed 
 for his ideas. Just before the war broke out 
 Beveridge made a speech at a banquet, where 
 Theodore Roosevelt, then assistant Secretary of 
 the Navy, was present. After the speech Mr. 
 Roosevelt spoke, and the first words of his speech 
 were : " This young man has made the best pre- 
 sentation of Republican principles that I have 
 ever heard." At this banquet began the close 
 friendship between the future President and the 
 future Senator, which has been maintained with 
 ever increasing devotion. 
 
 Events which followed proved that the ideas 
 presented by Beveridge were correct. He opened 
 the campaign of 1898 at Tomlinson Hall with 
 a speech that attracted the attention of the entire 
 
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Working One's Way Through College 
 
 country. Hundreds of thousands of copies were 
 printed and distributed. In it he took the position 
 that it was our duty to civilization and the world 
 to hold the Philippine Islands and to administer 
 them. 
 
 After the election some of Albert Beveridge's 
 friends urged him to become a candidate for Uni- 
 ted States Senator. He told them he would make 
 the race because there was great work ahead, and 
 he would like to help to do it. So his name was 
 announced. The older politicians laughed. They 
 took it as a great joke. They were not at all 
 alarmed. Nobody took Beveridge's candidacy 
 seriously. Beveridge was only thirty-six years 
 old, and they said it was absurd to send as young 
 a man as that to the Senate. Beveridge had no 
 money and no organization. He had no " ma- 
 chine," and they said no man could win without 
 the machine. But Beveridge sentiment started to 
 grow over the State. Business men and laboring 
 men formed organizations in his behalf. When the 
 caucus was held, Albert J. Beveridge was nomi- 
 nated by a good majority. 
 
 After his election, Senator Beveridge had a 
 secret conference with President McKinley, and 
 then set out for the Philippines to study condi- 
 tions. At that time little was known about those 
 
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Working One's Way Through College 
 
 islands. Senator Beveridge spent three months in 
 going over the islands, wherever the troops went, 
 and in two of them he went beyond our lines. He 
 consulted the leading men of the islands. On his 
 way back he visited Japan and China. For more 
 than a week after his return from the Philippines, 
 Senator Beveridge was in conference with Presi- 
 dent McKinley. Soon after he took the oath of 
 office as Senator he delivered his Philippine speech, 
 in which was first made known the policy of the 
 Government toward those islands. Ridiculous 
 stories had been circulated in Washington about 
 young Beveridge. It was circulated that he was 
 only an accident, and that his speeches were only 
 froth, and that he was only a loud declaimer. So 
 when he announced that he would make a speech 
 there was a good deal of fun on the part of the 
 Representatives and Senators. The people, how- 
 ever, were interested, and they packed the Senate 
 chamber and the galleries. Many members of 
 the House came over to the Senate to hear the 
 speech and enjoy the fun. The newspaper men 
 also believed there would be a lot of fun and that 
 it would be as good as a show to hear Beveridge 
 speak. But at the close of his speech the people 
 applauded. Senators and Representatives crowded 
 around him and congratulated him. The papers 
 
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Working One's Way Through College 
 
 changed their attitude. They agreed that there 
 was something to Senator Beveridge. 
 
 But later this sentiment changed again. Sena- 
 tor Beveridge announced that he would make a 
 speech on the Porto Rico tariff bill. A large 
 crowd was present again. But the older Senators 
 decided to squelch him. They said he was making 
 too many speeches. A new Senator was not sup- 
 posed to make a speech until he had been in the 
 Senate two years. So when Senator Beveridge 
 arose to begin his speech the Senators of both 
 parties walked out of the chamber. During his 
 speech only three Democratic Senators and one 
 Republican Senator remained in the chamber. 
 
 This insult was supposed to end his career. 
 No other man in the history of the Senate had 
 been thus insulted and humiliated. His political 
 friends in Indiana wrote him that it would be 
 impossible for him to recover from the humiliation. 
 But his speech had done its work, and when the 
 campaign opened that fall Senator Beveridge was 
 selected to make the opening speech, sounding 
 the keynote, in the West, at Chicago. It was a 
 remarkable meeting. Then the National Com- 
 mittee sent Senator Beveridge on a special train 
 to Minnesota, Nebraska, Missouri, Illinois, and 
 Indiana. And yet this was the man whom only 
 
 [ !64] 
 
Working One's Way Through College 
 
 a few months before the Senate had " walked out 
 on " and whose career friends and foes alike said 
 had ended. 
 
 When Theodore Roosevelt became President it 
 was natural that he should find Senator 
 Beveridge one of his ardent supporters. He be- 
 lieved in the Roosevelt policies. Theodore Roose- 
 velt was fond of the young Senator. He liked 
 Beveridge's tireless energy, his painstaking in- 
 dustry, his enthusiasm, his fighting qualities, his 
 faithfulness to a friend and to a trust, and he 
 liked Beveridge's absolute honesty. Roosevelt 
 and Beveridge are much alike in the strenuous- 
 ness of their lives. They have much the same 
 way of saying what they think. Beveridge has 
 always been a firm supporter of the Roosevelt 
 policies, and Roosevelt supported the legislation 
 which Beveridge proposed. This was notably 
 true in the case of the Meat Inspection Bill, 
 which was introduced and made into law by forces 
 led by Senator Beveridge. 
 
 When it appeared that opposition would be made 
 to the nomination of President Roosevelt for an- 
 other term, Senator Beveridge crossed the con- 
 tinent from California to Connecticut, speaking 
 for the Republican ticket in every State, and 
 advocating Theodore Roosevelt. In the national 
 
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Working Ones Way Through College 
 
 convention Senator Bcveridge seconded the nomina- 
 tion of Theodore Roosevelt. 
 
 The Pure Food Bill was enacted into a law a 
 short time after the following election, and this 
 was accomplished through the storm of public 
 sentiment that was created in the fight for the 
 Meat Inspection Bill. 
 
 Another measure in which Senator Beveridge has 
 taken intense interest is the proposition to abolish 
 child labor throughout the land. This fight he has 
 waged in the face of the most bitter opposition. It 
 has resulted in a start in the right direction. 
 Many of the States have revised and improved 
 their laws on this subject, and it is only a ques- 
 tion of time until the ideas of Mr. Beveridge along 
 this line will be enacted into law. Organized labor 
 universally supports the reform; women's clubs 
 favor it ; ministers preach it from their pulpits. 
 
 Senator Beveridge introduced in the Senate a 
 bill for the creation of a tariff commission, and has 
 fought for it with all his power and energy. The 
 Senate leaders were bitterly opposed to the idea. 
 Mr. Beveridge was rebuked for suggesting such 
 a thing as a Republican policy. The fight con- 
 tinued. 
 
 During this time the national campaign came on. 
 Senator Beveridge led the Indiana delegation to 
 
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Working One's Way Through College 
 
 the Republican National Convention and stanchly 
 supported its candidate, Vice-President Fairbanks, 
 for the nomination for President. As chairman of 
 the subcommittee he visited many other State dele- 
 gations, speaking in behalf of Mr. Fairbanks. As 
 chairman of the State delegation he cast the solid 
 vote of Indiana for its candidate in the conven- 
 tion, — the only State in the convention that gave 
 its solid support to its own candidate for the 
 nomination for President. Thus again Senator 
 Beveridge showed his loyalty to his own State. 
 Vice-President Fairbanks greatly appreciated the 
 effective services of Senator Beveridge, and sent 
 a warm telegram of hearty thanks to him for his 
 fidelity. At this convention Mr. Beveridge was 
 twice offered the nomination for Vice-President by 
 those having authority to do so, but he firmly 
 declined. 
 
 After the convention Mr. Taft, the nominee for 
 President, asked Senator Beveridge and Governor 
 Hughes of New York to open the national cam- 
 paign at Youngstown, Ohio. Both speeches were 
 printed, and hundreds of thousands of copies were 
 circulated. The national committee sent Senator 
 Beveridge on the most extended speaking tour ever 
 undertaken by a public man. He began in New 
 York, then crossed the continent to the Pacific, 
 
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Working One's Way Through College 
 
 thence down the coast and zigzagging across the 
 continent again through various States. He was 
 on this trip about six weeks, speaking every day 
 from morning till night and closing each day with 
 a long speech at night. 
 
 Soon after the inauguration of President Taft, 
 the extra session of Congress was called to revise 
 the tariff. The part which Senator Beveridge took 
 in this great fight is still fresh in the minds of the 
 people. President Taft had declared that the tariff 
 was to be revised downward, and Senator Beveridge 
 took the position that this declaration and promise 
 should be carried out. That was why he fought so 
 hard and so earnestly for revision downward. 
 
 It is a notable fact that the policy laid down 
 by Senator Beveridge in his first speech on the 
 Philippine government question has been followed 
 even to the smallest detail to this day by the 
 United States Government. 
 
 Some time before the Russo-Japanese War Mr. 
 Beveridge went to Manchuria and spent several 
 months in investigating conditions. When he re- 
 turned he wrote a book entitled " The Russian 
 Advance," in which he forecast with the greatest 
 accuracy the war which followed between Russia 
 and Japan. The war came on within two years 
 after the publication of the Senator's book. 
 
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Working One's Way Through College 
 
 Senator Beveridge made the historic fight that 
 resulted in the admission of Oklahoma and Indian 
 Territory into the Union as one State instead of 
 two small States. Single-handed and alone for 
 several years he fought this battle against power- 
 ful foes, until his plan was finally adopted by 
 Congress. 
 
 He also made the fight which brought in the 
 two gigantic Territories of Arizona and New 
 Mexico as separate States. The conditions were 
 entirely different from those in Oklahoma and 
 Indian Territory. The two Territories were 
 opposed to being brought in as one State, and 
 Senator Beveridge helped them to fight their battle. 
 When the New Mexico and Arizona statehood bills 
 passed Congress and were signed by the President, 
 the union of the States became complete. Senator 
 Beveridge had charge of these fights because he was 
 chairman of the Committee on Territories. 
 
 During his term in the Senate Mr. Beveridge has 
 received credit for the following constructive legis- 
 lation : 
 
 Moulding the Philippine legislative policy, which 
 has produced peace and order with civil govern- 
 ment in the archipelago. 
 
 The removal of the tariff wall between the United 
 States and Porto Rico. 
 
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Working One's Way Through College 
 
 Statehood for Oklahoma and Indian Territory, 
 as against a proposal to organize two States. 
 
 Statehood for New Mexico and Arizona. 
 
 Enactment of the federal Meat Inspection Law. 
 
 Enactment of the Pure Food Laws. 
 
 Development of reforms in connection with child 
 labor. 
 
 Protection against spoliation of the coal lands of 
 Alaska. 
 
 Senator Beveridge combines a happy blending 
 of conservatism and progressiveness. He is a 
 practical example of what a young man can do 
 by energy and hard work. His career appeals 
 keenly to young men. He does not believe that all 
 the great deeds have been done in the past and 
 that none remains to be done. He believes that 
 even greater things will be done in the future. He 
 is a man of the hour, and the future holds much 
 in store for him. 
 
 He is the true type of the self-made man, for he 
 has come from the ranks of the lowly, has known 
 the hardships of hunger and poverty, and has made 
 his way by sheer use of his will and his energy. 
 He has been true to the people, and he still sticks 
 to his motto : " The people only are my masters, 
 and to the people I will be true." 
 
 It will be of interest to add some extracts from 
 
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Working One's Way Through College 
 
 an article called " The Beginnings of Beveridge," 
 written by Richard Lloyd Jones and published in 
 Collier's Weekly, October 15, 1910. This writer 
 tells of an interview with Professor Carhart, who 
 had been one of Beveridge's teachers : 
 
 " One day Beveridge walked into Professor Car- 
 hart's room with an air of self-possession and perfect 
 assurance. Carhart held the chair of English and 
 oratory. ' Professor/ he began to explain, ' I need 
 about three hundred dollars to finish here at De Pauw.' 
 Taking a slip of paper and a pencil he began to enu- 
 merate : ' Now, there is the mathematical prize of 
 twenty-five dollars; the Latin prize of thirty dollars; 
 the historical prize of thirty-five dollars; the home 
 oratorical prize of forty dollars ; the State oratorical 
 prize of fifty dollars; the interstate oratorical prize 
 of seventy-five dollars, and the De Pauw oratorical 
 prize of one hundred dollars. Now, you see, if I get 
 all these I'll have a balance.' 
 
 " * I looked at him/ said Professor Carhart, ' and 
 I thought he was the queerest guy that ever came to 
 college. I wanted to laugh. I had never seen or 
 heard anything like it. But I thought that any chap 
 who could seriously approach any faculty man with 
 such a programme in a serious frame of mind ought 
 to be encouraged. So I treated him seriously and 
 encouraged him. From that moment on he fascinated 
 me. He has been the most interesting man that I 
 have ever known. 
 
 " ' He won every blessed prize but the Latin prize/ 
 
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Working One's Way Through College 
 
 said the Senator's professor, with a meditative smile, 
 ' and he got second place in that. He came out with 
 the balance all right. 
 
 1 He is one of the most positive men I have ever 
 known. If he thinks he is right, nothing can divert 
 him. Show him he is wrong, and he changes at once. 
 He swings like a magnet to what he thinks is right, — 
 always. I have never known him to hold to a declara- 
 tion or opinion when he was convinced that that dec- 
 laration or opinion was wrong; I have never known 
 him to disobey a conviction, even though to disobey 
 might promise to bring reward.' 
 
 " Professor Carhart had told him to remember that 
 Demosthenes declared, 'The real orator is he who an- 
 ticipates the history of his time,' and he advised him 
 to heed this and not put too much stress upon ges- 
 ture or modulations of tone. So when Beveridge 
 entered a contest at Columbus for the Interstate Col- 
 legiate Oratorical prize, he ' went at his audience 
 with some hot, impatient convictions about the vital 
 national problems centred in Capital and Labor, and 
 when he jumped out of his studied text and into the 
 news sensation of that very hour with, * This very 
 day in Pittsburg — ' there was not a chair-back in 
 use in the house. Even the adjudicators forgot there 
 was a contest. Good old President Martin led the 
 faculty, which escorted De Pauw's orator from the 
 station to the campus. The crowds cheered, the band 
 played, the sun shone, and Beveridge struggled to be 
 calm and not to seem to care.' 
 
 " Beveridge was a time-keeper. He balanced his 
 hours and minutes as an auditor balances dollars and 
 
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Working One's Way Through College 
 
 cents. When he borrowed an hour from his study 
 ledger for his caper account, he saw to it that that 
 account was promptly straightened out. He missed 
 none of the activities of college life. He would bor- 
 row and lend time to himself freely, but he always 
 squared the account." 
 
 Such are some of the facts in the life of a plucky, 
 talented, energetic young American who fought 
 his own way through college, as well as elsewhere, 
 and who may serve as a conspicuous illustration of 
 what the man that works his way through college 
 can do. 
 
 Of course it would be folly for every lad to 
 assume that he can do all that Beveridge has done. 
 But he will do better according to his own talents 
 and conditions if he, without attempting to imitate 
 in details Beveridge's career, will work and hope in 
 the same spirit and with a like courage. 
 
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CHAPTER XVII 
 
 HELP IN FOREIGN COLLEGES AND 
 UNIVERSITIES 
 
 I wish some one had pointed out to me years ago 
 the advantages of foreign study in, say, the German 
 universities, and the ease with which this can be 
 accomplished. — Prof. W. H. Sherzer. 
 
 T N order that this book may be helpful, not only 
 * to those who may wish to confine their efforts 
 to getting education at colleges in the United 
 States, but to such as may aim to extend their 
 efforts to some one or more of the foreign 
 universities, I have conducted an extensive corre- 
 spondence with educational institutions over a large 
 part of the world. The chief points of interest 
 thus gained are given in this chapter. Full details 
 as to all these institutions would of course carry 
 us beyond the limits proposed in this volume. 
 The student may here obtain hints of what he seeks 
 and may then follow the clews by personal 
 investigation. 
 
 As Canada is our near and friendly neighbor, 
 and as this book may be useful both to students 
 
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Working One's Way Through College 
 
 in this country who may for any reason wish to 
 study in Canada, and to Canadians who may wish 
 to study in the United States, we will first give 
 some facts in regard to Canadian colleges. 
 
 The Registrar of the University of Toronto 
 wrote : 
 
 " I think I am safe in saying that a very large pro- 
 portion of the students of this University are helping 
 to put themselves through. Just how many are doing 
 that I cannot say; but take such a Faculty as that of 
 Applied Science, and I presume that seventy-five per 
 cent are engaged in work over summer; and they do 
 so for two distinct reasons. They are making a 
 pretty fair amount of money, but they are at the same 
 time getting experience. 
 
 " In the Faculties of Arts and Medicine many of 
 the students are busy over summer at one occupation 
 or another, adding to their funds or making funds to 
 put themselves through the University. 
 
 " In the Faculty of Applied Science the University 
 does a good deal through its officers to secure situa- 
 tions for the students. 
 
 " The Young Men's Christian Association of the 
 University has a bureau of self-help which has 
 brought good results. A large number of students go 
 annually to our own Northwest, where they teach in 
 the summer schools and return in the fall to take up 
 their work. 
 
 " We have no funds in the University to assist 
 students, but we have a good many scholarships, which 
 
 [175] 
 
Working One's Way Through College 
 
 are awarded each year on the results of examinations. 
 There are in the Arts department in the University 
 something like about fifty scholarships granting free 
 tuition for a year. If the student makes a sufficiently 
 high standing year by year they may extend to four 
 years' free tuition. Frequently we have over a hun- 
 dred students in Arts who are paying no tuition fees." 
 
 The Young Men's Christian Association of the 
 University of Toronto issues a card in this form 
 for distribution: 
 
 " The Medium between the work to be done and 
 the student who will do it. 
 
 A FREE BUREAU FOR EMPLOYMENT 
 
 If you have any kind of work to be done and you 
 need an energetic young man to do it, 
 
 If it happens to be a steady job, 
 
 If it takes but a few hours, or 
 
 If it means but a single hour's work, communicate 
 by letter or telephone with 
 
 UNIVERSITY OF TORONTO Y. M. C. A. 
 
 The telephone number and the office hours are 
 given. 
 
 The Employment Bureau issues an application 
 sheet, the information filled in by the applicant to 
 be considered as confidential. The applicant gives 
 name, age, college, academic year, city address, 
 home address, states what his resources for the 
 
 [176] 
 
Working One's Way Through College 
 
 year may be and to what extent he is depend- 
 ent on his own efforts to pay his way through 
 college. 
 
 A printed list of jobs is given, and he checks 
 with an X the kinds of employment he is willing to 
 accept, and with XX the kinds in which he is ex- 
 perienced and proficient. He states also what his 
 previous experience in earning money has been, 
 place employed, length of time employed, and char- 
 acter of the work. 
 
 He fills in a schedule of his course and other 
 fixed engagements. He signs his name to an 
 agreement to report, on a blank furnished by the 
 Association, to the Association on January 1 and 
 April 1, as to the positions he has obtained and 
 the money earned since his last report, through 
 the Association and otherwise, and any change to 
 be made in the form of his application, particularly 
 as to his time schedule and address. He promises 
 also to consider as confidential any opportunities 
 of employment given by the Association, and to 
 refrain from referring others to such positions as 
 he may be unable to accept. 
 
 Altogether, the Toronto Young Men's Christian 
 Association plan strikes one as among the most 
 business-like and thorough and promising that 
 have been reported. 
 
 [ 177] 
 
Working One's Way Through College 
 
 The Registrar of McGill University, Montreal, 
 states in a letter: 
 
 " A large number of our students help to pay their 
 college expenses by working during the compara- 
 tively long summer vacation, but not many work dur- 
 ing the session whilst they are engaged in their 
 regular studies. The fact is, they have little time 
 for this sort of thing. There is no regularly organ- 
 ized committee to secure employment for students. 
 This is generally done, in the case of students in 
 Applied Science, through the heads of departments, 
 who are supposed to be in touch with persons and 
 companies likely to employ students. The University 
 Young Men's Christian Association has an Employ- 
 ment Bureau. 
 
 " There are a number of exhibitions and scholar- 
 ships open to students, but these are awarded always 
 by competition. There is really no fund to help 
 needy students." 
 
 The Young Men's Christian Association of 
 McGill University wrote me through its Secretary : 
 
 " Many men find work to partly support them- 
 selves, but the time table, especially in Science and 
 Medicine, is so crowded that there is little time for 
 outside work. One year the Young Men's Christian 
 Association maintained an employment bureau; but 
 the last two or three years, although we have obtained 
 work for men in tutoring and teaching, nothing of 
 a systematic nature has been done. As the term is 
 
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Working One's Way Through College 
 
 short and there are about five months' holidays men 
 can earn a considerable amount in that time. I am 
 unable to give you any exact information on the sub- 
 ject." 
 
 Crossing the sea to old Scotland, the home of 
 ambitious but poor lads who have a heroic tradi- 
 tion of living on small rations at universities, we 
 find that by the grace of Mr. Andrew Carnegie 
 the perils of cultivating brains on limited sup- 
 plies of oatmeal porridge have been considerably 
 lessened. We may rejoice at this fact, though 
 some people on that side are fearful that these 
 funds will relax the efforts of the youths and 
 cause it to be no longer true that " all great 
 Englishmen are Scotchmen." 
 
 The Secretary of Aberdeen University writes: 
 
 " In reply to your enquiry regarding students at 
 this University, I have to say that a certain propor- 
 tion of the Arts students supplement their means by 
 private teaching and tuition. There is no ' Self-Help 
 Committee ' of the nature you indicate to assist stu- 
 dents to find work. Aberdeen University is very well 
 equipped with ' Bursaries ' ; that is, Scholarships 
 varying in amount from ten pounds (fifty dollars) 
 to thirty pounds (one hundred and fifty dollars) a 
 year and tenable for three or four years; which are 
 of two descriptions — either (1) 'Presentation/ 
 which are in the gift of patrons and are conferred on 
 students coming from certain districts or bearing 
 
 [179] 
 
Working One's Way Through College 
 
 certain names, or who are otherwise considered deserv- 
 ing by the patrons; and (2) 'Competition.' These 
 are open to all comers, and are awarded on the re- 
 sults of a competitive examination held each year. 
 
 " In common with the other Scottish Universities, 
 Aberdeen students are also eligible for the Carnegie 
 Benefaction, under which the class fees of students 
 of Scottish birth are paid by the Carnegie Trust." 
 
 Mr. Carnegie gave, some years ago, fifteen mil- 
 lion dollars as a fund for the education of 
 Scottish youths, and it is to this the Secretary of 
 Aberdeen University refers. 
 
 The University of Edinburgh and the University 
 of Glasgow and others of Scotland all have 
 numerous prizes, scholarships, and fellowships. 
 In all alike, native Scottish students have the 
 benefit of the Carnegie Fund. 
 
 These universities, as well as those of England 
 and Ireland, and in fact of the European conti- 
 nent as well, have had from their beginnings hosts 
 of poor students who have been helped and have 
 helped themselves in one way or another. Aside 
 from the relatively few sons of nobles and of 
 wealthy people who have from generation to 
 generation attended these great schools, there 
 has always been a multitude of students with 
 little or no means. Many of these struggling ones 
 have become the leaders of their generations. 
 
 [180] 
 
Working One's Way Through College 
 
 Trinity College, Dublin, Ireland, sent a long 
 list of the " exhibitions " awarded on the results 
 of the examinations held by the Board of Inter- 
 mediate Education in Ireland. These are awarded 
 without requiring candidates to present themselves 
 at the Exhibition Examination held in the college, 
 and without any restriction as to the schools at 
 which contestants shall have received their 
 education. 
 
 Sir John Gardiner Nutting, Bart., established 
 ten exhibitions of fifty pounds each per annum, 
 to be awarded by the Board of Trinity College, 
 Dublin, from among the persons, male and female, 
 who distinguish themselves in a given year at either 
 the Senior or the Middle Grade Examinations of 
 the Board of Intermediate Education in Ireland; 
 and who shall have, for at least two years previ- 
 ously, regularly attended, and been educated at, an 
 unendowed Irish Secondary School. 
 
 It is stated that the exhibitions in question 
 are not sufficient to support a student wholly, but 
 are intended as an assistance to such as desire to 
 obtain a high education at a moderate cost. There 
 are, however, so many other prizes open to them 
 in the college that students of exceptional talent 
 may easily obtain a free education. 
 
 The actual cost of the college course is, in fees, 
 
 [181] 
 
Working One's Way Through College 
 
 fifteen pounds at matriculation, and eight half- 
 yearly payments of eight pounds, eight shillings, 
 together with one pound for the degree, — in all 
 eighty-three pounds and four shillings, spread over 
 four years. For this the student obtains tutorial 
 teaching in Arts, amounting at least to two hours 
 per day during each term. There is no fee for 
 examinations. The professional schools of the 
 college, except those of Divinity and Law, require 
 special fees. 
 
 The whole expense, therefore, to a student, of 
 pursuing his Arts course, and obtaining the B. A. 
 degree, and also of living either in college or in 
 Dublin during eight months of the year, need not 
 exceed two pounds per week during such residence 
 for three and one-half years. If he resides during 
 vacation, as is often expedient for his studies, he 
 will be in college or in Dublin nine or ten months. 
 
 On the other hand the following prizes, to which 
 the student may fairly aspire, may reduce his ex- 
 penses, or even outbalance them: (1) Entrance 
 Exhibitions, as above, and Entrance Prizes to the 
 number of twenty-two ; {%) Sizarships ; (3) Senior 
 Exhibitions; (4) Scholarships; (5) Studentships 
 and Prizes at Moderatorship. Fellowship and Fel- 
 lowship Prizes are Post-Graduate. 
 
 Since details as to Trinity College will throw 
 
 [ 182 ] 
 
Working One's Way Through College 
 
 light upon expenses at foreign universities in gen- 
 eral we shall give further information. 
 
 What does the education of a proficient student 
 at Trinity College really cost ? Let us suppose the 
 student to be a Nutting Exhibitioner (fifty pounds 
 a year for two years). He may obtain prizes of 
 five pounds or two pounds in various subjects at 
 entrance. Let us say seven pounds on this account. 
 Or else he may compete for a Sizarship, of which 
 about ten are given yearly. If he succeed, this 
 will relieve him from all college fees, and give him 
 free commons daily, and entitle him to rooms at a 
 rent of about five pounds to seven pounds per 
 annum. If he fails in this somewhat severe com- 
 petition, he can still pay his October fees by obtain- 
 ing first-class honors in two subjects. 
 
 At the close of his second year, when his En- 
 trance Exhibition expires, he may obtain one of 
 the sixteen Senior Exhibitions (twelve of twenty 
 pounds, and four of fifteen pounds, for two years), 
 which will last till his degree. He may in his third 
 year win a Foundation Scholarship (value about 
 sixty pounds for five years), and may end his Arts 
 course with a gold medal in some one subject, 
 carrying with it a prize of fifteen pounds to forty 
 pounds. If this gold medal should be obtained in 
 either of the primary subjects of Mathematics or 
 
 [ 183 ] 
 
Working One's Way Through College 
 
 Classics, he may obtain a Studentship of one hun- 
 dred pounds a year for five years. A diligent 
 student, therefore, starting with an Intermediate 
 Exhibition and a Board Exhibition, can hardly 
 fail to obtain some of the distinctions above enu- 
 merated; and in so far his expenses will be con- 
 siderably reduced, or entirely counterbalanced. 
 
 The Registrar of the University of Oxford, 
 England, wrote me : " The Colleges at Oxford have 
 no ' Self-Help ' committees, such as you mention. 
 1 The Student's Handbook ' gives all information 
 as to scholarships and exhibitions for poor stu- 
 dents at the various colleges." On reference to this 
 handbook we find an amazing list of scholarships, 
 prizes, exhibitions, and fellowships. No adequate 
 idea can be given of these in our limited space. 
 Those who are interested in this phase of the sub- 
 ject should procure the handbooks of Oxford and 
 of Cambridge and study them for themselves. A 
 good student in vigorous health would seem to 
 stand a fair chance of paying his way entirely 
 through one of these great institutions by captur- 
 ing prizes and scholarships. 
 
 American students are of course interested in 
 the bearing of the Rhodes Scholarships at Oxford 
 upon their own possibilities. Cecil Rhodes, who 
 died at Cape Town, South Africa, March 28, 1902, 
 
 [ 184 ] 
 
Working One's Way Through College 
 
 directed in his will, dated July 1, 1899, that a part 
 of his fortune, estimated at ten million dollars, 
 should be applied to the creation of a fund for 
 the support of a certain number of scholarships 
 covering a three-years' course at the University of 
 Oxford. He directed that the selection of the 
 recipients of this gift should be made two from 
 each State and Territory of the United States, 
 fifteen from Germany, and from one to nine from 
 each of the British Colonies. The scholarships are 
 awarded on marks only, three-tenths whereof shall 
 be given to a candidate for his Literary and 
 Scholastic attainments, the remainder being for his 
 love of outdoor athletics and sports, for strong 
 manly qualities such as courage, generosity, and 
 kindness, and for high moral character, and espe- 
 cially for ambition to serve and lead in public 
 affairs. 
 
 Scholars from Cape Colony are chosen by the 
 individual schools to which the scholarships are 
 especially assigned. In several of the Canadian 
 provinces and in a few States of the United States 
 of America it has been decided that an appoint- 
 ment shall be made in rotation by the leading 
 universities. Under this system the field of selec- 
 tion each year is somewhat narrowed, but it is 
 possible to carry out more closely than otherwise 
 
 [185] 
 
Working One's Way Through College 
 
 the suggestions made by Mr. Rhodes, who appears 
 to have had in his mind selection by a single insti- 
 tution. The five German students for whom 
 annual provision is made are nominated, accord- 
 ing to the terms of the will, by the Emperor him- 
 self. In the great majority of the States of the 
 Union; in outlying colonies, like Bermuda, 
 Jamaica, and Newfoundland ; in four provinces of 
 Canada ; in New Zealand, and the States of Aus- 
 tralia, the final choice of the scholar is left in the 
 hands of a Committee of Selection. Great care 
 has been taken in the constitution of these com- 
 mittees, as it has been felt that on the wise and 
 impartial exercise of their judgment depends more 
 than upon anything else the full success of the 
 scheme. 
 
 In most of the States the selection is made by a 
 committee appointed by representatives of the col- 
 leges ; in some the appointments are made in rota- 
 tion by the leading colleges. 
 
 The conditions regulating the award of scholar- 
 ships in the American States provide that the can- 
 didates shall have satisfactorily completed the work 
 of at least two years in some college of liberal arts 
 and sciences. Except under extraordinary circum- 
 stances, the upper age limit must be twenty-four 
 years at the time of entering upon the scholarship 
 
 [186] 
 
Working One's Way Through College 
 
 at Oxford. To be eligible, the candidate must 
 be a citizen of the United States, or the son of a 
 citizen, and must be unmarried. Each student 
 receives an allowance of three hundred pounds 
 ($1,500) a year, payable in quarterly instal- 
 ments, which is just enough to enable him to pay 
 his college fees and necessary expenses. As the 
 first instalment is not available until some time 
 after the arrival of the student, he should go 
 abroad with one or two hundred dollars in his 
 possession. 
 
 At the beginning of Michaelmas term, October, 
 1904, there entered Oxford seventy-two Rhodes 
 scholars ; forty-three were Americans, twenty-four 
 Colonials, and five Germans. In 1906 the full 
 number, one hundred and ninety in all, were in 
 residence ; and thereafter this number will be main- 
 tained, the vacancies being filled as men complete 
 their three-year courses. An examination took 
 place in the United States in October, 1910. 
 There will be examinations in 1912, 1913, 1915 
 and so on, omitting every third year. The exam- 
 inations are not competitive but qualifying. 
 Inquiries as to particulars by intending candidates 
 may be addressed to any college. Information 
 about Oxford, its colleges and courses of studies, 
 
 [187] 
 
Working One's Way Through College 
 
 should be addressed to F. J. Wylic, the Oxford 
 agent of the Rhodes trustees, Oxford, England. 
 
 All candidates in each State must pass an 
 Oxford Responsions examination, and one com- 
 petitor will be named for each by the com- 
 mittee or university charged with making appoint- 
 ments. Scholars must have reached at least the 
 end of their sophomore or second-year work at 
 some recognized degree-granting university or col- 
 lege of the United States. Scholars must be 
 between nineteen and twenty-five years of age. It 
 is intended to have at all times two beneficiaries at 
 Oxford from each of the forty-eight States. 
 
 Copies of Oxford Responsion papers for past 
 years can be obtained from the Oxford University 
 Press, Nos. 91 and 95 Fifth Avenue, New York. 
 
 The President of the State University or College 
 is in each of the following States chairman of the 
 committee of selection for that State; Alabama, 
 Arizona, Arkansas, California, Colorado, Florida, 
 Georgia, Idaho, Indiana, Iowa, Kansas, Louisiana, 
 Michigan, Minnesota, Mississippi, Missouri, Mon- 
 tana, Nebraska, Nevada, New Mexico, North Car- 
 olina, North Dakota, Ohio, Oklahoma, Oregon, 
 Pennsylvania, South Carolina, South Dakota, 
 Tennessee, Texas, Utah, Virginia, West Virginia, 
 Wisconsin, and Wyoming. 
 
 [188] 
 
Working One's Way Through College 
 
 The following chairmen have been named for 
 other States: Connecticut, President Arthur T. 
 Hadley, Yale University ; Illinois, President Harry 
 Pratt Judson, University of Chicago ; Kentucky, 
 President D. B. Gray, Georgetown College ; Mary- 
 land, President W. A. Remsen, Johns Hopkins 
 University ; Massachusetts, President A. Lawrence 
 Lowell, Harvard University ; New Jersey, the Rev. 
 Dr. Hibben, President of Princeton University; 
 New York State, President Nicholas Murray But- 
 ler, Columbia University ; Rhode Island, President 
 W. H. P. Faunce, Brown University. 
 
 In the following States appointments are made 
 by the chartered colleges and universities in rota- 
 tion : California, University of California, Leland 
 Stanford University, smaller colleges every seventh 
 year; Vermont, University of Vermont, Middle- 
 bury College. 
 
 The purpose of Cecil Rhodes in establishing 
 these scholarships for British colonists was to 
 " instil into their minds the advantage to the 
 Colonies as well as to the United Kingdom of the 
 retention of the unity of the Empire." 
 
 Americans are included in this scheme, not for the 
 end of weaning them from their own institutions, 
 but " in order to encourage and foster an appre- 
 ciation of the advantages which I implicitly believe 
 
 [189] 
 
Working One's Way Through College 
 
 will result from the union of the English-speaking 
 peoples throughout the world, and to encourage in 
 the students of the United States of North America 
 who will benefit from the scholarships, an attach- 
 ment to the country from which they have sprung, 
 but without, I hope, withdrawing them or their 
 sympathies from the land of their adoption or 
 birth." 
 
 Fifteen scholarships are assigned to Germany, 
 because " an understanding between the three great 
 powers will render w r ar impossible, and educa- 
 tional relations make the strongest ties." 
 
 Any American youths, therefore, who gain the 
 great advantage of Rhodes scholarships at Oxford 
 not only may have great educational advantages 
 without cost, but may become factors in interna- 
 tional understanding, and agents of universal 
 peace. 
 
 The American Rhodes scholar at Oxford, having 
 already obtained part of his education at home 
 and being of relatively mature age, should not be 
 in danger of being denationalized, but may con- 
 tinue to be a good American and yet have a broad 
 and sympathetic understanding of other nations. 
 
 He also has the opportunity to give as well as 
 receive, for the presence of so considerable a num- 
 ber of students from the United States, from the 
 
 [190] 
 
Working One's Way Through College 
 
 British colonies, and from Germany at Oxford may 
 help Oxford to a broader outlook and understand- 
 ing of the rest of the world. 
 
 At the beginning of the operation of Rhodes 
 plans for Americans at Oxford there was some 
 difficulty of adjustment on the part of the Ameri- 
 cans, and in regard to their reception by the native 
 youths. But the Rhodes scholarship students from 
 America have now won for themselves acceptance 
 and understanding. It is stated by an Oxford stu- 
 dent who was not a Rhodes scholar that the 
 " official Americans " at Oxford have made their 
 reputation as good fellows and have also won 
 laurels as athletes and scholars. The first clubs 
 of the University — the Bullingdon, Vincents Club, 
 etc., — have numbered Rhodes scholars among their 
 most prominent and active members. A Princeton 
 man won in 1909 his place on the victorious Ox- 
 ford Rugby Fifteen. 
 
 There will be from year to year an increasingly 
 keen competition for these scholarships. Fortu- 
 nate is the youth who obtains one of them. 
 
 The spirit of the English universities is growing 
 more democratic. An English workingman's son, 
 who attended Oxford University, has asserted that 
 according to his experience " class prejudice 
 hardlv existed at all," in his own college. With 
 
 [191] 
 
Working One's Way Through College 
 
 few exceptions he was on the most friendly foot- 
 ing with all the men of his own year and with most 
 of the men next above and below him. He admitted 
 that cliques exist, " but they are not formed on 
 class lines." Writing in The Manchester Guardian, 
 he states that he entered Oxford at the age of 
 twenty-nine, after having taught in an elementary 
 school. He relates his experience as below. He 
 describes his first dinner in one of the halls of that 
 great university : 
 
 " Solid silver spoons and forks ! What wicked 
 waste ! A clean napkin every night ! A four- or five- 
 course dinner, and only once in my life had I expe- 
 rienced an evening dinner. Truly I was a commoner ! 
 Opposite sat a lord's son; by my side the son of a 
 famous writer; near me were the descendants of his- 
 torical families. I was poor, shy, nervous, sore in 
 spirit, alone as I had never been before. It was a 
 new world, and I was half afraid. As I returned 
 alone through the shadowy quadrangle past the an- 
 cient building up to my room I felt heartsick and 
 miserable. Nor was the warm solitude of my room 
 at first any antidote. It was full of ghosts. Famous 
 men had lived in it — at least one great poet, one 
 famous historian. Other rooms on the staircase had 
 housed great statesmen, literary men, poets, thinkers. 
 Why, then, was I here? Was it all a dream? Or 
 was it really true that the old hard life was behind 
 me, that I, too, was at last given the chance for 
 which I had craved, for which so many better, more 
 
 [ 192 ] 
 
Working One's Way Through College 
 
 worthy men than I crave in vain down below there 
 in the schools., the factories, the foundries? 
 
 " .... I did n't understand servants ! It 
 was so strange to have a man at one's beck and call. 
 Nor did it seem right that I, who had always waited 
 on myself, cleaned my boots, done odd jobs about the 
 house, should have all these things done for me. But 
 when at 7 :30 on my first morning at college the good 
 man came into my bedroom, drew up the blind, poured 
 cold water into the shallow bath, and said, ' Half- 
 past seven, sir,' then, indeed, I was shocked! He 
 evidently expected me to have a cold bath ; to sprinkle 
 myself with icy water on that keen October morning 
 — a most unheard-of proceeding ! A further sense 
 of strangeness afflicted me in the possession of two 
 rooms, a ' bedder ' and a * sitter,' the latter a large 
 double-windowed room very comfortably furnished, 
 and with the walls all panelled, not with oak but 
 painted wood. There were no pictures — those I 
 could provide if I wanted — and from one of the 
 pile of advertisements received during the next few 
 days I learned that pictures could be hired by the 
 term. But having pictures was out of the question. 
 By some oversight the college authorities had omitted 
 to notify me that I must provide my own table linen, 
 cutlery, etc 
 
 " Is it necessary to say that such expenditure 
 caused me the greatest of all my discomforts? Dur- 
 ing the first few days I was maddened by the way 
 in which ' freshmen * were throwing money about. 
 Pictures, cushions, fancy articles, pipes, clothing, 
 baths, books, wines, tobacco, cigarettes — to say 
 
 [ 193 ] 
 
Working Ones Way Through College 
 
 nothing of the linen and cutlery — were all being 
 bought in huge quantities at fancy prices. To me, 
 whose purse had always been . but poorly furnished, 
 whose career nine years ago at a day training-college 
 had been a time of poverty so great that frequently 
 two meals a day had to suffice; that for a week at a 
 time I was absolutely penniless; that for Saturday 
 night after Saturday night I was glad to earn four 
 shillings for playing the piano in a certain little pub- 
 lic-house ; — to me this lavish expenditure 
 seemed at first not merely unnecessary, but criminal." 
 
 He then began to form social connections, and 
 he writes of that phase of Oxford life : 
 
 " ' It was very good of you to come. You know I 
 sometimes feel that men like me are not fit to talk 
 to men like you. You have worked hard and strug- 
 gled upward, and we 've done just nothing except 
 spend money we never earned, mostly on pleasures 
 and dissipations.' This was said quietly, simply, and, 
 I believe, sincerely as I was leaving a student's room, 
 after having eaten the largest and most costly break- 
 fast I had ever enjoyed. He was the son of an ex- 
 tremely wealthy man; he had a princely allowance 
 from his father ; he came from a famous public school. 
 And in spite of my forcible interjection of the word 
 ' Rubbish ! ' in spite of the little argument I could 
 bring to bear on his statement, he was evidently de- 
 pressed by reflection on his own idleness and wealth. 
 Nor was this the only occasion on which men like him 
 have said the same sort of thing to or about me. In 
 fact, I have been amused, astounded, even provoked 
 
 [ 194] 
 
Working Ones Way Through College 
 
 to find that in my own college were men who gave 
 me a sort of halo, and approached me with the 
 diffidence I confess I had felt toward them, mere- 
 ly because I was supposed to be ' a real live work- 
 ingman who had seen life, and had struggled up to 
 Oxford just as the story-book young man does/ 
 One modest youth, expressing to a friend of mine 
 his desire, to know me, said: 'But I don't suppose 
 he '11 care to talk to me. I 'm so ignorant of 
 things/ 
 
 " Thus before long I was actually being sought as 
 the man who knew a good deal at first hand of social 
 problems and the life of the poor. At debating socie- 
 ties I was soon embarrassingly in request, for a char- 
 acteristic of Oxford to-day is the extraordinary 
 interest taken in all sorts of social questions — un- 
 employment, poverty, housing, education, the right to 
 work, slum life, conditions of labor, sweated indus- 
 tries. Such subjects have occupied a very large pro- 
 portion of the debates, both at the Union and at the 
 various college societies. It was this keen interest in 
 social reforms which first showed me my greatest mis- 
 conception with regard to the ' upper classes/ Like 
 most loyal members of the proletariat, I had preached 
 of the callousness, the indifference, of the rich to the 
 sufferings of the poor. I had honestly believed that 
 the rich were more responsible for. the evils of pov- 
 erty and unemployment, rack-renting and sweated 
 labor. But now that I was thrown among these 
 ravening beasts like a slave among wolves for their 
 delectation, I found that quite a large number of 
 these wolves were watch-dogs." 
 
 [195] 
 
Working One's Way Through College 
 
 Merrick Whitcomb says : 
 
 " Guglielrno Ferrero, in commenting on the strug- 
 gle of the middle classes against the aristocracy in 
 England, as exemplified in the proposed limitation of 
 the powers of the House of Lords, has suggested that 
 the reason why the aristocracy has monopolized pub- 
 lic life in England is largely due to the higher cost of 
 education, which put it beyond the reach of the mid- 
 dle classes. The secondary schools and universities 
 have been expensive, and only the aristocracy of 
 blood or money has been able to educate its sons for 
 Parliament. A Parliamentary form of government 
 demands men of high culture, legal and philosoph- 
 ical. The ministers of an absolute monarchy may be 
 unable to write or to speak effectively, but this is 
 impossible in Governments of the new type. 
 
 " The school reform in England, the cheapening 
 of higher education, is putting power into the hands 
 of the middle classes, as it has done in the nineteenth 
 century on the continent of Europe, where the middle 
 classes now control the Governments." 
 
 The Registrar of Cambridge University, Eng- 
 land, wrote me : 
 
 " Quite a fair number of students help themselves 
 through their college course by teaching, either pri- 
 vately or as tutors in Cambridge, and by taking tutor- 
 ships in the vacations. We have no fund or 
 committee to assist such students; but many colleges 
 give assistance quite privately to such students as 
 are in need of it, and all colleges offer scholarships 
 
 [196] 
 
Working One's Way Through College 
 
 and exhibitions yearly, varying in value from eighty 
 pounds to twenty-five pounds per annum. Some of 
 these are confined to students who cannot otherwise 
 obtain a university education. There are seventeen 
 colleges and one public hostel, and each institution 
 offers about seven or eight scholarships yearly. Fur- 
 ther, there are many exhibitions open only to mem- 
 bers of particular schools." 
 
 " The Student's Handbook," as in the case of 
 Oxford, should be obtained and consulted by any 
 who are especially interested in details in regard to 
 Cambridge. 
 
 The University of London states that there is 
 no special fund set aside for the help of students, 
 nor does it have a committee of self-help, but it 
 offers a considerable number of scholarships, stu- 
 dentships, exhibitions, and prizes. There are also 
 conditional reductions of fees. It is possible at 
 this university to work during the day at any em- 
 ployment in the city and to take evening courses. 
 The University of London is a growingly impor- 
 tant institution ; and any who are interested should 
 apply for information to the separate schools and 
 institutions for details. 
 
 The University of Berlin writes : 
 
 " At this university there has always existed the 
 following arrangement, that every one who wishes to 
 
 [197] 
 
Working One's Way Through College 
 
 establish a theological student should post the an- 
 nouncement on the black board. In this manner it 
 is possible for many students to gain an occupation 
 or livelihood. 
 
 " For several years, the so-called free scholarships 
 have offered special aid to students, with very good 
 results. On the part of the university such an oppor- 
 tunity is not offered; the students themselves have 
 brought about this order of things. 
 
 " The university, however, has in trust a large 
 number of endowments from which the students de- 
 rive extra benefits. These amount to two hundred 
 thousand marks annually. Four of these endowments 
 consist in houses, in which students can secure lodg- 
 ings, heat, and light free, or at a very slight cost. 
 The conditions are mostly testamentary (by will). 
 Birth, home, literary pursuit, and religion are the 
 main thing." 
 
 As giving further light upon conditions in Ger- 
 many, this letter from Professor William Hittell 
 Sherzer of Ypsilanti is quoted. He writes me: 
 
 "January 12, 1911. 
 " It is now ten years since I spent a year in Ber- 
 lin, studying at the University there, and conditions 
 have probably changed during that time. One of my 
 colleagues has been there more recently, and tells 
 me that board, room, heat, and lighting may be ob- 
 tained for about thirty-five dollars a month. It was 
 less than this when I was there, and my sister lived 
 upon less than half of this, but she was especially 
 
 [198] 
 
Working One's Way Through College 
 
 fortunate in getting into a ' home ' for women in 
 which the expense was very near cost. 
 
 " For each course elected there is a small fee, 
 which would probably total less than thirty-five dol- 
 lars, and a small matriculation fee. The cost for 
 books would be less than in any American college. 
 
 " At Jena, one of my colleagues places the cost of 
 living at about twenty-five to thirty dollars a month 
 and places the fees at about forty dollars a year. At 
 Munich it runs higher, the monthly living expense 
 being placed at fifty dollars to seventy-five dollars, 
 and fees about thirty dollars. 
 
 " In order to study abroad one should have his 
 Bachelor's degree from some reputable institution, 
 especially if he wishes to become a candidate for a 
 higher degree. Then I believe that he could live 
 abroad more cheaply than in any of the better insti- 
 tutions in this country, and although the work itself 
 might not be any more valuable he is greatly broad- 
 ened by such foreign residence, gains a mastery of 
 the language, has an opportunity for some remark- 
 ably cheap side trips during vacations, and finds that 
 he is credited with knowing a great deal more about 
 his specialty, whether he actually does or not. 
 
 " Help is so cheap abroad that it would not be 
 wise for any American student to attempt to earn 
 his way over there unless it were by some such scheme 
 as correspondent for home papers, or perhaps teach- 
 ing English." 
 
 The Registrar of the University of Vienna 
 writes : " The reestablishing of an oversight of the 
 
 [199] 
 
Working One's Way Through College 
 
 Vienna University in behalf of the Welfare insti- 
 tutions and Self-Hclp arrangements are in prog- 
 ress, and a report will appear in print by the end 
 of 1911." 
 
 The following paragraphs in regard to German 
 universities are of especial interest to women stu- 
 dents who may contemplate work in the institutions 
 dealt with. 
 
 Merrick Whitcomb says : 
 
 ' Women students in German universities have had 
 a difficult time, first, to be admitted, and, second, to 
 secure attention from the professors. The governing 
 bodies of the German universities have shown great 
 reluctance in admitting women to their privileges. 
 This is partly due to the tradition of separate educa- 
 tion for the sexes, and also to the exclusion of women 
 from the professions, which made a university educa- 
 tion comparatively purposeless. In time, however, 
 the movement for the higher education and greater 
 freedom of women reached Germany. The first ad- 
 vance was met with uncompromising opposition, and 
 a long and weary struggle ensued. Learned profes- 
 sors wrote volumes to prove the exceptional organism 
 and the general incompetency of women, but in spite 
 of that the women persevered. The main difficulty 
 lay in the local independence of the universities ; they 
 are controlled by the State, but it is traditional that 
 they should regulate their own internal affairs. 
 
 " In 1890 the Teachers' Association of Gottingen 
 induced some of the professors in the local university 
 
 [200] 
 
Working One's Way Through College 
 
 to give them a special two-year course of lectures. 
 The number of women attending these courses in- 
 creased rapidly, and other professors volunteered 
 their aid. The Prussian Ministry took an interest in 
 the matter, and a State examination was instituted, 
 based upon a two-year course of study. The national 
 antipathy to co-education was gradually broken 
 down, and in time women were admitted as ' hearers ' 
 to all universities. At one university a professor 
 obtained permission for an exceptionally gifted 
 woman to be admitted to the Ph. D. examination. 
 This was an entering wedge. 
 
 " A great obstacle in the way of opening courses 
 to women was the fact that secondary schools did 
 not give courses to prepare women for entrance to 
 university work. The Allgemeiner Deutscher Frau- 
 enverein came forward and founded a gymnasium 
 for girls, which enabled them to acquire their matu- 
 ritdt. The large number of women who came to the 
 universities were still not allowed to matriculate, but 
 were classed as ' hearers.' Finally, at the close of 
 1899, the Grand Duke of Baden, who is perpetual 
 president of all universities in the Grand Duchy, is- 
 sued a decree allowing all women who presented 
 proper maturitdt certificates to be allowed to matricu- 
 late. Bavaria followed in 1903-04; Wiirtemberg in 
 1904; Saxony in 1906; Weimar-Eisenach in 1907; 
 Prussia and Hesse in 1908-09; and Mecklenburg in 
 1909-10. 
 
 " The number of women students is steadily in- 
 creasing. The winter session of 1909-10 showed 
 1,856 students against 1,108 in the previous academic 
 
 [ 201 ] 
 
Working One's Way Through College 
 
 year. Philosophy and philology attract the greater 
 number, — 975 ; medicine, 476 ; mathematics and sci- 
 ence, 287; law, 30; and Protestant theology, 5. In 
 some States law and theology are still closed to 
 women. The University of Berlin has drawn the 
 greater number, 632, although there the opposition 
 to the admission of women has been most strenuous. 
 Some of the Berlin professors are not yet reconciled, 
 and refuse to admit women to their classes, even 
 when fully matriculated in the university. 
 
 ' The Emperor's prize, the most coveted distinc- 
 tion of the University of Berlin, has been won, in 
 1911, for the first time by a woman. This shows how 
 rapidly women have been winning their way in aca- 
 demic life in Germany; for but little time has elapsed 
 since they were permitted to compete with men in the 
 arena of higher education." 
 
 The Royal Frederic University at Christiania 
 states through its Secretary: 
 
 " I beg to inform you that the lectures at our uni- 
 versity are public, with free admission to all. To 
 obtain the right to work in the various institutes and 
 laboratories connected with the university, a charge 
 of from five to twenty kroner per half-yearly term is 
 made. This fee may, however, on application, be re- 
 mitted to students in straitened circumstances. 
 
 "The total number of students is, at the present 
 time, about fifteen hundred. 
 
 1 In the course of time, the university has been 
 endowed with several scholarships for the assistance 
 of students; the total sum of such endowments 
 
 [ 202 J 
 
Working One's Way Through College 
 
 amounts to somewhat more than a half-million kroner, 
 and the interest is apportioned in bounties of from 
 fifty to two hundred and fifty kroner per half-yearly 
 term, to deserving and needy students. 
 
 " Independent of the university, the students have 
 their own Benefit Society, which grants to impecuni- 
 ous students loans, free of interest during the time 
 such students are pursuing their studies at the uni- 
 versity. 
 
 " Another society has for its aim the procuring of 
 work for students during the vacations, such as farm 
 work, etc., whereby they are able to earn a small wage 
 and at the same time obtain beneficial recreation. 
 While studying at the university a great many of our 
 students earn money by school-teaching, office work, 
 etc. 
 
 " In later years a few students have sought employ- 
 ment during the vacations as guides, porters, inter- 
 preters, etc., at the various tourist hotels." 
 
 The University of Geneva states through its 
 Secretary : 
 
 " I have the honor to inform you that it is not an 
 easy thing for foreign students to procure work in 
 Geneva. Native students can obtain their lessons, 
 especially French lessons. Nowhere does there exist 
 a committee of students which makes it its duty to 
 find work; but there is a Mutual Aid Society, where 
 the members come to each other's help. There is a 
 committee of patrons for foreign students, composed 
 of professors and persons interested in the university. 
 At all times they are ready to find lodgings for foreign 
 
 [ 203 ] 
 
Working One's Way Through College 
 
 students, and when possible make living easy for 
 them in Geneva. I will add that to live in Geneva 
 will cost from one hundred and fifty to two hundred 
 francs for lodging and board, without counting 
 tuition." 
 
 There are several prizes at Geneva. The fees 
 are all moderate. 
 
 Still another part of the world reports through 
 the Registrar of the University of Sydney, New 
 South Wales : 
 
 " I beg to inform you that there is no self-help 
 committee for the aid of students in this university. 
 Many of the students are engaged in teaching work 
 in their spare time; some in literary work, and some 
 in clerical work, but there is no systematic organiza- 
 tion in the university for finding work for the students. 
 There are a number of scholarships of the value of 
 fifty pounds and upwards which are awarded to 
 students annually. These are given on the result of 
 competitive examinations in the various departments 
 of the university. There are also a number of bur- 
 saries, which vary from twenty-five pounds to fifty 
 pounds a year, and are generally tenable for three 
 years, and which carry with them the remission of 
 fees in the Faculty of Arts or that of Pure Science. 
 Two are tenable for five years in the medical school. 
 These are awarded after enquiry into the financial 
 circumstances of the applicants. The amount annu- 
 ally distributed in scholarships and bursaries is about 
 three thousand five hundred pounds." 
 
 f 204 ] 
 
Working One's Way Through College 
 
 The large and elaborate " Calendar " or cata- 
 logue of this university gives interesting details 
 as to the scholarships, bursaries, etc., in addition 
 to its other matter. 
 
 Miss Janet M. Johnstone of the Japan Mission 
 of the Presbyterian Church in the U. S. A. wrote 
 from Kanazawa: 
 
 ' There are many ways in which students work 
 their way through schools and colleges in this land. 
 I am working in a Girls' Higher School, and in this 
 school we have always a few pupils whom we help. 
 While in school, these pupils help us in various ways, 
 write letters for us, teach in the lower grades, work 
 in Sunday Schools, etc. But where we get the real 
 return for what we do for them is in their work after 
 graduation. Every girl who is helped promises to 
 work for us for at least two years after she graduates, 
 and during that time she is supposed to work for a 
 comparatively small salary in order to pay back at 
 least part of what she has received. 
 
 " This plan of working after graduation is very 
 popular in Japan. The Government schools use it to 
 their great advantage, as in this way they secure good 
 teachers, who are bound to teach just where they are 
 sent, for a number of years. In some cases the 
 promise is for five years. 
 
 " In many Industrial Schools girls earn their way 
 by embroidering. Long ago the students here did 
 that, but the teachers decided that that work was too 
 hard on the students when they were taking such & 
 
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Working Ones Way Through College 
 
 wide course of study as we have in our school. 
 Japanese girls are not strong, and are likely to break 
 down if they do not have sufficient time for recreation. 
 
 " Girls often earn their board by acting as a kind 
 of evening governess in a home. The children go to 
 school, and this governess helps them with their 
 studies at night. Other girls help in houses in other 
 ways just as girls in America do. 
 
 " Young men often act as secretaries out of school 
 hours. People in Japan are very glad to help a young 
 man get an education; so comparatively poor people 
 often take in a student and give him his board, with 
 the understanding that he helps in any way he can, 
 acting as tutor for the children, writing letters, going 
 on errands, etc. One young man I know teaches in a 
 night school and thus earns his way. Many young 
 men get up early and deliver milk, newspapers, etc., 
 and thus earn something. 
 
 " Both young men and young women teach and 
 study at the same time, just as they do in America. 
 
 " This land is full of struggling students, and their 
 efforts at self-help are certainly inspiring." 
 
 Dr. D. B. Schueder, president North Japan Col- 
 lege, Sendai, Japan, wrote : 
 
 " In connection with North Japan College we have 
 what we call an Industrial Home. It consists of a 
 dormitory, a printing establishment, a dairy, and a 
 laundry. About fifty North Japan College students 
 live in this dormitory rent-free and buy their own food 
 and have a cook to prepare it for them. Then they 
 work three hours a day, some at printing, some at 
 
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Working One's Way Through College 
 
 milk-carrying (the milk is carried around in cans), 
 some at laundering, some at newspaper-carrying, and 
 some at peddling soy, a kind of sauce that is uni- 
 versally used in Japanese cooking. Especially the 
 newspaper-carriers have to get up very early, most 
 of them as early as three o'clock in the morning. The 
 milk-carriers also have to be up very early. They go 
 in straw sandals summer and winter; and in wet or 
 snowy weather their feet of course get wet. They 
 live in a very poor dormitory also. They make about 
 half their expenses. Their average standing in 
 scholarship is somewhat higher than the average of 
 those that have no such work. Moreover in character 
 they are considerably better. Most of them turn out 
 well after graduation. The Home has now been run- 
 ning for nearly twenty years. 
 
 " The average expenses of a student in our insti- 
 tution are about five or six dollars per month, includ- 
 ing one dollar for tuition. Our Industrial Home 
 emphasizes the honorableness of work, and many 
 students in other schools have learned to follow the 
 example of our school in this respect. The city of 
 Sendai is the largest city in Japan north of Tokyo. 
 It has about 150,000 inhabitants, and has a large 
 number of schools. It is the student centre of the 
 north." 
 
 T. Ochiai, of Okayama, Japan, wrote me : 
 
 " I must say that it is very hard to help oneself 
 through college here. We have here the Sixth 
 National College, which is one of the eight Govern- 
 ment schools in Japan. This ranks between the three 
 
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Working One's Way Through College 
 
 Imperial universities and about three hundred middle 
 schools. There may be in this Sixth National College 
 some five or six out of six hundred students who help 
 themselves. I know three of them. One student is 
 a helper in the Reform School for youngsters (a 
 private institution). Another works in an M. P.'s 
 home, helping in secretarial duties. Another coaches 
 a gentleman's son in his studies. 
 
 4 The hours of these students' work are not very 
 regular. Of course, they attend school from 8 A. M. 
 to 2 P. M. ; their labors are in their spare hours. They 
 thus get their board and room, to the great relief of 
 themselves and their parents, who are poor farmers 
 or lowest officers. Last year there was one student 
 who worked in delivering milk in early mornings. 
 
 " In Tokyo, students can find more opportunities 
 in such lines, but they can never find such means as to 
 help themselves entirely. 
 
 "This is our educational system: Elementary 
 schools, 6 years; Middle schools, 5 years; 8 National 
 colleges, 3 years; three Imperial Universities, 3 to 4 
 years; University Hall, 5 years." 
 
 Mr. Frank Carpenter, the journalist, says in re- 
 gard to the American College in Egypt at Assiout : 
 
 " It is full to overflowing, and notwithstanding the 
 new structure just completed, it needs more money and 
 more buildings. It has a great prestige throughout 
 the Nile Valley, and the efficiency, with a little money, 
 could be easily doubled. The college is said to give a 
 better education than the government institutions, and 
 
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Working One's Way Through College 
 
 that at the lowest possible cost. The tuition is 
 nominal. 
 
 " For the poorest scholars the tuition is only about 
 one dollar a session in money, and the ordinary rate is 
 about ten dollars a year. The cost of the education 
 varies with the taste of the students. These are of all 
 classes, from the sons of the poorest fellah to the 
 highest pasha and richest merchant of the Nile Valley. 
 
 " There are three kinds of accommodations, the cost 
 of which ranges from thirty-five dollars a year up- 
 ward. The wealthy Egyptian boy can have his own 
 room, or he can live four in a room. He can have a 
 good table, or, at less cost, can be boarded so that he 
 has meat three or four times a week. On the other 
 hand, he can work his way through college, bringing 
 his own food and buying vegetables and fish at very 
 low cost. Many of the boys bring their bread from 
 home. It is made of ground corn or millet, and baked 
 in cakes an inch thick. These cakes are toasted until 
 they are as hard as stone, in which shape they will 
 keep through the term. Before going in to a meal the 
 students dip their bread in buckets of water set out 
 for the purpose, and when soft carry it with them to 
 the table." 
 
 S. R. Steinmerk, Secretary to the University 
 Senate and Professor of Ethnology in the Univer- 
 sity of Amsterdam, wrote me : 
 
 " As a rule university students in Holland belong 
 to the more or less well-to-do classes; really poor 
 ones, that would be obliged to earn their living during 
 
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Working One's Way Through College 
 
 their scholarship, there are none. Some, whose 
 pecuniary circumstances are rather bad, earn some- 
 thing by giving lessons, but the cases are very few; 
 their earnings are little, and there is no committee 
 whatever to help them in finding work. Still there 
 are means to make the university attainable for poor 
 but talented young men. Some who lack means for 
 acquitted of paying their college fees, others are 
 assisted to some extent by the ' Universiteits Vereenig- 
 ing,' a committee that has the object, among other 
 things, to succor poor students. Still others get sti- 
 pends to a greater or smaller amount from the town, 
 or out of private funds ; but working one's way 
 through college is an unknown thing to us. It may be 
 that some one or other among our students do so, 
 but then the cases are so very few that they do not 
 count." 
 
 [ 210] 
 
CHAPTER XVIII 
 
 COST OF TUITION AND OTHER 
 EXPENSES AT VARIOUS COLLEGES 
 
 At the Armour Institute boys and girls and men 
 and women are given an opportunity to gain an edu- 
 cation, while earning a living. Indeed there is not a 
 great business house in Chicago that does not have 
 " Armour Institute boys " on its pay roll, sons of men 
 who work in Packingtown. One such boy I know, 
 who now receives a salary of ten thousand dollars a 
 year. — Elbert Hubbard. 
 
 IT is perhaps not possible to give more than an 
 approximate statement as to what the cost of 
 a college education may be. It is a simple matter 
 to find out what the tuition and other fees are at 
 any given institution, and to ascertain what lodg- 
 ing and board cost in various communities. 
 
 Individual habits count. Some persons are 
 trained to consider the value of pennies and never 
 spend a cent without considering the necessity of 
 the expenditure. They will walk to save a nickel 
 car-fare; they do without many things deemed 
 essential by others ; they bargain carefully ; 
 
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Working One's Way Through College 
 
 they take care of clothing and books when these 
 have been purchased. Others are always spending; 
 they cannot see a thing without feeling that they 
 must have it. 
 
 The estimates of expenses at college cannot in 
 general include railroad fares, clothing, and such 
 matters. One must therefore make his own cal- 
 culations according to his situation. 
 
 Tuition at various institutions ranges from noth- 
 ing, as at many State colleges and theological 
 schools, through $16 at Atlanta University, for 
 colored persons; $11 at Brigham Young College; 
 $20 at Alabama Polytechnical Institute; $18 at 
 Maryville; $30, $40, $50 at many institutions; 
 $100 at Lafayette, Lake Erie, etc. ; $125 at Mount 
 Holyoke, Boston University, etc. ; $150 at Johns 
 Hopkins, Princeton, Yale, Harvard; $200 at Rad- 
 cliffe, Bryn Mawr; $250 at Massachusetts Techni- 
 cal Institute. 
 
 Fees range from none through $8 and $10 up to 
 $220. These higher fees include different depart- 
 ments of the university; for instance, in taking 
 specialties in several departments there are fees 
 to be paid in each department. 
 
 Living expenses — lodging, board, fuel, and 
 light — range according to the community where 
 the college is located. At certain colleges these 
 
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Working One's Way Through College 
 
 are estimated at $72, as at Maryville; $85 to 
 $100 at Berea; at various colleges, $100, $125, 
 $150, $175, $200 ; at Yale $345 ; at Harvard $200 
 up ; Haverford $300 to $350 ; at Radcliffe $350 
 to $500. 
 
 In a simple village community, the living for a 
 smaller amount of money may be practically as 
 good as at greater expense in a larger place. 
 
 The general experience is that expenses are 
 larger, and not less, than estimated. It is advis- 
 able therefore to prepare to go as far beyond that 
 estimate as one can. It is safe to say that at Har- 
 vard, for instance, one should aim to have in sight, 
 or be prepared to earn, at least $550 yearly, not 
 counting clothing and railway fares. At Berea one 
 would better count on $250. At Oberlin it will be 
 well to have $300. So with the others. 
 
 We give in this chapter a reference list, supplied 
 by the various universities and colleges, of the an- 
 nual cost of tuition ; of board, room, etc. ; of fees, 
 books, etc. The prospective student will find it 
 convenient and serviceable in selecting his college. 
 
 Adelphi College, tuition, yearly, $180; board, 
 room, etc., $250 (minimum) ; fees, books, etc., 
 $20. 
 
 Adrian College, tuition, yearly, $70 ; board, room, 
 etc., $145 ; fees, books, etc., $25. 
 
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Working One's Way Through College 
 
 Agricultural and Mechanical College, Texas, no 
 
 tuition fees; board, room, etc., $150; fees, 
 
 books, etc., $83. 
 Alabama Polytechnic Institute, free to State 
 
 residents ; board, room, etc., $134 ; fees, books, 
 
 etc., $50. 
 Albion College, tuition, yearly, $40 ; board, room, 
 
 etc., $130-170; fees, books, etc., $25-35. 
 Albright College, tuition, yearly, $60 ; board, 
 
 room, etc., $165; fees, books, etc., $25. 
 Alcorn A. & M. College, tuition, yearly, $15 ; 
 
 board, room, etc., $55 ; fees, books, etc., . 
 
 Alfred University, tuition, yearly, $50; board, 
 
 room, etc., $250-300; fees, books, etc., $60-75. 
 Allegheny College, tuition, yearly, $75 ; board, 
 
 room, etc., $300-500; fees, books, etc., $15. 
 Alma College, tuition, yearly, $30; board, room, 
 
 etc., $170; fees, books, etc., $25. 
 American University, Tenn., tuition, yearly, $50 ; 
 
 board, room, etc., $100; fees, books, etc., $15. 
 Amherst College, tuition, yearly, $140 ; board, 
 
 room, etc., $350-600; fees, books, etc., . 
 
 Antioch College, tuition, yearly, $30 ; board, 
 
 room, etc., $108 ; fees, books, etc., $24. 
 Ashland University, tuition, yearly, $33.50 ; 
 
 board, room, etc., $123 ; fees, books, etc., $20. 
 
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Working One's Way Through College 
 
 Atlanta University, tuition, yearly, $20; board, 
 
 room, etc., $100; fees, books, etc., . 
 
 Auburn Theological Seminary, tuition, yearly, 
 
 none; board, room, etc., $170; fees, books, etc., 
 
 none. 
 Augustana College, tuition, yearly, $36; board, 
 
 room, etc., $150; fees, books, etc., $20. 
 Baker University, tuition, yearly, $50 ; board, 
 
 room, etc., $180-300; fees, books, etc., $10-25. 
 Barnard College (women), tuition, yearly, $150; 
 
 board, room, etc., $365 (minimum) ; fees, 
 
 books, etc., $12. 
 Beloit College, tuition, yearly, $80; board, room, 
 
 etc., $240 (minimum) ; fees, books, etc., $30. 
 Bellevue College, tuition, yearly, $50; board, 
 
 room, etc., $154; fees, books, etc., $11-21. 
 Benedict College, tuition, yearly, $8 ; board, room, 
 
 etc., $80; fees, books, etc., $15. 
 Bethany College, Kansas, tuition, yearly, $36- 
 
 120 ; board, room, etc., $105 ; fees, books, etc., 
 
 Blackburn College, tuition, yearly, $50; board, 
 room, etc., $250; fees, books, etc., $10-25. 
 
 Boston University, tuition, yearly, $130; board, 
 room, etc., $200 (minimum) ; fees, books, etc., 
 $25 (minimum). 
 
 [215] 
 
Working One's Way Through College 
 
 Bowdoin College, tuition, yearly, $75 ; board, 
 
 room, etc., $175 ; fees, books, etc., $100. 
 Brigham Young College, tuition, yearly, $11; 
 
 board, room, etc., $200; fees, books, etc., $15. 
 Brown University, tuition, yearly, $153 ; board, 
 
 room, etc., $300 ; fees, books, etc., $100-200. 
 Bryn Mawr College, tuition, yearly, $20-200; 
 
 board, room, etc., $100-200; fees, books, etc., 
 
 $15. 
 Bucknell University, tuition, yearly, $50 ; board, 
 
 room, etc., $174; fees, books, etc., $26. 
 Butler College, tuition, yearly, $48 ; board, room, 
 
 etc., $180; fees, books, etc., $25. 
 Carnegie Technical School, tuition, yearly, $5-20 ; 
 
 board, room, etc., $220 (minimum) ; fees, 
 
 books, etc., $35-50. 
 Carroll College, tuition, yearly, $50 ; board, room, 
 
 etc., $175 (minimum) ; fees, books, etc., $10-15. 
 Carson and Newman College, tuition, yearly, $30- 
 
 40; board, room, etc., $80-130; fees, books, 
 
 etc., $10-25. 
 Case School of Applied Science, tuition, yearly, 
 
 $100 ; board, room, etc., $190-228 ; fees, books, 
 
 etc., $35. 
 Catawba College, tuition, yearly, $45; board, 
 
 room, etc., $125; fees, books, etc., $10-15. 
 Catholic University of America, tuition, yearly, 
 
 [216] 
 
Working One's Way Through College 
 
 $75; board, room, etc., $225-250; fees, books, 
 
 etc., $20. 
 Cedarville College, tuition, yearly, $30; board, 
 
 room, etc., $162 ; fees, books, etc., $28. 
 Central University of Iowa, tuition, yearly, $40- 
 
 45; board, room, etc., $150-200; fees, books, 
 
 etc., $10-20. 
 Central Wesleyan College, tuition, yearly, $36- 
 
 44; board, room, etc., $117-126; fees, books, 
 
 etc., $20. 
 Charles City College, tuition, yearly, $38; board, 
 
 room, etc., $218; fees, books, etc., $16. 
 Charleston College, tuition, yearly, $40; board, 
 
 room, etc., $108; fees, books, etc., $25. 
 Christian Brothers College, Mo., tuition, yearly, 
 
 $50; board, room, etc., $300; fees, books, etc., 
 
 $5. 
 Claflin University, co-ed., tuition, yearly, $20; 
 
 board, room, etc., $75 ; fees, books, etc., $25. 
 Clark College, Mass., tuition, yearly, $50 ; board, 
 
 room, etc., $150-200 ; fees, books, etc., $15-20. 
 Clark University, Mass., tuition, yearly, $100 ; 
 
 board, room, etc., $200 (minimum) ; fees, books, 
 
 etc., $35. 
 Clarkson Technical School, tuition, yearly, $100; 
 
 board, room, etc., $156-180; fees, books, etc., 
 
 $40-50. 
 
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Working One's Way Through College 
 
 Clcmson Agricultural College, tuition, yearly, $40 
 
 (remitted to such as cannot afford to pay); 
 
 board, room, etc., $118; fees, books, etc., $18. 
 Coe College, tuition, yearly, $40; board, room, 
 
 etc., $153; fees, books, etc., $22. 
 Colgate University, tuition, yearly, $60; board, 
 
 room, etc., $250; fees, books, etc., $50. 
 College of City of New York, tuition, yearly, free 
 
 to State residents; board, room, etc., ; 
 
 fees, books, etc., . 
 
 Colorado Agricultural College, tuition, yearly, 
 
 none; board, room, etc., $300; fees, books, etc., 
 
 $35. 
 Colorado College, tuition, yearly, $50; board, 
 
 room, etc., $160-200; fees, books, etc., $40. 
 Colorado School of Mines, tuition, yearly, $150 
 
 (free to State residents); board, room, etc., 
 
 $275 ; fees, books, etc., $100. 
 Columbia University, tuition, yearly, $150-250; 
 
 board, room, etc., $200; fees, books, etc., $75. 
 Concordia College, tuition, yearly, $40; board, 
 
 room, etc., $84 ; fees, books, etc., $30. 
 Connecticut Agricultural College, tuition, yearly, 
 
 none ; board, room, etc., $144 ; fees, books, etc., 
 
 $60. 
 Cornell College, Iowa, tuition, yearly, $50 ; board, 
 
 room, etc., $135-200; fees, books, etc., $15-30. 
 
 [218] 
 
Working One's Way Through College 
 
 Cornell University, N. Y., tuition, yearly, free 
 
 to $150; board, room, etc., $300-500; fees, 
 
 books, etc., $25-75. 
 Cotner University, tuition, yearly, $36 ; board, 
 
 room, etc., $200 ; fees, books, etc., $15. 
 Creighton University, tuition, yearly, classical 
 
 department, free; other departments, average 
 
 $80; board, room, etc., $175; fees, books, etc., 
 
 $10 (minimum). 
 Dakota Wesleyan University, tuition, yearly, $40 ; 
 
 board, room, etc., $140; fees, books, etc., $25. 
 Dartmouth College, tuition, yearly, $125; board, 
 
 room, etc., $175-260; fees, books, etc., $60- 
 
 150. 
 Davidson College, tuition, yearly, $60; board, 
 
 room, etc., $105-240; fees, books, etc., $25-40. 
 Delaware College, tuition, yearly, $60 ; board, 
 
 room, etc., $175-275; fees, books, etc., $75- 
 
 100. 
 Denison University, tuition, yearly, $50; board, 
 
 room, etc., $150 (minimum) ; fees, books, etc., 
 
 $75. 
 De Pauw University, tuition, yearly, $55 ; board, 
 
 room, etc., $180-234; fees, books, etc., $25- 
 
 50. 
 Des Moines College, tuition, yearly, $48; board, 
 
 room, etc., $250; fees, books, etc., $50. 
 
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Working One's Way Through College 
 
 Dickinson College, tuition, yearly, ; board, 
 
 room, etc., $275 ; fees, books, etc., $35. 
 Doane College, tuition, yearly, $40; board, room, 
 
 etc., $123; fees, books, etc., $18. 
 Drake University, tuition, yearly, $90 (minimum) ; 
 
 board, room, etc., $150 (minimum) ; fees, books, 
 
 etc., . 
 
 Drew Theological Seminary, tuition, yearly, none ; 
 
 board, room, etc., $120 ; fees, books, etc., $50. 
 Drury College, tuition, yearly, $50; board, room, 
 
 etc., $175; fees, books, etc., $25. 
 Earlham College, tuition, yearly, $77 ; board, 
 
 room, etc., $173; fees, books, etc., $15. 
 Eastern College, tuition, yearly, $60 ; board, 
 
 room, etc., $100; fees, books, etc., $15. 
 Elmira College (women), tuition, yearly, $150; 
 
 board, room, etc., $275 ; fees, books, etc., $25. 
 Elon College, tuition, yearly, $50 ; board, room, 
 
 etc., $110-125; fees, books, etc., $35-40. 
 Emory College, tuition, yearly, $60 ; board, room, 
 
 etc., $108-180; fees, books, etc., $15-20. 
 Emporia College, tuition, yearly, $50; board, 
 
 room, etc., $145-250; fees, books, etc., $25. 
 Erskine College, tuition, yearly, $50 ; board, room, 
 
 etc., $95-135; fees, books, etc., $30. 
 Ewing College, tuition, yearly, $30; board, 
 
 room, etc., $125 ; fees, books, etc., $25. 
 
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Working One's Way Through College 
 
 Fairmount College, tuition, yearly, $50; board, 
 
 room, etc., $250 ; fees, books, etc., $25. 
 Findlay College, tuition, yearly, $38 ; board, 
 
 room, etc., $115; fees, books, etc., $6-15. 
 Fisk University, tuition, yearly, $17; board, 
 
 room, etc., $100 ; fees, books, etc., $25. 
 Franklin College, Indiana, tuition, yearly, $63 ; 
 
 board, room, etc., $175 ; fees, books, etc., 
 
 $25. 
 Franklin College, Ohio, tuition, yearly, $45 ; 
 
 board, room, etc., $160; fees, books, etc., $15. 
 Franklin and Marshall College, tuition, yearly, 
 
 none; board, room, etc., $175; fees, books, etc., 
 
 $50. 
 General Theological Seminary, P. E., tuition, 
 
 yearly, none; board, room, etc., $225; fees, 
 
 books, etc., . 
 
 George Washington University, tuition, yearly, 
 
 $150; board, room, etc., $200-350; fees, books, 
 
 etc., $7-57. 
 Georgetown College, tuition, yearly, $45 ; board, 
 
 room, etc., $130-180; fees, books, etc., $25. 
 Georgetown University, D. C, tuition, yearly, 
 
 $100-150; board, room, etc., $250-650; fees, 
 
 books, etc., $42. 
 Goucher College, tuition, yearly, $150; board, 
 
 room, etc., $300; fees, books, etc., none. 
 
 [221] 
 
Working One's Way Through College 
 
 Grand Island College, tuition, yearly, $36 ; board, 
 
 room, etc., $113; fees, books, etc., $27. 
 Greensboro Female College, tuition, yearly, $75 ; 
 
 board, room, etc., $140; fees, books, etc., $10- 
 
 15. 
 Greer College, tuition, yearly, $40; board, room, 
 
 etc., $160; fees, books, etc., $10. 
 Grinnell College, tuition, yearly, $70,; board, 
 
 room, etc., $186; fees, books, etc., $35. 
 Grove City College, tuition, yearly, $60; board, 
 
 room, etc., $125-180 ; fees, books, etc., $35. 
 Guilford College, tuition, yearly, $60; board, 
 
 room, etc., $135; fees, books, etc., $20. 
 Gustavus Adolphus College, tuition, yearly, $32; 
 
 board, room, etc., $207-261 ; fees, books, etc., 
 
 $26. 
 Hamilton College, tuition, yearly, $90; board, 
 
 room, etc., $400-500; fees, books, etc., $40. 
 Hampden Sidney College, tuition, yearly, $50; 
 
 board, room, etc., $250 (minimum) ; fees, books, 
 
 etc., . 
 
 Hampton Normal and Agricultural Institute, 
 
 tuition, yearly, $100; board, room, etc., $132; 
 
 fees, books, etc., $6. 
 Harvard University, tuition, yearly, $150; board, 
 
 room, etc., $200 (minimum) ; fees, books, etc., 
 
 $25 (minimum). 
 
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Working One's Way Through College 
 
 Hastings College, tuition, yearly, $50 ; board, 
 
 room, etc., $145 ; fees, books, etc., $12. 
 Haverford College, tuition, yearly, $150 ; board, 
 
 room, etc., $268; fees, books, etc., $25. 
 Heidelberg University, tuition, yearly, $60 ; 
 
 board, room, etc., $125 ; fees, books, etc., $10- 
 
 25. 
 Henderson College, tuition, yearly, ; board, 
 
 room, etc., $175-210; fees, books, etc., $20. 
 Highland College, tuition, yearly, $40; board, 
 
 room, etc., $150-200; fees, books, etc., $15. 
 Hillsdale College, tuition, yearly, $27; board, 
 
 room, etc., $75-150; fees, books, etc., $30-75. 
 Hiram College, tuition, yearly, $48 ; board, room, 
 
 etc., $150-190; fees, books, etc., $5-20. 
 Hiwassee College, tuition, yearly, $20; board, 
 
 room, etc., $98; fees, books, etc., $12. 
 Hobart College, tuition, yearly, $100; board, 
 
 room, etc., $150-200; fees, books, etc., $40-50. 
 Holy Cross College, tuition, yearly, $60; board, 
 
 room, etc., $300; fees, books, etc., $50. 
 Hope College, tuition, yearly, $24 ; board, room, 
 
 etc., $150; fees, books, etc., $50. 
 Howard University, D. C, tuition, ; board, 
 
 room, etc., $125 ; fees, book, etc., $20-30. 
 Howard Payne College, tuition, yearly, $66 ; 
 
 board, room, etc., $175 ; fees, books, etc., $20. 
 
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Working One's Way Through College 
 
 Illinois College, tuition, yearly, $50 ; board, room, 
 
 etc., $110-225; fees, books, etc., $10-20. 
 Illinois State Normal University, tuition, yearly, 
 
 none; board, room, etc., $114-180; fees, books, 
 
 etc., $20. 
 Indiana University, tuition, yearly, none; board, 
 
 room, etc., $150; fees, books, etc., . 
 
 Iowa State College, tuition, yearly, free to State 
 
 residents ; board, room, etc., $300-350 ; fees, 
 
 books, etc., . 
 
 Iowa Wesleyan University, tuition, yearly, $45; 
 
 board, room, etc., $144; fees, books, etc., $15- 
 
 20. 
 James Millikin University, tuition, yearly, $40; 
 
 board, room, etc., $300-400 ; fees, books, . 
 
 Johns Hopkins University, tuition, yearly, $150- 
 
 200 ; board, room, etc., $180 ; fees, books, etc., 
 
 $30 (minimum). 
 Juniata College, tuition, yearly, $57 ; board, room, 
 
 etc., $156; fees, books, etc., $10-25. 
 Kalamazoo College, tuition, yearly, $30; board, 
 
 room, etc., $175; fees, books, etc., $15-20. 
 Kansas State Agricultural College, tuition, yearly, 
 
 $9; board, room, etc., $160; fees, books, etc., 
 
 $12. 
 Kentucky Wesleyan College, tuition, yearly, $50; 
 
 board, room, etc., $105; fees, books, etc., $20; 
 
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Working One's Way Through College 
 
 Kenjon College, tuition, yearly, $75 ; board, room, 
 
 etc., $175-300; fees, books, etc., $35. 
 Keuka College, tuition, yearly, $45 ; board, room, 
 
 etc., $126; fees, books, etc., $27. 
 Knoxville College, tuition, yearly, $7 ; board, 
 
 room, etc., $75 ; fees, books, etc., $15. 
 Lafayette College, tuition, yearly, $100; board, 
 
 room, etc., $224; fees, books, etc., $66. 
 Lake Forest College, tuition, yearly, $67 ; board, 
 
 room, etc., $183-300; fees, books, etc., $15-25. 
 Lander College, tuition, yearly, $40; board, 
 
 room, etc., $140; fees, books, etc., $25. 
 Lane Theological Seminary, tuition, yearly, none ; 
 
 board, room, etc., $200; fees, books, etc., $25. 
 Lawrence University, tuition, yearly, $46 ; board, 
 
 room, etc., $144; fees, books, etc., $15. 
 Leander Clark College, tuition, yearly, $40 ; 
 
 board, room, etc., $140-190; fees, books, etc., 
 
 $20-40. 
 Lebanon Valley College, tuition, yearly, $50 ; 
 
 board, room, etc., $160-180 ; fees, books, etc., 
 
 $29. 
 Lehigh University, tuition, yearly, $100-200 ; 
 
 board, room, $250-350 ; fees, books, etc., $50. 
 Leland Stanford Jr. University, tuition, yearly, 
 
 free to undergraduates ; board, room, etc., 
 
 $180-270; fees, books, etc., $25-75. 
 
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Working Ones Way Through College 
 
 Lenox College, tuition, yearly, $30-45; board, 
 
 room, etc., $144; fees, books, etc., $25-35. 
 Liberty College, tuition, yearly, $205; board, 
 
 room, etc., $155 ; fees, books, etc., $35. 
 Lincoln College, tuition, yearly, $36 ; board, room, 
 
 etc., $180; fees, books, etc., $50. 
 Lincoln University, tuition, yearly, $25 ; board, 
 
 room, etc., $94; fees, books, etc., $15. 
 Lombard College, tuition, yearly, $37 ; board, 
 
 room, etc., $200; fees, books, etc., $25. 
 Louisiana State University, tuition, yearly, free 
 
 to State residents; board, room, etc., $126; 
 
 fees, books, etc., $15-55. 
 Macalester College, tuition, yearly, $47; board, 
 
 room, etc., $120-162; fees, books, etc., $25. 
 Manhattan College, tuition, yearly, $75-100; 
 
 board, room, etc., $250; fees, books, etc., $10- 
 
 30. 
 Marietta College, tuition, yearly, $75; board, 
 
 room, etc., $130; fees, books, etc., $25-40. 
 Maryland Agricultural College, tuition, yearly, 
 
 $240 ; living included in tuition charges. 
 Maryville College, tuition, yearly, $18; board, 
 
 room, etc., $85 ; fees, books, etc., $8. 
 Massachusetts Agricultural College, tuition, 
 
 yearly, ; board, room, etc., $200; fees, 
 
 books, etc., $25-40. 
 
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 Massachusetts Institute of Technology; tuition, 
 
 yearly, $250; board, room, etc., ; fees, 
 
 books, etc., $25-50. 
 McCormick Theological Seminary, tuition, yearly, 
 
 none; board, room, etc., $225; fees, books, etc., 
 
 $40-50. 
 McKendree College, tuition, yearly, $45 ; board, 
 
 room, etc., $108-180; fees, books, etc., $15- 
 
 25. 
 McMinnville College, tuition, yearly, $51 ; board, 
 
 room, etc., $120-200 ; fees, books, etc., $25-50. 
 Miami University, tuition, yearly, $30; board, 
 
 room, etc., $110-255; fees, books, etc., $15-25. 
 Michigan Agricultural College, tuition, yearly, 
 
 free to State residents ; others pay $15 ; living, 
 
 books, etc., $200-300. 
 Michigan College of Mines, tuition, yearly, $25 ; 
 
 board, room, etc., $330; fees, books, etc., $100- 
 
 150. 
 Middlebury College, tuition, yearly, $80 ; board, 
 
 room, etc., $144-175; fees, books, etc., $12. 
 Midland College, tuition, yearly, $40 ; board, 
 
 room, etc., $115; fees, books, etc., $15. 
 Milligan College, tuition, yearly, $40; board, 
 
 room, etc., $90; fees, books, etc., $10. 
 Mills College, tuition, yearly, $150 ; board, room, 
 
 etc., $350; fees, books, etc., $15-25. 
 
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 Millsaps College, tuition, yearly, $30; board, 
 
 room, etc., $135 ; fees, books, etc., $15. 
 Milton College, tuition, yearly, $40; board, room, 
 
 etc., $140; fees, books, etc., $20. 
 Mississippi College, tuition, yearly, $40; board, 
 
 room, etc., $100-160; fees, books, etc., $20. 
 Mississippi Agricultural and Mechanical College, 
 
 tuition, yearly, free to State residents; others 
 
 pay $30-50; board, room, etc., $100; fees, 
 
 books, etc., $35. 
 Monmouth College, tuition, yearly, $60; board, 
 
 room, etc., $300; fees, books, etc., . 
 
 Montana State C. A. and M. Arts, tuition, yearly, 
 
 $12 ; board, room, etc., $200 ; fees, books, etc., 
 
 $100. 
 Moore's Hill College, tuition, yearly, $39-42; 
 
 board, room, etc., $95-133; fees, books, etc., 
 
 $10. 
 Morningside College, tuition, yearly, $48; board, 
 
 room, etc., $200 ; fees, books, etc., $20. 
 Mount Holyoke College (women), tuition, yearly, 
 
 $150; board, room, etc., $200; fees, books, etc., 
 
 Muhlenberg College, tuition, yearly, $75; board, 
 room, etc., $200; fees, books, etc., $20. 
 
 Muskingum College, tuition, yearly, $45; board, 
 room, etc., $108 ; fees, books, etc., $20. 
 
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 Nebraska Wesleyan University, tuition, yearly, 
 $40; board, room, etc., $200-250; fees, books, 
 etc., $25-80. 
 
 Newton Theological Institute, tuition, yearly, 
 none; board, room, etc., $170; fees, books, etc., 
 
 New York University, tuition, yearly, $100-200; 
 
 board, room, etc., $300-500 ; fees, books, etc., 
 
 $50. 
 Niagara University, tuition, yearly, $100 ; board, 
 
 room, etc., $200; fees, books, etc., $30. 
 North Carolina State Normal and Industrial Col- 
 lege, tuition, yearly, $45 ; board, room, etc., 
 
 $118; fees, books, etc., $18. 
 North Dakota Agricultural College, tuition, 
 
 yearly, none ; board, room, etc., $126-180 ; fees, 
 
 books, etc., $25. 
 Northwestern University, Illinois, tuition, yearly, 
 
 $100 ; board, room, etc., $250 ; fees, books, etc., 
 
 $28. 
 Northwestern University, Wis., tuition, yearly, 
 
 $40; board, room, etc., $100-200; fees, books, 
 
 etc., $21-45. 
 Norwich University, tuition, yearly, $140 ; board, 
 
 room, etc., $133-152 ; fees, books, etc., $21-45. 
 Oklahoma University, tuition, yearly, $50 ; board, 
 
 room, etc., $150; fees, books, etc., $20. 
 
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 Ohio Northern University, tuition, yearly, $10- 
 
 12; board, room, etc., $125-200; fees, books, 
 
 etc., . 
 
 Ohio University, Athens, Ohio, tuition, yearly, 
 
 none; board, room, etc., $117-239; fees, books, 
 
 etc., $18. 
 Olivet College, tuition, yearly, $60; board, room, 
 
 etc., $135 ; fees, books, etc., $15. 
 Oregon Agricultural College, tuition, yearly, 
 
 none ; board, room, etc., $180-225 ; fees, books, 
 
 etc., $60. 
 Ottawa University, tuition, yearly, $36; board, 
 
 room, etc., $200; fees, books, etc., $15-25. 
 Otterbein University, tuition, yearly, $60 ; board, 
 
 room, etc., $133-171 ; fees, books, etc., $20. 
 Ouachita College, tuition, yearly, $50; board, 
 
 room, etc., $160-400; fees, books, etc., $25. 
 Pacific University, tuition, yearly, $56; board, 
 
 room, etc., $120-240; fees, books, etc., $20-55. 
 Park College, tuition, yearly, $40 ; board, room, 
 
 etc., $60-150; fees, books, etc., $5. 
 Parker College, tuition, yearly, $30 ; board, room, 
 
 etc., $125 ; fees, books, etc., $20. 
 Parsons College, tuition, yearly, $50 ; board, 
 
 room, etc., $135 ; fees, books, etc., $40-60. 
 Peabody College, tuition, yearly, $30; board, 
 
 room, etc., $135 ; fees, books, etc., $20. 
 
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 Penn College, Iowa, tuition, yearly, $50; board, 
 
 room, etc., $150-250; fees, books, $10-15. 
 Pennsylvania College, tuition, yearly, $30 ; board, 
 
 room, etc., $160; fees, books, etc., $40. 
 Pennsylvania State College, tuition, yearly, none ; 
 
 board, room, etc., $162 ; fees, books, etc., $75- 
 
 $300. 
 Philander Smith College, tuition, yearly, $16; 
 
 board, room, etc., $80; fees, books, etc., $8. 
 Polytechnic Institute, tuition, yearly, $200 ; 
 
 board, room, etc., ; fees, books, etc., . 
 
 Pomona College, tuition, yearly, $90; board, 
 
 room, etc., $200-300; fees, books, etc., $20. 
 Pratt Institute, tuition, yearly, $7-75 ; board, 
 
 room, etc., $200 (minimum) ; fees, books, etc., 
 
 $5-30. 
 Princeton Theological Seminary, tuition, yearly, 
 
 none ; board, room, etc., $120 ; fees, books, etc., 
 
 $43. 
 Princeton University, tuition, yearly, $160; 
 
 board, room, etc., $200 (minimum) ; fees, 
 
 books* etc., $60 (minimum). 
 Proseminar College, tuition, yearly, $150; board, 
 
 room, etc., ; fees, books, etc., $8. 
 
 Purdue University, tuition, yearly, free to State 
 
 residents ; to others, $25 ; board, room, etc., 
 
 $240; fees, books, etc., $75. 
 
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 Radcliffe College (women), tuition, yearly, $200; 
 
 board, room, etc., $252-450; fees, books, etc., 
 
 $20. 
 Randolph Macon College, tuition, yearly, $75 ; 
 
 board, room, etc., $200; fees, books, etc., $45- 
 
 55. (College for Women), same fees. 
 Redfield College, tuition, yearly, $30; board, 
 
 room, etc., $195 ; fees, books, etc., $25-50. 
 Rensselaer Polytechnic Institute, tuition, yearly, 
 
 $200 ; board, room, etc., $220-870 ; fees, books, 
 
 etc., $35 (minimum). 
 Rhode Island State College, tuition, yearly, free 
 
 to State residents ; others pay $30 ; board, 
 
 room, etc., $165; fees, books, etc., $29-39. 
 Rio Grande College, tuition, yearly, $28-32; 
 
 board, room, etc., $120 ; fees, books, etc., . 
 
 Ripon College, tuition, yearly, $20 ; board, room, 
 
 etc., $150; fees, books, etc., $10 (minimum). 
 Roanoke College, tuition, yearly, $50; board, 
 
 room, etc., $150-200; fees, books, etc., $13- 
 
 25. 
 Rochester A. and M. Institute, tuition, yearly, 
 
 $5-75 ; board, room, etc., $180-288 ; fees, books, 
 
 etc., $11-37. 
 Rochester Theological Seminary, tuition, yearly, 
 
 none; board, room, etc., $225; fees, books, 
 
 etc., . 
 
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Working One's Way Through College 
 
 Rockford College, tuition, yearly, $100; board, 
 
 room, etc., $300; fees, books, etc., $11. 
 Rollins College, tuition, yearly, $40-60; board, 
 
 room, etc., $150; fees, books, etc., $25. 
 Rose Polytechnic Institute, tuition, yearly, $100; 
 
 board, room, etc., $165-200; fees, books, etc., 
 
 $35-50. 
 Rutgers College, tuition, yearly, $100 ; board, 
 
 room, etc., $180-198; fees, books, etc., $60. 
 Seton Hall College, tuition, yearly, $75 ; board, 
 
 rooms, etc., $265 ; fees, books, etc., $75. 
 Shorter College (women), tuition, yearly, $70; 
 
 board, room, etc., $215 ; fees, books, etc., $10. 
 Shurtleff College, tuition, yearly, $54 ; board, 
 
 room, etc., $152; fees, books, etc., $25. 
 Simmons College, tuition, yearly, $100 ; board, 
 
 room, etc., $190-300; fees, books, etc., $25. 
 Simpson College, tuition, yearly, $50 ; board, 
 
 room, etc., $190-300; fees, books, etc., $25. 
 Smith College (women), tuition, yearly, $150; 
 
 board, room, etc., $300 (minimum) ; fees, books, 
 
 etc., . 
 
 Southern Baptist Theological Seminary, tuition, 
 
 yearly, none; board, room, etc., $120 (mini- 
 mum) ; fees, books, etc., $40. 
 Southern University, tuition, yearly, $50; board, 
 
 room, $110 (minimum) ; fees, books, etc., $20. 
 
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Working Ones Way Through College 
 
 Southwestern University, Texas, tuition, yearly, 
 
 $63; board, room, etc., $162; fees, books, etc., 
 
 $18. 
 Southwestern College, Kansas, tuition, yearly, 
 
 $33-108; board, room, etc., $150; fees, books, 
 
 etc., $25. 
 Southwestern Presbyterian University, Tennes- 
 see, tuition, yearly, $50; board, room, etc. 
 
 $110 (minimum) ; fees, books, etc., $40. 
 State University of Kentucky, tuition, yearly, 
 
 $25-65; board, room, etc., $100-250; fees, 
 
 books, etc., $20. 
 State University of Iowa, tuition, yearly, $20- 
 
 $50; board, room, etc., $156-210; fees, books, 
 
 etc., $10-75. 
 Stevens Institute Technology, tuition, yearly, 
 
 $225 ; board, room, etc., $280-400 ; fees, books, 
 
 etc., $60. 
 St. John's College, Md., tuition, yearly, $75; 
 
 board, room, etc., $160-170; fees, books, etc., 
 
 $20-30. 
 St. Joseph's College, la., tuition, yearly, $60; 
 
 board, room, etc., $180; fees, books, etc., 
 
 $25. 
 St. Louis University, tuition, yearly, $60-100; 
 
 board, room, etc., $140-180; fees, books, etc., 
 
 $20-50. 
 
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Working One's Way Through College 
 
 St. Mary's College, Ky., tuition, yearly, $40; 
 
 board, room, etc., $200 ; fees, books, etc., $15. 
 St. Olaf College, tuition, yearly, $25 ; board, 
 
 room, etc., $108-115; fees, books, etc., $12-20. 
 St. Stanislaus' College, tuition, yearly, $200; 
 
 board, room, etc., ; fees, books, etc., $10- 
 
 25. 
 St. Stephen's College, tuition, yearly, $300 (this 
 
 sum includes living-expenses and fees). 
 Susquehanna College, tuition, yearly, $55 ; board, 
 
 room, etc., $145 ; fees, books, etc., $25. 
 Swarthmore College, tuition, yearly, $150; board, 
 
 room, etc., $250; fees, books, etc., $10-50. 
 Syracuse University, tuition, yearly, $75-125; 
 
 board, room, etc., $175-300 ; fees, books, etc., 
 
 $15-50. 
 Tabor College, tuition, yearly, $36 ; board, room, 
 
 etc., $140-250; fees, books, etc., $20. 
 Talladega College, tuition, yearly, $90 ; board, 
 
 room, etc., $85; fees, books, etc., $5. 
 Tarkio College, tuition, yearly, $30; board, 
 
 room, etc., $145-180; fees, books, etc., $25- 
 
 50. 
 Teachers' College, N. Y., tuition, yearly, $150 ; 
 
 board, room, etc., $310 ; fees, books, etc., $120. 
 Texas Christian University, tuition, yearly, $60; 
 
 board, room, etc., $180; fees, books, etc., $100. 
 
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Working One's Wan Through College 
 
 Throop Polytechnic Institute, tuition, yearly, 
 
 $150; board, room, etc., $200 (minimum) ; fees, 
 
 books, etc., $25. 
 Trinity College, tuition, yearly, $100; board, 
 
 room, etc., $200-320; fees, books, etc., $50. 
 Trinity College, N. C, tuition, yearly, $50; board, 
 
 room, etc., $150; fees, books, etc., $50. 
 Trinity University, Texas, tuition, yearly, $60; 
 
 board, room, etc., $150; fees, books, etc., $16. 
 Tufts College, tuition, yearly, $125-150; board, 
 
 room, etc., $150-200; fees, books, etc., $125- 
 
 200. 
 Tuskegee Institute, tuition, yearly, none; board, 
 
 room, etc., $88 ; fees, books, etc., $16. 
 Union College, Neb., tuition, yearly, $45; board, 
 
 room, etc., $130; fees, books, etc., $20. 
 Union College, N. Y., tuition, yearly, $90-150; 
 
 board, room, etc., $250 ; fees, books, etc., $100- 
 
 200. 
 University of Alabama, tuition, yearly, free to 
 
 State residents ; board, room, etc., $175 ; fees, 
 
 books, etc., $25. 
 University of Arizona, tuition, yearly, free to 
 
 State residents; fee for others, $20; board, 
 
 room, etc., $250; fees, books, etc., $50-100. 
 University of Arkansas, tuition, yearly, none; 
 
 board, room, etc., $275; fees, books, etc., $30. 
 
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 University of Chattanooga, tuition, yearly, $50 ; 
 
 board, room, etc., $136 (minimum) ; fees, books, 
 
 etc., $25. 
 University of Chicago, tuition, yearly, $120-180; 
 
 board, room, etc., ; fees, books, etc., . 
 
 University of Denver, tuition, yearly, $50-100 ; 
 
 board, room, etc., $150 (minimum) ; fees, books, 
 
 etc., $15 (minimum). 
 University of Georgia, tuition, yearly, none ; 
 
 board, room, etc., $135 (minimum) ; fees, 
 
 books, etc., $30. 
 University of Idaho, tuition, yearly, none ; board, 
 
 room, etc., $270; fees, books, etc., $30. 
 University of Illinois, tuition, yearly, $24-150 ; 
 
 board, room, etc., $175-300; fees, books, etc., 
 
 $50-75. 
 University of Kansas, tuition, yearly, $10-35 ; 
 
 board, room, etc., $189 ; fees, books, etc., $15- 
 
 40. 
 University of Louisville, tuition, yearly, $100; 
 
 board, room, etc., $200; fees, books, etc., $25. 
 University of Maine, tuition, yearly, $60-100; 
 
 board, room, etc., $156-234 ; fees, books, etc., 
 
 $56. 
 University of Michigan, tuition, yearly, average 
 
 $60; board, room, etc., $162-320; fees, books, 
 
 etc., . 
 
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Working One's Way Through College 
 
 University of Minnesota, tuition, yearly, $20- 
 
 150; board, room, etc., $275-450; fees, books, 
 
 etc., $20-150. 
 University of Missouri, tuition, yearly, $20 ; 
 
 board, room, etc., $175 (minimum) ; fees, books, 
 
 etc., $10. 
 University of Montana, tuition, yearly, none ; 
 
 board, room, etc., $300-400; fees, books, etc., 
 
 $25-50. 
 University of Nebraska, tuition, yearly, none ; 
 
 board, room, etc., $300-400; fees, books, etc., 
 
 $35. 
 University of Nevada, tuition, yearly, none ; 
 
 board, room, etc., $196-392; charges for 
 
 books, fees, etc., included in living expenses. 
 University of North Dakota, tuition, yearly, — ; 
 
 board, room, etc., $149; fees, books, etc., 
 
 $40. 
 University of Oklahoma, tuition, yearly, none; 
 
 board, room, etc., $144-198; fees, books, etc., 
 
 $10-50. 
 University of Oregon, tuition, yearly, none; 
 
 board, room, etc., $250-450; fees, books, etc., 
 
 $20-50. 
 University of Pennsylvania, tuition, yearly, $150- 
 
 200; board, room, etc., ; fees, books, etc., 
 
 • 
 
 [238 ] 
 
Working One's Way Through College 
 
 University of Pittsburg, tuition, yearly, $105- 
 200; board, room, etc., $300 (minimum) ; fees, 
 books, etc., $15 (minimum). 
 
 University of Porto Rico, tuition, yearly, none; 
 board, room, etc., $120-200; fees, books, etc., 
 
 University of Rochester, tuition, yearly, $96 ; 
 
 board, room, etc., $180-300 ; fees, books, etc., 
 
 $15-40. 
 University of the South, tuition, yearly, $100 ; 
 
 board, room, etc., $225-240 ; fees, books, etc., 
 
 $10-30. 
 University of South Carolina, tuition, yearly, 
 
 $40 ; board, room, etc., $120 ; fees, books, etc., 
 
 $35. 
 University of South Dakota, tuition, yearly, $12 ; 
 
 board, room, etc., $150; fees, books, etc., $10- 
 
 25. 
 University of Southern California, tuition, yearly, 
 
 $80; board, room, etc., $150-225; fees, books, 
 
 etc., $20. 
 University of Florida, tuition, yearly, free to 
 
 State residents ; charge to others, $20 ; board, 
 
 room, etc., $120; fees, books, etc., $30. 
 University of Tennessee, tuition, yearly, to non- 
 residents, $80; board, room, etc., $162; fees, 
 
 books, etc., $69. 
 
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Working One's Way Through College 
 
 University of Texas, tuition, yearly, none ; board, 
 
 room, etc., $180-450; fees, books, etc., $45. 
 University of Vermont, tuition, yearly, $80 ; 
 
 board, room, etc., $200-280; fees, books, etc., 
 
 $10-15. 
 University of Virginia, tuition, yearly, average 
 
 academic, $75 ; board, room, etc., $170 ; fees, 
 
 books, etc., $50-65. 
 University of Washington, tuition, yearly, none; 
 
 board, room, $300; fees, books, etc., $50-100. 
 University of Wisconsin, tuition, yearly, none to 
 
 residents; to others, $50; board, room, etc., 
 
 $200-300; fees, books, etc., $15-50. 
 University of Wooster, tuition, yearly, $60; 
 
 board, room, etc., $200; fees, books, etc., $50. 
 University of Wyoming, tuition, yearly, none; 
 
 board, room, etc., $225-275; fees, books, etc., 
 
 $30-50. 
 Upper Iowa University, tuition, yearly, $50; 
 
 board, room, etc., $135; fees, books, etc., $12. 
 Urbana University, tuition, yearly, $45; board, 
 
 room, etc., $100; fees, books, etc., $10-15. 
 Ursinus College, tuition, yearly, $50; board, 
 
 room, etc., $160-210; fees, books, etc., $60-75. 
 U. S. Military Academy and U. S. Naval Acad- 
 emy, tuition is free for such as receive formal 
 
 appointments. No others are admitted. 
 
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Working One's Way Through College 
 
 Utah Agricultural College, tuition, yearly, resi- 
 dents, $5 ; non-residents, $25 ; board, room, etc., 
 
 $162; fees, books, etc., $10. 
 Valparaiso University, tuition, yearly, $72; 
 
 board, room, etc., $95 ; fees, books, etc., $25. 
 Vanderbilt University, tuition, yearly, $100; 
 
 board, room, etc., $200; fees, books, etc., $50- 
 
 100. 
 Vassar College (women), tuition, yearly, $150; 
 
 board, room, etc., $350; fees, books, etc., — . 
 Vincennes University, tuition, yearly, $24 ; board, 
 
 room, etc., $200 ; fees, books, etc., $10. 
 Virginia Christian College, tuition, yearly, $45 ; 
 
 board, room, etc., $117; fees, books, etc., $25. 
 Virginia Military Institution, tuition, yearly, 
 
 $325 (this includes living expenses). 
 Virginia Polytechnic Institute, tuition, yearly, 
 
 non-residents $50; others free; board, room, 
 
 etc., $185 ; fees, books, etc., $55. 
 Wabash College, tuition, yearly, $47 ; board, room, 
 
 etc., $198; fees, books, etc., $50-85. 
 Wake Forest College, tuition, yearly, $50 ; board, 
 
 room, etc., $110-175; fees, books, etc., $55. 
 Walden University, tuition, yearly, $14-55 ; 
 
 board, room, etc., $85-100; fees, books, etc., 
 
 $5-20. 
 
 [241] 
 
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 Washington College, Maryland, tuition, yearly, 
 
 $50; board, room, etc., $153; fees, books, etc., 
 
 $25 
 Washington and Jefferson College, tuition, yearly, 
 
 $60 ; board, room, etc., $180 ; fees, books, etc., 
 
 $75. 
 Washington and Lee University, tuition, yearly, 
 
 $50 ; board, room, etc., $135-225 ; fees, books, 
 
 etc., $40-50. 
 Washington University, tuition, yearly, $75-150 ; 
 
 board, room, etc., $240-280; fees, books, etc., 
 
 $25-50. 
 Waynesburg College, tuition, yearly, $60 ; board, 
 
 room, etc., $156; fees, books, etc., $7. 
 Wellesley College (women), tuition, yearly, $175; 
 
 board, room, etc., $275 ; fees, books, etc., $25. 
 Wesleyan University, tuition, yearly, $35 ; board, 
 
 room, etc., $120-300; fees, books, etc., $50-70. 
 Western College (women), tuition, yearly, $350 
 
 (this sum includes living expenses, fees, books, 
 
 etc. ) . 
 Western Reserve University, tuition, yearly, 
 
 $100; board, room, etc., $180 (minimum); 
 
 fees, books, etc., . 
 
 Western Theological Seminary, tuition, yearly, 
 
 none; board, room, etc., $128; fees, books, etc., 
 
 $70. 
 
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Working One's Way Through College 
 
 Westfield College, tuition, yearly, $32; board, 
 
 room, etc., $110-148; fees, books, etc., $10- 
 
 20. 
 Westminster College, Maryland, tuition, yearly, 
 
 $60; board, room, etc., $150-350; fees, books, 
 
 etc., $20-40. 
 Westminster College, Pennsylvania, tuition, yearly, 
 
 $60; board, room, etc., $144-196; fees, books, 
 
 etc., $20. 
 West Virginia University, tuition, yearly, $20- 
 
 50; board, room, etc., $160-225; fees, books, 
 
 etc., $25-50. 
 West Virginia Wesleyan College, tuition, yearly, 
 
 $33; board, room, etc., $148; fees, books, etc., 
 
 $19. 
 Wheaton College, tuition, yearly, $50 ; board, 
 
 room, etc., $100-200 ; fees, books, etc., $10-25. 
 Whitman College, tuition, yearly, $100 ; board, 
 
 room, etc., $200; fees, books, etc., $50. 
 Whitworth College, tuition, yearly, $60 ; board, 
 
 room, etc., $180 (minimum) ; fees, books, etc., 
 
 $15-20. 
 William and Mary College, tuition, yearly, $40; 
 
 board, room, etc., $120-150 ; fees, books, etc., 
 
 $30-50. 
 William Jewell College, tuition, yearly, $50; 
 
 board, room, etc., $160; fees, books, etc., $40. 
 
 [243] 
 
Working One's Way Through College 
 
 Williams College, tuition, yearly, $140; board, 
 room, etc., $251-476; fees, books, etc., $50. 
 
 Wilson College (women), tuition, yearly, $60; 
 board, room, etc., $235; fees, books, etc., $30. 
 
 Wittenberg College, tuition, yearly, $60; board, 
 room, etc., $110; fees, books, etc., $90. 
 
 Wofford College, tuition, yearly, $40; board, 
 room, etc., $154; fees, books, etc., $30. 
 
 Yale University, tuition, yearly, $155 (mini- 
 mum) ; board, room, etc., average $325 ; fees, 
 books, e%©., average $145. flo*' —* 
 
 Yankton College, tuition, yearly, $40; board, 
 room, etc., $126; fees, books, etc., $44. 
 
 [ 244 ] 
 
CHAPTER XIX 
 
 VIEWS OF SOME MAGAZINE WRITERS 
 
 In the multitude of counsellors there is safety. 
 — Bible. 
 
 WHILE there has heretofore been no book 
 issued which treats of working one's way 
 through college, there have appeared in the last 
 fifteen or twenty years a dozen or more magazine 
 articles on this theme. These have been either 
 relatively brief studies of the subject, or ac- 
 counts of personal experiences. They have all 
 been valuable so far as they went. And it is 
 well worth while, in a volume which aims to give 
 all the light available on this subject to prospec- 
 tive self-helpers, and to those already in the 
 midst of the struggle, to call attention to the 
 principal points brought out by those writers. 
 
 The National Magazine, September, 1900, pub- 
 lished a brief paper by Leonard K. Smith on 
 " Self-Support in College." He said in sub- 
 stance : * 
 
 * By permission of The National Magazine. 
 
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Working One's Way Through College 
 
 " My own capital at my entrance to college was five 
 hundred dollars, the gift of a distant relative whom 
 I had never seen. I reached Boston a raw youngster 
 of seventeen, absolutely inexperienced in life, two 
 thousand miles from home, with twenty-eight cents in 
 my pocket. I made a capital breakfast of a huge cup 
 of coffee and a plate of baked beans at a cheap restau- 
 rant (cost ten cents), went out to Cambridge and en- 
 gaged a room, and spent my last eight cents in a ride 
 to the suburban home of my relative (if I could find 
 it). I took a wrong car, of course, and had to walk 
 two or three miles, but arrived safely at last, found 
 him at home, and went back to Cambridge with 
 twenty-five dollars and a relieved mind. 
 
 " Of the story of that year, beyond a somewhat too 
 close application to books, little need be said. I was 
 not aware of the necessity of making friends, and 
 lived mostly to myself. I was successful in obtaining 
 in January an allotment of Price Greenleaf Aid to the 
 amount of one hundred and fifty dollars, in return for 
 which I addressed envelopes and folded circulars four 
 hours a week in the college office. I finished the year 
 with two hundred and twenty-five dollars left of my 
 original capital. Meantime I had the summer to pro- 
 vide for. I was fortunate enough, after writing some 
 thirty letters of application, to get a place as bell boy 
 and porter at a small hotel on the Maine coast. Here 
 I was on duty from seven in the morning till eleven 
 or twelve at night. Besides answering calls for about 
 forty guests and handling baggage, I had thirty hang- 
 ing lamps to care for, five gallons of ice cream to. 
 freeze daily, water-coolers and meat-boxes to fill with 
 
 [ 246 ] 
 
Working One's Way Through College 
 
 ice and, during the August rush, the by no means 
 congenial task of scraping dishes in the kitchen. But 
 it paid. I received five dollars a month extra wages, 
 and with some thirty-five dollars in tips managed to 
 save ninety dollars. Nor was I treated altogether 
 as a servant. Meantime I had been awarded a one- 
 hundred-and-fifty-dollar scholarship for the coming 
 year. With what was left out of my capital, I still 
 had four hundred and sixty-five dollars. That is, my 
 first year cost me just thirty-five dollars. 
 
 " The next year, I boarded at the Foxcroft Club, 
 a cooperative institution, where one pays a la carte, 
 a cent for butter, a cent for bread, ten cents for meat, 
 and so forth, and for the first term I did it on two 
 dollars a week. But this got tiresome, and later I ran 
 up to three dollars and a half. I waited on table at 
 the same place (the waiters are all students), and 
 made two dollars a week. This all went for pocket 
 money, about sixty dollars during the year. I had 
 moved into a dormitory and gone to the alarming 
 expense of fifty dollars for furnishings. I made a few 
 dollars getting subscriptions for one of the college 
 papers, and a few more soliciting for another. I had 
 become a theatre-goer, joined the boat club, and had 
 enough on hand to lend forty dollars to one of my 
 friends. I ended the year with fifty dollars still left 
 of my capital, and a three-hundred-dollar scholarship. 
 
 " That summer I worked as bell boy in a large 
 hotel near Gloucester, at the munificent salary of ten 
 dollars a month, of which I paid twelve dollars for a 
 uniform. I was on duty twelve and eighteen hours a 
 day alternately. But it was a fashionable place, 
 
 [247 ] 
 
Working One's Way Through College 
 
 where I could render many services beyond those 
 merely compulsory, and I made one hundred and fifty 
 dollars and many good friends. 
 
 " At the beginning of my third year in college I 
 had just five hundred dollars to look forward to. I 
 had lived two years for nothing. My expenses mean- 
 while had increased. I dressed better, boarded bet- 
 ter, and had accumulated a very fair little library. 
 
 "The next two years were practically repetitions 
 of the last. I led a comfortable life, knew how to 
 study economically, and had plenty of time for recrea- 
 tion. I managed to have a little spread for a few of 
 my friends (a very few) on Class Day, and found 
 myself at the end of four years with a clear record, 
 an honorable degree, and no debts to speak of. My 
 total expenses were in the neighborhood of twenty-five 
 hundred dollars. Out of this I had received from 
 scholarships and other loans and aid from the col- 
 lege, one thousand and fifty dollars. I had five 
 hundred dollars to start with. The rest I had gath- 
 ered by the wayside. 
 
 " But mine was a commonplace history. Naturally 
 my friendships lay mostly among the poorer students. 
 One whom I knew well came with fifty dollars of 
 debts behind him, a very shabby cut-away, a tiny 
 satchel of other clothing, and a very battered type- 
 writer, — his stock in trade. He found work almost 
 at once, as a sort of secretary to one of the professors, 
 remained in Cambridge during the summer at the same 
 work, and in the second year, with debts paid, new 
 clothes, and a scholarship of one hundred and fifty 
 dollars. His typewriting work increased, and he 
 
 [ 248 ] 
 
Working One's Way Through College 
 
 bought a new machine. Often in the stress of work, 
 or when the time for the payment of term-bills drew 
 near, he had no time to attend recitations, and frankly- 
 said so when called to account for cuts. Once I 
 knew him to work for forty-eight hours with only two 
 hours of sleep, until his fingers absolutely refused to 
 work longer. When or how he managed to study 
 enough to pass I never knew, nor he either. It was 
 often at meal times and very frequently by deft con- 
 versations with his fellows. Facts put away in the 
 memory under the stress of excitement usually stick. 
 He was shabby; he was also well, cheery, and fond 
 of fun. In his third year he published with the con- 
 sent of the professors a series of valuable typewritten 
 notes on Medical School lectures, and thereby gained 
 a steady income of several hundred dollars a year, 
 which will last for some years to come. In this work 
 he hired assistants to do stereotyping. Together we 
 got out a set of questions in Chemistry covering the 
 examinations for ten years back, with answers. This 
 netted us forty dollars. The last year of his course, 
 he went into other advertising and publishing 
 schemes, and graduated with high honors and nearly 
 a thousand dollars in bank. 
 
 "Another friend, who was too slow a student to 
 take any but small scholarships, waited on table 
 twenty-one hours a week at Foxcroft at twenty-five 
 cents an hour. Later he became president of the club 
 at a salary of one hundred dollars. A second had a 
 laundry agency that paid nearly all his expenses. A 
 third found a tailor who would press trousers at re- 
 duced rates ; they went into partnership, and were so 
 
 [249 1 
 
Working One's Way Through College 
 
 successful that my friend gave up the work of solicit- 
 ing trade and confined himself to general management 
 of the company. They had nearly a dozen employees. 
 One fellow of means made from two hundred to three 
 hundred dollars every summer canvassing. He had 
 special qualifications, and succeeded where most 
 failed. Then there was a student who reported for 
 a Boston paper and cleared nearly five hundred dol- 
 lars a year; another who bought up the college base- 
 ball programme and made a hundred or so ; but he was 
 too sanguine a speculator and went to pieces, though 
 he managed to graduate. He used to make Fourth of 
 July and Decoration Day speeches up in New Hamp- 
 shire at from ten to twenty-five dollars each. 
 
 " In my time in Harvard, I should say fifteen or 
 twenty per cent of the three thousand students were 
 more or less self-supporting. Very many of these, 
 too, passed as the well-to-do men of the college, were 
 taken into the Hasty Pudding Club, and others, and 
 were elected Class Marshals on Class Day, though 
 of course these latter instances were not usual. On 
 the other hand, some fail. This is usually due to 
 morbidness of disposition, ill health, or other consti- 
 tutional failings. None of those who thus assist them- 
 selves go out into life with the proverbial uncertainty 
 and inexperience of college graduates. The young 
 business man cannot pursue recreation, athletics, his- 
 tory, politics, fine arts, and poetry on a salary of fifty 
 dollars a month; the young college man can, and he 
 can make the salary also. But more than that, the 
 college is the place of opportunities, where young men 
 learn to expect much of life and get it. The student 
 
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Working One's Way Through College 
 
 who neglects his studies for other matters is certainly- 
 making a grievous mistake ; but those who make books 
 and study all of their college work make a greater. 
 Study brings knowledge; the other things bring self- 
 reliance, tact, experience. We do hear of college 
 men who are failures in life; I believe that usually 
 they have themselves to blame. The chance for suc- 
 cess is there." 
 
 George Kennan, in McClure's Magazine, March, 
 1908, under the title " The Cost of Living," tells 
 the story of the University of Valparaiso, In- 
 diana, and the remarkable results obtained at the 
 second largest institution of learning in the 
 United States.* He says : 
 
 " Of all the attempts that have recently been made 
 to lessen the cost of living, by building model tene- 
 ments, eliminating middlemen, buying provisions in 
 large quantities, and saving unnecessary waste, the 
 most interesting and perhaps the most successful is 
 that of the Valparaiso University. In its effort to 
 furnish higher education at rates within the means of 
 the average American family, it has solved, or come 
 near to solving, the difficult problem of furnishing the 
 prime requisites of human existence, namely shelter 
 and food, at a per capita cost of twenty-three cents 
 a day." 
 
 * The editor of McClure's Magazine and Mr. Kennan 
 have kindly given me permission to use the matter here 
 quoted.— C. D. W. 
 
 [251] 
 
Working One's Way Through College 
 
 This University has no endowment from out- 
 side sources; it is the creation of two compara- 
 tively poor men, and is the result of forty years 
 of intelligent, thoughtful, well-directed work. 
 Board, room, and higher education are furnished 
 at thirty-eight cents a day. The University gives 
 the student an abundant, well-cooked, and well- 
 served dinner for ten cents, a breakfast for four 
 cents, a supper for four cents, a good bed in a 
 single furnished room for five cents, and tuition 
 for fifteen cents a day. 
 
 The University has fifty acres of land, nine 
 substantial buildings, one hundred and sixty-two 
 professors or teachers, nearly a million dollars, 
 and more than five thousand students of both sexes. 
 
 It gives its students not only higher educa- 
 tion in general, but special training in pedagogy, 
 law, music, medicine, surgery, pharmacy, dentis- 
 try, bookkeeping, banking, insurance, railroad- 
 ing, civil engineering, and commerce. It has stu- 
 dents not only from Indiana, but from every State 
 in the Union, and from twenty-two foreign 
 countries. 
 
 " President Brown and Vice-President Kinsey 
 tried, in the very beginning, to limit the necessary 
 expenses of a student to a sum that would not over- 
 strain the financial resources of even a poor family; 
 
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Working One's Way Through College 
 
 and, by establishing kitchens, opening dining-halls 
 and dormitories of their own, and applying business 
 principles and methods to the problem of cheap liv- 
 ing, they have gradually reduced the per capita cost 
 of good food and comfortable shelter to twenty-three 
 cents a day. 
 
 " A half-share in a furnished sitting-room and bed- 
 room at Valparaiso may be had for fifty cents a week. 
 In the Valparaiso dining-hall the student's board 
 averages one dollar and eighty cents a week. A 
 wholly satisfactory dinner of four courses, served on 
 a neat, linen-covered, flower-decorated table, in a 
 warm, light, well-ventilated hall, is obtained for ten 
 cents. The per capita cost, multiplied by the number 
 of diners, covers not only cooking, lights, fuel, serv- 
 ice, and flowers for table decoration, but laundry work, 
 breakage, depreciation of plant, and interest on 
 capital invested." 
 
 Mr. Kennan says the secret lies partly in man- 
 agement, or " brains," and partly in the elim- 
 ination of middlemen and the purchase of raw 
 food-stuffs in large quantities. Vice-President 
 Kinsey makes all purchases and contracts, su- 
 pervises the work of cooks, dining-room helpers, 
 and gardeners ; he devises and puts in practice 
 small economies, such as the saving and selling of 
 table and kitchen leavings and refuse, the buying 
 of sorted potatoes, or the cutting of bread in 
 thin slices ; and watches constantly the making out 
 
 [ 253 ] 
 
Working Ones Way Through College 
 
 of menus, so as to have incessant change from 
 meal to meal and from day to day. 
 
 The University has seven acres of garden, cul- 
 tivated mainly by students who are working their 
 way through the educational course and who labor 
 two or three hours a day under the direction of 
 hired gardeners. Things not produced in the 
 garden are grown by local farmers, under con- 
 tract, at a certain specified sum per acre. The 
 University, for example, agrees to pay ten dol- 
 lars for the product of a single acre planted with 
 sweet corn. It supplies the seed and picks the 
 corn, while the farmer furnishes the land and 
 takes care of the growing corn. As student labor 
 may be had at low rates, the farmer makes a fair 
 and certain profit, while the University gets, for 
 its ten dollars, about thirty dollars' worth of corn, 
 Potatoes — about six thousand bushels a year — 
 are obtained from local farmers or from whole- 
 sale dealers, at an average of forty cents a 
 bushel. Many things are bought in the open mar- 
 kets at wholesale rates. The milk consumed an- 
 nually — about thirty thousand gallons — is all 
 furnished by two local farmers at an average 
 price of ten cents per gallon. 
 
 Flour in large quantities comes directly from 
 the great mills; coffee is procured from the 
 
 [254] 
 
Working One's Way Through College 
 
 importers ; fresh meat is bought by the dressed 
 carcass from local farmers and the Chicago pack- 
 ing houses. 
 
 Students are housed in Valparaiso almost as 
 economically as they are fed. A " single " fur- 
 nished room costs sixty cents a week, and a 
 " double " room one dollar a week. The latter con- 
 sists of sitting room, bed room, and closets. In 
 apartments of this class, heat and lights are ex- 
 tra. In the new Lembke Hall the rooms are all 
 " double," with hot and cold water, and the 
 rental, including heat, is two dollars a week, or 
 one dollar each for two. Lembke Hall tenants, 
 however, have superior accommodations and 
 pay about forty-five cents more a week for 
 board. 
 
 Continuous attendance for a specified term is 
 not insisted upon. A majority of the students 
 take their terms consecutively and finish their 
 education without interruption ; but if a boy can- 
 not afford a two- or a four-year course, or if 
 his family needs his help during a part of every 
 year, he may take a twenty-four or a forty-eight 
 week course, and then drop out. When he re- 
 turns, at the end of a season or a year, he may 
 begin again precisely where he left off, provided 
 he has retained the knowledge that he had when 
 
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Working Ones Way Through College 
 
 he stopped work. This freedom in the matter of 
 attendance puts a collegiate training within the 
 reach of hundreds of young men who could not 
 possibly get it if they were required to take a 
 continuous four-year course. It also enables 
 teachers in country schools to obtain instruction 
 during their summer vacations. 
 
 One day, a new boy came to President Brown 
 and said : " I can pay for a forty-eight-week 
 course, but at the end of it I shan't have enough 
 to buy a railroad ticket home. What had I best 
 do?" 
 
 " Are you willing to wait at table in one of the 
 dining-halls ? " 
 
 " Certainly," replied the boy, " if that 's all 
 the work there is ; but I 've been brought up on 
 a farm, and I 'd rather do something else." 
 
 " All right. We '11 put you into the garden. 
 You can earn enough there in your spare hours, 
 to reduce your expenses by half. How '11 that 
 do?" 
 
 " Fine," exclaimed the boy, and with a note 
 from the president to the head gardener, he went 
 away rejoicing. 
 
 This is in every way an admirable school, and 
 for the thousands who cannot go to Yale or 
 Harvard or any other expensive university, 
 
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Working One's Way Through College 
 
 Valparaiso offers exceptional advantages at a cost 
 within their means. 
 
 Professor Orlando F. Lewis, of the University 
 of Maine, in The North American Review* No- 
 vember, 1904, in a paper called " The Self-Sup- 
 porting Student in American Colleges," gives 
 many interesting facts. He says : 
 
 " Self-support is one of the most prominent features 
 of the American college life of to-day. . . . The 
 self-supporting student is a large factor, numerically 
 and economically, in the college world; and indeed it 
 may be seriously asked if the typical ' college man ' 
 might not be more truthfully represented by the self- 
 supporting student than by the much more familiar 
 hero of the college tales, illustrated weeklies, and 
 athletic fields. 
 
 " From Maine to California the self-supporting 
 students form a respectable and much-respected army. 
 In only four out of fifty-nine colleges reporting to 
 me, are they estimated as falling below ten per cent 
 of the total enrolment, namely, at the Universities of 
 the South, Cincinnati, Missouri, and Utah. But in 
 Colby College, Illinois College, and Baker University, 
 ninety per cent of the students are believed to be 
 working, wholly or partly, their way through college. 
 Bates College and Rutgers College report eight per 
 cent or over, and Dartmouth and the Universities of 
 
 * The N. A. Beview granted me permission to use this 
 copyrighted matter. — C. D. W. 
 
 [257] 
 
Working Ones Way Through College 
 
 Vermont, Minnesota, and Kansas, seventy per cent or 
 more. 
 
 "It is quite possible that an average of forty-five 
 per cent of self-supporting students, or fifty-three 
 thousand, seven hundred and seventy-three in a total 
 enrolment of one hundred and nineteen thousand, four 
 hundred and ninety-six (the figures of the year 1901) 
 may be representative. 
 
 " Averaging the ' low ' expense estimates of fifty- 
 eight colleges, we have $216; the medium estimates 
 of forty-one colleges $340; and the ' liberal ' estimates 
 of fifty colleges give us $471. The average 'low' 
 expenses of twenty-four State universities are $170; 
 of thirty-nine other colleges, $242; the difference in 
 favor of the State universities may be explained partly 
 by their low or free tuition, and by the lower cost of 
 living in the Central and Western States, where the 
 State universities are most prominent and strongest. 
 College expenses in the East average considerably 
 higher than elsewhere. 
 
 " The problem, then, before the self-supporting 
 student is, approximately, how to earn at least two 
 hundred dollars from September to September. . . . 
 The colleges have, in increasing numbers, instituted 
 free ' self-help ' agencies. . . . The kinds of work 
 done by students, though not unlimited in extent, are 
 practically endless in variety. Dean Hurlburt of 
 Harvard says it is far easier to enumerate the things 
 students do not do than to tell the ways in which they 
 earn their money. . . . The college student is not 
 afraid to tackle as varied occupations as are listed 
 in a city directory. His ingenuity, pertinacity, and 
 
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Working Ones Way Through College 
 
 cheerfulness are his great stock in trade. 
 
 He does everything all the year round in all sorts of 
 
 ways. 
 
 " Student occupations in vacation-time are even 
 more varied than term-time jobs. Vacation is literally 
 the student's time for making hay. He turns up 
 everywhere ; selling stereoscopic views at the Vermont 
 side-door, harvesting in the Kansas wheat fields, man- 
 aging a summer stage line running into the Yosemite, 
 cooking for a Minnesota lumber camp, setting type 
 for a Pennsylvania county weekly. He registers you 
 at the hotel desk, shows you to your room, seats 
 you at the dining-table, checks your baggage, sells you 
 your ticket, and takes in his various capacities your 
 tip, all for the cause of education. He surveys the 
 railroad you are travelling upon, calls out the sta- 
 tions, and shovels the fuel into the engine. And he 
 travels considerably more than the majority of his 
 college professors. 
 
 " That the American college is a democratic insti- 
 tution, in which worth counts more than wealth, is 
 the sentiment of many replies from the colleges as to 
 the social standing of the self-supporting student. 
 Not only are working-boys accorded college honors, 
 but class distinction and fraternity fellowship are 
 offered with a most satisfactory readiness to the self- 
 supporting students. Of fifty-nine colleges, forty- 
 seven report ' no difference " in social standing. At 
 Baker University, ' the students here consider that 
 there is a little premium upon the man or woman who 
 works. Hence some of our students who financially 
 do not need to work take on, nevertheless, a little 
 
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Working One's Way Through College 
 
 labor.' At Wabash the self-supporting students are 
 the leaders in all the student organizations. 
 
 " It may be said of the self-supporting American 
 student that he and his fellows are going to college 
 in large numbers, and constitute nearly one-half of the 
 entire college student-body of the United States. It 
 is difficult to estimate how many more students would 
 go to college did they feel that they could earn their 
 college expenses ; for those who undertake the ' four 
 years' warfare ' the annual expenses can be hardly 
 less than two hundred dollars. The college itself can 
 offer to the student comparatively few opportunities 
 for work within its walls and boundaries, but the self- 
 help bureau will try to find work for him that, if 
 industriously pursued, will bring him in from one 
 hundred to one hundred and fifty dollars between 
 September and June. This sum, added to what he 
 can earn during the summer, should meet about two- 
 thirds of his college expenses. His college work will 
 be somewhat hampered by his outside labor, but if 
 he gives to learning his lessons the same energy he 
 devotes to earning money, his scholarship will be fully 
 as good as the average. His social standing will not 
 be impaired by his self-support, unless the time put 
 upon his outside work causes him to neglect ordinary 
 social duties and opportunities. His four years of 
 college life may have to be extended through five from 
 lack of funds, but if he has pluck and seriousness he 
 can win the battle. He can count upon having the 
 respect of president, faculty, and students, and in his 
 hours of hard work he can console himself with the 
 thought that his enforced labor is very probably 
 
 [ 260] 
 
Working One's Way Through College 
 
 developing within him the qualities of pluck, endur- 
 ance, and thoughtfulness that later on in life will 
 stand him in excellent stead." 
 
 The Century Magazine,* June and July, 1901, 
 contained two papers by Alice K. Fallows, " Work- 
 ing One's Way through College," and " Working 
 One's Way through Women's Colleges." The 
 writer said: 
 
 " Many solve the problem [of self-help at college] 
 by becoming the middleman between an outside mer- 
 chant and the inside college public. The agency 
 which results is one of the methods of earning money 
 familiar in every college from the Atlantic to the 
 Pacific. Confectioners, bakers, photographers, sta- 
 tioners, dry-goods merchants, tailors, and a hundred 
 others reach college members through one of their 
 own number. ... A laundry agency ranks first 
 of all in the working student's estimation, since no 
 financial crisis or depression, without or within, 
 affects his custom. Even if ruin is on the programme 
 for the next day, the desire for clean linen is insistent. 
 
 " To an original Harvard man is due the invention 
 of a new and delightful kind of tutoring which has 
 been adopted by students of other colleges. Through 
 friends he formed a club of fifteen or twenty boys 
 from some of the best families in Boston, and three 
 times in the week took charge of them for several 
 
 * The Century and Miss Fallows kindly granted me per- 
 mission to quote this material. — C. D. W. 
 
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Working One's Way Through College 
 
 hours in the afternoon. He had a particular genius 
 for managing them, and they would almost have given 
 up a circus rather than lose a meeting. He took 
 them on expeditions to various points of interest 
 about Boston, which he himself had never seen, taught 
 them games in the park, and, if the weather was 
 utterly impossible, entertained them indoors. The 
 sum which each boy paid made the class well worth 
 the student's time and attention, while his pleasure 
 in his work was second only to that of the boys. After 
 the initial experiment, several clubs were formed, 
 and it is now a common experience for Boston citi- 
 zens to see a Harvard student and his twenty or more 
 faithful satellites looking reverently at some poet's 
 house, craning their necks at Bunker Hill Monument, 
 or peering at the treasures in the museum. 
 
 ' With self-support as one factor in a college boy's 
 life, restriction of some kind almost inevitably com- 
 pletes the equation. In every college from sea-coast 
 to sea-coast, the student earning his way unassisted 
 must needs make out a daily programme in which 
 bread-and-butter-work takes the time devoted by his 
 non-supporting classmates to pleasanter things. One 
 of the limitations to which he must adapt himself as 
 gracefully as he can is likely to be the comparative 
 narrowness of his social horizon. The recreative value 
 of mingling with one's fellows is not small, but far 
 more important is the liberalizing influence of men 
 belonging to one class, with one set of prejudices, in 
 association with those of another, with opposite be- 
 liefs and convictions. It is pleasant to believe that 
 our colleges are so arranged that the poor as well as 
 
 [ 262 ] 
 
Working One's Way Through College 
 
 the rich have the full benefit of this social friction. 
 In the opinion of many good and estimable people, 
 they are. Of nineteen college presidents or their 
 representatives who were asked whether the fact of 
 self-support affected a student's social position or not, 
 eighteen answered the question in the negative. From 
 their point of view, the answer was correct. In all 
 college functions and entertainments the working 
 student has an equal right with his luxuriously sup- 
 ported classmate. Judging from these obvious facts, 
 his social position seems all that could be desired. 
 But an investigation from the inside soon shows that 
 while the working student shares in the large cor- 
 porate social life of the college, there are many little 
 circles within the big circle which he cannot enter. 
 Even in the most democratic institution, distinctions 
 between the rich student and the working student 
 must necessarily exist. 
 
 " A Yale spokesman says, ' Of course here, as 
 everywhere, though to a limited degree, the socially 
 divisive influences of wealth and poverty are in oper- 
 ation. The man who has not means has to omit 
 certain associations open to the man who has. Then 
 again, some kinds of service, such as waiting at table, 
 suggest an inferiority, which others, such as tutoring 
 and collecting, do not. But the man who has to go 
 without, or who undertakes the lowly task in order 
 to gain an education, suffers the least possible here for 
 the sacrifice he has to make, and is in general honored 
 for it/ 
 
 " Occasionally, previous training is accountable 
 for the small scope of a working student's social 
 
 [ 263 ] 
 
Working One's Way Through College 
 
 experience. If he has not been taught the use of his 
 fork and the other ordinate requirements of good so- 
 ciety, even the fact of his being in a democratic col- 
 lege will not put him at once on the invitation list of 
 fastidious students, who regard such omission in the 
 nature of a crime. 
 
 " Nevertheless, working students are not fore- 
 doomed to social failure. All over the country there 
 are notable exceptions, men who, in spite of every 
 disadvantage, win not only academic honors, but social 
 honors as well. In Western colleges and universities 
 the working student finds it less difficult to earn a good 
 place in the college society, perhaps, than in Eastern 
 institutions, where ' what our fathers did ' is a more 
 potent consideration than in the newer country. But 
 every college of the East has its record of self-sup- 
 porting students who have gained intellectual glory 
 and social distinction. Yale points with pride to 
 many such men among its graduates, and even Har- 
 vard, where classes seem as rigidly fixed as in any 
 college community, is rich in examples. If a student, 
 to be sure, is an average man, with average attrac- 
 tions, and is not content with revolving in one of many 
 subcircles of Harvard, his social unhappiness is quite 
 definitely assured. But if he is the exceptional man, 
 like others before him, he may be able to perform a 
 miracle, pull himself up by the shoulders to the level 
 of the Croesus, and make his very obstacles a stepping- 
 stone to success. 
 
 " One student entered the college penniless, and 
 handicapped by such a limited knowledge of Greek, 
 Latin, and mathematics as could be snatched between: 
 
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Working One's Way Through College 
 
 trips while he was earning his precollegiate living as 
 elevator-boy. By the end of four years he had tran- 
 scended all the natural limits of his circumstances, and 
 had become one of the most popular men in his class. 
 Hasty Pudding and Signet were proud to number him 
 among their members. He wore the Phi Beta Kappa 
 key, which testified to the excellence of his scholar- 
 ship, and his last bow to the college was as a speaker 
 on the commencement stage. Since then he has taken 
 his profession by storm. 
 
 " The boy who comes to Harvard on his own merits 
 finds that the college is like a great swimming-school 
 where he is dropped into deep water and told to 
 swim. If he can, his fellow-students begin to notice 
 him; if not, he sinks to oblivion. The policy of non- 
 interference is carried to its farthest limit at Harvard. 
 The college is not likely to turn its psychology upside 
 down for one student. 
 
 " In such colleges as the Northwestern University, 
 where one-half of the thousand students in residence 
 at Evanston support themselves, men with their way 
 to earn have an approximation to an earthly paradise. 
 
 " College self-support seems scarcely a holiday task. 
 But even under present conditions neither a break- 
 down nor a low grade is the ordained conclusion of 
 the self-supporting hypothesis, and any number of 
 hale and hearty men to-day are leaving their impress 
 on the age, who struggled through college, earning 
 their way, and winning a high degree of scholarship 
 as well. 
 
 " The hard lot of the working student, in fact, is 
 his best stock-in-trade, if he is willing to make use of 
 
 [ 265 ] 
 
Working One's Way Through College 
 
 it. . . . For every dollar earned, a man must give 
 one hundred cents' worth of goods, equal to his 
 neighbor's or a little better. Yet even the strict re- 
 quirements of the business world are relaxed for the 
 self-helping student. ' I am working my way/ proves 
 an open sesame to the heart of many an employer. 
 But the student who depends on sympathy, 
 even in college, to excuse his inefficiency, is counted 
 more or less a thorn in the flesh. It is his capable, 
 wide-awake brother who avoids the dangers of col- 
 lege self-support, and gains its blessings, who stands 
 the best chance of taking the outside world by the 
 shoulders and turning it his way." 
 
 The same writer in the July number of The 
 Century, 1901, tells also of " Working One's Way 
 through Women's Colleges." She says : 
 
 " The Smith College calendar hanging in a corner 
 took one girl half through the term. The picture- 
 frame opposite paid the incidental expenses of another 
 for a year, while the jolly pair of foot-ball players, 
 constructed out of tissue-paper and pecans, sitting 
 on the window sill made the temporary fortune of 
 their inventor. A day after she had slipped in and 
 put them there they became the college fad, and for 
 weeks she could not turn them out fast enough to fill 
 her orders. Then suddenly their popularity waned; 
 no one wanted them. j 
 
 " When a girl, out of the fulness of her desire, 
 determines to work her way through college, she must 
 first rid herself of the notion that she can copy her 
 
 [ 266 ] 
 
Working One's Way Through College 
 
 college brother. . . . The self-supporting girl 
 finds before many an industry open to her college 
 brother a sign on which custom or the college presi- 
 dent has written ' No Admittance/ She can neither 
 weed lawns nor dig gardens, clean furnaces nor shovel 
 snow. Few girls, under the circumstances, have the 
 physical exuberance necessary to meet the strain of 
 entire self-support. They must stop short at self- 
 help. But the attitude of a woman's college is strongly 
 paternal. Though restrictions are laid on the student 
 who works her way, scholarships and loans, as far as 
 they go, are the compensations, and, when these are 
 exhausted, a protective care and watchfulness which 
 seldom fall to the lot of the college man. 
 
 " Moreover, a girl, by virtue of being a girl, has 
 an inherited knowledge of housewifely tools before 
 she puts on her first pinafore. It is her one point of 
 superiority over her college brother, and she has made 
 the most of it. As symbols of the higher education, 
 broom, dust-pan, and needle should be enshrined with 
 cap and gown, for they are the weapons with which 
 many a student has won her diploma. Nine out of 
 every ten girls who have worked their way through 
 college owe it to the commercial value of their fem- 
 inine accomplishments. 
 
 " In the University of California, as at Oberlin, 
 housework is a popular way of solving the problem 
 of self-support. Many of the girls find places in 
 private houses of Berkeley, where they earn their 
 board and lodging with three or four hours' work a 
 day. The University has also undertaken a very in- 
 teresting experiment, which is nothing less than a 
 
 [ 267 ] 
 
Working One's Way Through College 
 
 sewing school for college women. A house of eleven 
 rooms, four blocks from the campus, has been rented 
 by the University and equipped completely with cut- 
 ting-tables, sewing-machines, chairs, footstools, work 
 baskets, cupboards, and everything else that a model 
 sewing-school should have. The course, conducted 
 by an expert seamstress, is thoroughly systematic, in- 
 cluding all grades of sewing from the simplest bast- 
 ing to the finest needlework, and a diploma is the 
 reward for completing it. Some of the work of the 
 girls is so exquisitely done that it finds a ready market 
 even in Chicago and New York. 
 
 " College girls rarely manifest the talent for busi- 
 ness organization which is characteristic of self-sup- 
 porting college men. Their financial careers seldom 
 have any organic unity. They play at Jack of all 
 trades, for the ventures in which they engage are 
 only makeshifts. The dollars they earn are not an 
 end in themselves, but a bridge to their diplomas. 
 
 " Even Smith, which represents the ultra-develop- 
 ment of student support, follows the rule. Few finan- 
 cial attempts are made which by a stretch of the 
 imagination can be called a business. Dancing classes 
 for the drilling of freshman recruits to prepare them 
 for the midterm sophomore reception prove profitable 
 ventures. A spring class of juniors to furbish up 
 their steps before the Junior Promenade provides an- 
 other opportunity for expert drillers. 
 
 " A student whose particular accomplishment was 
 darning stockings set about making use of it in a way 
 that showed a limited business capacity at least. She 
 offered to keep the stockings belonging to one 
 
 [ 268 ] 
 
Working One's Way Through College 
 
 wardrobe in order during the year for three dollars, 
 and at this rate obtained perhaps thirty customers, 
 divided among four or five different houses. 
 
 " One industry which very nearly meets Webster's 
 definition of a business is the making of gymna- 
 sium suits during the first six weeks of the year. 
 The girl who secures the contract to fit out the three 
 or four hundred freshmen with suits must have a 
 handy needle, a level head, and executive ability. 
 She will earn perhaps three hundred dollars, but 
 she must lead a dog's life for a month and a half to 
 do it. 
 
 " Certain industries at Smith follow the season of 
 the year. The approach of Christmas is announced 
 by the tempting articles on the bulletin boards of the 
 little salesroom in the gymnasium. Curious signs 
 appear also in the college dormitories. But the occu- 
 pations they imply are not taken seriously by the self- 
 supporting girl whose financial difficulties are chronic. 
 They are rather the devices of light-hearted girls 
 suffering from the temporary lack of money incident 
 to the end of the term. 
 
 " Socially, the democracy of any woman's college 
 is in excellent running order, and the working girl 
 starts out on an equality with her richest neighbors. 
 The self-supporting girl, unless she is hopelessly dull 
 or repellent, finds herself, without an effort, eligible 
 to all the pleasures of her companions, practically 
 as well as theoretically. At least she is an object of 
 interest. If she is personally attractive, the fact of 
 her supporting herself is a sure password to social 
 advancement — to the presidency of classes perhaps,, 
 
 [269] 
 
Working Ones Way Through College 
 
 to the best societies, and to an enviable state of re- 
 spectful popularity. 
 
 " The comparative simplicity of amusements in a 
 woman's college also contributes directly to the happi- 
 ness of the poor girl. There are no expensive clubs 
 to point the difference between her and her more 
 favored classmate. A great financial display is not 
 yet the fashion at any of the colleges for girls, and 
 their wildest extravagance would seem economy to 
 some of the richest college men. . . . Fashion too 
 comes to the rescue of the poor college girl. A man 
 student without a dress-suit at certain evening func- 
 tions is an obvious impropriety. But dress-suits are 
 an impossible luxury to the man who can scarcely 
 pay for the bread he eats. The college girl is given 
 more latitude in the style of her gown. She can make 
 ingenuity do duty for dollars, and, arrayed in a ten- 
 cent lawn at an evening party, can hold her own with 
 the girl in a gown imported from Paris. 
 
 " Still, self-support and even self-help in college 
 imply disadvantages. The girl working her way must 
 give most of her recreation hours and part of her 
 study-time as well to making money. If the student 
 has a wide margin of strength, and can burn her candle 
 at both ends without exhausting it, she may pull 
 through the year in safety. But the student who has 
 not this physical elasticity is likely to carry through 
 the rest of her life the effect of the overstrain of her 
 college years. 
 
 " Self-support presses less heavily on the average 
 college man than on the average college woman, partly 
 because he has a greater reserve of physical strength 
 
 [ 270 ] 
 
Working One's Way Through College 
 
 to draw on, partly because, by virtue of long cen- 
 turies of inheritance, he takes more kindly to re- 
 sponsibility. 
 
 " A substitute for college self-support, with strong 
 recommendations in its favor, is the method of work- 
 ing while you work and learning while you learn. 
 
 " Oftentimes self-support is such a series of strug- 
 gles that, viewed from a larger knowledge of the 
 world, a college education bought at such a price 
 seems scarcely worth while. But students who can 
 look back on a finished course, and even those who are 
 in the midst of the struggle, can never be brought to 
 acknowledge such heresy. They are unanimously 
 thankful to have a college education at any cost." 
 
 [ 271 ] 
 
CHAPTER XX 
 
 CHOICE OF A COLLEGE, AND COLLEGE 
 ATMOSPHERES 
 
 A high heart is a sacrifice to Heaven. 
 
 THE important matter of the choice of a col- 
 lege should be decided largely according to 
 the future aims of the individual, if he is able 
 to have any considerable option. If one wishes 
 to study a specialty he must, of course, seek an 
 institution in which that is taught, but since his 
 specialty may be taught in many institutions he 
 again has to consider other elements. 
 
 One should not permit the size and national 
 fame of a particular college or university to lead 
 him to ignore the fact that there are other mat- 
 ters to be weighed in the decision. He will not 
 obtain all advantages in any one school; he may 
 do best at a large college and he may do best at 
 a small one. There are many factors to be con- 
 sidered. There are certain very great advantages 
 in attending a small college, such as closer per- 
 sonal relations with teachers and with fellow 
 
 [ 272] 
 
Working One's Way Through College 
 
 pupils, receiving more attention to one's person- 
 ality, more aid in self-development, than in an 
 institution where students are numbered by hun- 
 dreds or thousands. 
 
 There is, of course, for the student of lim- 
 ited means, an economic advantage in attending a 
 college in one's own State or neighborhood. Rail- 
 road fares have to be considered. 
 
 A degree from a particular institution may 
 have a special value in a given occupation or 
 profession. The college or university with the 
 greatest prestige of that kind should therefore 
 be chosen, if possible, by the one who aims at a 
 specialty. 
 
 It is further worth considering that you are 
 aiming not only to get through college but to be 
 established afterwards, and that certain institu- 
 tions, such as Harvard, have an organization 
 whose object it is to help graduates to get started 
 in life. 
 
 Where one seeks training rather than a spe- 
 cialty or a degree of particular weight, it is best, 
 in general, to select the nearest good college and 
 cast in your lot with that. 
 
 As to the influence upon one's choice that may 
 arise from more or less opportunities to earn his 
 way while at college, it is to be remembered that 
 
 [273 ] 
 
Working One's Way Through College 
 
 while chances to obtain remunerative employment 
 in the small college are fewer, the expenses are 
 also much lower. A few dollars earned under 
 such conditions will go farther under the same 
 conditions. On the other hand, the colleges that 
 stand in great cities give the widest field for self- 
 support, but living expenses are proportionably 
 increased. 
 
 All such matters should be weighed with care 
 and with due consideration of all the data you 
 can obtain by conversation and by correspondence. 
 
 There are other things to be considered also, 
 according to one's tastes, aspirations, plans, and 
 nature. You are making a life and building a 
 personality. You admire and wish to be a man 
 or woman of a certain type, perhaps. If pos- 
 sible, you should choose the college that, at least 
 in a general way, so far as you know it, tends 
 most effectively to fulfil your ideals. 
 
 There is a very considerable difference in col- 
 lege atmospheres. Different institutions tend to 
 produce different types of men and women. 
 
 It is very difficult to define just what the 
 differences of college atmospheres are ; yet these 
 exist and are recognizable. If one is fairly famil- 
 iar with the various colleges and has some acute- 
 ness of perception he can place the men he meets, 
 
 [ 274< ] 
 
Working One's Way Through College 
 
 so far as their alma maters are concerned, with 
 considerable accuracy. 
 
 It is by no means difficult, of course, to dis- 
 tinguish the residents of various parts of our coun- 
 try by accent or by manners. It requires little 
 perception to tell a Southerner from a Northern- 
 er, an Easterner from a Westerner. It is slightly 
 more difficult, but still possible, to distinguish a 
 New Englander who has lived in Ohio for twenty- 
 five years from a New Englander who has remained 
 at home. It is easy to tell an inhabitant of New 
 Orleans from a dweller in San Francisco, to dis- 
 tinguish a Chicagoan from a Bostonian, or a St. 
 Louisian from a Cincinnatian. It is slightly more 
 difficult to distinguish a Philadelphian from a 
 Baltimorean, or a New Yorker from a Bostonian. 
 
 It is more difficult, however, to distinguish the 
 atmospheres of the colleges, or, to change the 
 figure, the stamps they make upon their students, 
 yet there are differences. One might fancy this 
 would be relatively easy if all students at each col- 
 lege belonged by rearing to its locality. But the 
 point is to distinguish a Californian who has been 
 graduated at Yale from one who has studied at 
 Stanford University ; yet this can be done. There 
 are differences of type between the graduates of 
 Harvard, Cornell, Princeton, Johns Hopkins, Ann 
 
 [275 ] 
 
Working One's Way Through College 
 
 Arbor, Washington and Jefferson, the University 
 of Virginia, and the rest. These are matters of 
 atmosphere. 
 
 A noted Harvard professor used to say to his 
 students, " College education gives three things — 
 character, culture, and scholarship ; and the small- 
 est of these is scholarship." Now the college gives 
 character and culture, and it gives the kind of char- 
 acter and of culture that it possesses ; this 
 character and this culture are resultants of the his- 
 tory and traditions of the institution, and of the 
 individualities and attainments of its teachers and 
 pupils past and present. Each college may be 
 said to have its own individuality, and this indi- 
 viduality is impressed more or less on its students. 
 One can readily appreciate this by illustration, 
 thus : students who sat under the lectures of John 
 Ruskin, at Oxford University, could scarcely fail 
 to become more interested in art than would stu- 
 dents who attended a school when art, if presented 
 at all, was presented less impressively. One who 
 had sat under Matthew Arnold's instructions in 
 English could scarcely fail to evidence his training 
 by increased interest in letters. In some degree 
 this principle of the impress of the professor upon 
 the student would be true anywhere, according to 
 the forcefulness of the teacher. 
 
 [276] 
 
Working One's Way Through College 
 
 I am not undertaking to present a perfect 
 analysis of the atmospheres of the several colleges, 
 but to indicate in a suggestive way something con- 
 cerning these different atmospheres for the pros- 
 pective student's benefit. It will be sufficient if 
 his attention is called to the existence of these 
 differences in some general way. Then he can 
 work out the details for himself and make his 
 choice. On so subtle a matter the writer should 
 not be blamed overmuch if his information and im- 
 pressions are not entirely accurate. 
 
 With these qualifications, I venture to suggest 
 something in regard to the varying atmospheres 
 of several of the important institutions of learning. 
 Broadly speaking, it may be ventured that the 
 University of Virginia impresses upon its students 
 a subdued gentleness, combined with cordiality of 
 manner and an open-hearted yet somewhat proud 
 bearing; it makes " gentlemen of the old school," 
 very polite to women, and with a tinge of feminin- 
 ity in themselves, perhaps. Johns Hopkins im- 
 parts an interest in science and a cosmopolitan 
 spirit. Princeton men acquire a certain dignity 
 of bearing and a rather precise style of utterance ; 
 they are apt to be more interested in philosophy 
 than science, and are not given to emotionalism; 
 their traditions are strongly patriotic. 
 
 [ 277] 
 
Working One's Way Through College 
 
 The Harvard man carries with him an air of as- 
 surance that he has been properly instructed, at 
 the very best source of teaching, that he has been 
 stamped like sterling silver or high-grade china, 
 and need not vex himself in regard to his position 
 in the world. The Yale man is apt to be a trifle ag- 
 gressive, and to carry a feeling that his University 
 has no rival except Harvard. The Yale and Har- 
 vard men of the elder generation may be freely 
 granted, without envy, to bear the impress of con- 
 siderably stronger character and riper culture 
 than the men of almost any other universities in 
 our land. The newer men can not be said to have 
 any unquestionable advantage, since many other 
 colleges are now far more richly equipped than 
 they were a generation ago. It may be remarked 
 in general that the students who have come from 
 the more crowded institutions — say, where there 
 have been a thousand students — have a certain 
 swing and freedom of manner that indicate they 
 have been part of a multitude; while the men who 
 have mingled with only two or three hundred stu- 
 dents are apt to be slightly less at ease with all 
 classes of men. 
 
 West of the Alleghenies, a college like Wash- 
 ington and Jefferson, established in 1802 when 
 the West was beginning to be won, makes its 
 
 f 278 ] 
 
Working One's Way Through College 
 
 students somewhat more of the stamp we are accus- 
 tomed to call American ; they are apt to be a trifle 
 more brusque, emphatic, and more American. 
 There remains there something more of the pioneer 
 spirit; also passionate love of knowledge for its 
 own sake, reverence for education, and a republi- 
 can freedom. Blaine was a representative of this 
 type though he spent a large part of his life in 
 Maine; he would not have been mistaken, by ob- 
 servers of types in our land, for a graduate of an 
 Eastern university. 
 
 If, out of the youths of Ohio, one attends school 
 at Princeton, another at Miami University, and an- 
 other at Wooster, one who would observe the three 
 would be able to understand something of the 
 meaning of college atmospheres. The Princeton 
 boy acquires a certain dignity of bearing, slightly 
 of the clerical type, yet with a certain breadth of 
 feeling and of manner. Part of this influence 
 must be set down, however, to the fact that the 
 youth who has gone from Ohio to Princeton has 
 knocked about on numerous small journeys to and 
 fro, has come in contact with New York and Phila- 
 delphia, has seen much of intercollegiate games, 
 and has mingled with students gathered from many 
 parts of our country. The young man who at- 
 tends Miami University, if he is a native of Ohio, 
 
 [ 279 ] 
 
Working One's Way Through College 
 
 has only short journeys, mixes largely with Ohio 
 men, and is not thrust into a great crowd; yet he 
 feels the force of the neighborhood of leadership; 
 he realizes that his university is a producer to 
 some degree of national men like Benjamin Harri- 
 son and Whitelaw Reid. He is in the midst of the 
 new centre of national life; Ohio's roll of soldiers 
 and statesmen reacts upon its university life. 
 These students are likely to be ambitious men, 
 looking upon all things as possible for them, and 
 having a large faith in the future. They are 
 interested also in American history ; they are away 
 from the influence of English university life more 
 than students in the East are. The students at 
 Wooster get a good, broad, sound quality of cul- 
 ture; Wooster was profoundly impressed by the 
 influence of Dr. Sylvester Scovel, for some years 
 its president and then one of its leading teachers, 
 who was one of the most superbly cultivated gen- 
 tlemen and scholars in America ; Wooster has also 
 been vitalized and energized by its remarkable 
 present head, Dr. Holden. 
 
 When we consider General Grant as an Ohio 
 product, and recall the cast of the man and his 
 language, we feel at once that his atmosphere 
 was not that of any of our colleges, but that of 
 the military academy at West Point. When we 
 
 [ 280 ] 
 
Working One's Way Through College 
 
 consider Garfield, we find in him something different 
 from the product of the Ohio college of his time; 
 we find in him much that belonged to the small but 
 distinguished and individual Williams College of 
 the time of Mark Hopkins. 
 
 In the great Western colleges, which are numer- 
 ous and remarkably flourishing, the conditions are 
 largely different from those in the East, and some 
 of the advantages are very great. The Eastern 
 colleges were at their foundation patterned 
 after the English colleges and universities, 
 but our Western colleges were most of 
 them mere schools at first, and they have 
 had a natural growth along broader lines and 
 have been adapted to changing needs. The 
 Eastern colleges have had a tendency, as we 
 have indicated, to form types that are scarcely 
 continentally American. The fact should be rec- 
 ognized that the Western colleges, in general, tend 
 to create a thoroughly American manhood, and 
 do not form hard and fast types. The time is dis- 
 tinctly past when the rich Western youth need 
 feel that in order to be in touch with the world he 
 must cross the continent and attend one of the 
 large Eastern universities. In the great institu- 
 tions in his own part of the country he can obtain 
 all that can be gotten in the East and something 
 
 [281 ] 
 
Working One's Way Through College 
 
 else that can not be obtained there, for they have 
 developed advantages peculiarly their own. 
 
 In the Western colleges, on account of their 
 relative newness, the types are not yet so distinctly 
 marked ; and it is to be hoped that they never will 
 go to extremes in this direction. There is to be 
 found more heartiness of manner ; the students are 
 all friendly ; no hard lines are drawn, but all meet 
 on a common level ; there is not so much of family 
 distinction as in the East ; all are willing to take 
 a man for what he is worth. In dress and appear- 
 ance many compare well with students in the East ; 
 there are numerous rich youths, yet the majority 
 do not spend money as many do at large Eastern 
 universities. 
 
 The University of Michigan, at Ann Arbor, is 
 very democratic. There are no clubs that have 
 precedence; the independents manage the school, 
 although there are eighteen general fraternities, 
 besides many women's societies and professional 
 societies. A man may forge ahead in college poli- 
 tics as he would in State politics. To be a frater- 
 nity man there gives no weight in college politics. 
 The daily paper is in the hands of the independ- 
 ents. The professors are a well-dressed and 
 fine-looking set of men. The college men are gen- 
 erally as well dressed as those in Eastern schools, 
 
 [ 282 ] 
 
Working One's Way Through College 
 
 possibly better. There is not much historic col- 
 lege spirit ; most of the students know little of the 
 history or traditions of the University, and many 
 of them hardly know that there is a ball team. 
 This is a remarkably cosmopolitan institution. 
 The students are as widely distributed as in any 
 university in the country, and all classes are rep- 
 resented, both rich and poor. There is at this 
 school a decided air of elegance ; but there is not so 
 distinctive a mark in some other "respects as in the 
 old Eastern schools, where students and teachers 
 are largely of the Eastern type. This was the first 
 great school in the country to introduce the elec- 
 tive system as it is used in Germany. 
 
 The University of Wisconsin may be said to be 
 in a sense a Yankee school in the West. It has 
 very rapidly become one of the very strongest 
 institutions in the country. It is developing 
 Yankee ideas with Western push and life. The 
 names of President Van Hise and Professor Ely 
 are sufficient to indicate something of its status. 
 The fraternity spirit there is active. In history 
 and political economy Wisconsin is especially 
 strong. 
 
 The University of Chicago, with the impress 
 received from the late President Harper, one of 
 the best educators in the country ; the Universities 
 
 [ 283 ] 
 
Working One's Way Through College 
 
 of Missouri, Nebraska, and Kansas, are all marked 
 schools, while the University of California ranks 
 with the Universities of Minnesota and Michigan. 
 The Leland Stanford Jr. University, with its Pres- 
 ident, David Starr Jordan, stands apart from 
 many other schools on a basis of wealth. It is hav- 
 ing a remarkable career, and doubtless will have 
 an extraordinary future. 
 
 These Western institutions are likely to develop 
 characteristics peculiar to themselves. At present 
 the Western university is like the West itself, — 
 fluctuating and changing. It is quite probable 
 that the Western institutions have a larger pro- 
 portion of earnest students than are to be found in 
 Eastern schools ; in the East a certain percentage 
 of students go to college for diversion, but most 
 Western students have a life plan and purpose. 
 
 The university of the West may be declared 
 to be in a special sense the university of the 
 future. Already the cosmopolitan brand of the 
 University of Michigan carries a distinction 
 among knowing people that is quite equal to that 
 of Yale, Harvard, or Princeton. The elderly man 
 in the Middle West tells you with pride, that he 
 is a graduate of Yale ; the man of middle life in 
 the same region tells you with greater pride that 
 he has the diploma of the University of Michigan. 
 
 [284] 
 
Working One's Way Through College 
 
 It seems to us, though the proposition would prob- 
 ably be widely disputed, that the Western uni- 
 versity man has that great thing, modernity, above 
 the Eastern graduate. Many people are of this 
 opinion, and we are already in the midst of a time 
 when students from the West are not attending 
 Eastern schools except for specific ends that can 
 not be attained elsewhere. Students in the Middle 
 West are turning their faces toward the great in- 
 stitutions that lie in the direction of the Pacific. 
 
 The college atmosphere thus indicated re- 
 mains with men to a large degree throughout life. 
 Napoleon never lost the brand of the Brienne 
 school ; the mark of the great English universities 
 is found on men of all professions in Great Brit- 
 ain, and in ten thousand English books, upon the 
 editorial pages of great English dailies, and in 
 reviews and magazines. 
 
 In our country, particularly in the smaller col- 
 leges, the influence of one professor who has trav- 
 elled or studied abroad, is felt throughout the 
 institution. Since the students are under the 
 influence of these institutions during their most 
 impressionable and formative period, and since 
 they are to bear the mark and carry the atmos- 
 phere of their schools during life, as surely as 
 the man born in a log cabin carries that stamp 
 
 [ 285 ] 
 
Working One's Way Through College 
 
 always, and the man born in a palace carries that 
 influence, it is of the highest importance that the 
 culture imparted should be of the highest possible 
 kind, and that the character formed should be 
 after a noble pattern. As Matthew Arnold has 
 told us that progress consists in the predomi- 
 nance of the metropolitan over the provincial 
 spirit, it should be seen to that no provincial 
 spirit is found in any of our colleges. It should 
 be remembered that the provincialisms of New 
 Haven or of Princeton are no more admirable or 
 worthy of perpetuation than the provincialisms 
 of Hanover or De Pauw. It should not be that an 
 American can be distinguished by Americanisms, 
 nor that the Chicagoan should talk Chicagoese or 
 the Bostonian Bostonese. Neither in college life 
 should it be that one carry with him a provincial 
 brand ; college life should be made more and more 
 to conform to a higher type. If, as the profes- 
 sor said, character and culture are more than 
 scholarship, it should not be forgotten that the 
 former two should be of nothing lower than a 
 metropolitan type. 
 
 Progress in this direction is being brought 
 about as the several institutions of learning are 
 being provided more liberally with money. Pro- 
 fessors are able to travel more than in former 
 
 [ 286] 
 
Working One's Way Through College 
 
 days. The lesser teachers come more in con- 
 tact with the superior ones, and tend to absorb 
 their culture. The time of the Porsons is gone ; the 
 day of the elegant Arnolds and Ruskins is here. 
 
 A better spirit, the national and metropol- 
 itan spirit, can be furthered among the students 
 themselves. It is being so furthered by intercol- 
 legiate associations. As the " home staying youth 
 has ever homely wits," so the college boy who knows 
 only his own college has ever something provincial 
 about his wits. The 'varsity men who have been 
 much on Manhattan field, or other arenas for in- 
 tercollegiate meets, have most of the metropolitan 
 spirit. 
 
 Since character and culture are the chief out- 
 come of college life, the social influences around 
 the student should be of the best. Manners, dress, 
 address, style, should be emphasized. The knowl- 
 edge of the best that has been done and thought 
 in the world should be imparted. The characters 
 formed should be of a noble, magnanimous, gener- 
 ous, gentlemanly, and manly type. The college 
 atmosphere should be one to be gladly carried 
 through life, rather than one to be gotten rid of as 
 life proceeds. 
 
 [287] 
 
CHAPTER XXI 
 
 VALUE OF A COLLEGE DEGREE 
 
 Work with steady, conscientious persistence, deter- 
 mined to make the most of the opportunities offered 
 each day. 
 
 THE youth who is hesitating whether or no to 
 attempt to make his own way through col- 
 lege is apt to be affected somewhat by seeing men 
 who have no formal education succeed in making 
 money and filling useful positions. He asks 
 if a degree after all has any real value. It would 
 be folly to discourage one who has no possible 
 chance to go to college and make him feel that he 
 must therefore fail. No one questions that many 
 men have succeeded, and many will succeed in the 
 future, without the help of colleges. 
 
 Nevertheless the college-bred man, other things 
 being equal, will stand a better chance of success 
 than the one without this help. But the doubter 
 may incline to question not so much the worth of 
 the training he may get at college as the utility 
 
 [288 ] 
 
Working One's Way Through College 
 
 of the actual degree conferred. Would he not be 
 as well off practically if he took three years at 
 college as if he took four and received a diploma? 
 We would not discourage the man who is com- 
 pelled to stop before graduation; he has gotten 
 something from one year or two years or three 
 years at college. 
 
 Yet the diploma, the graduating degree, has 
 itself a tangible value. For instance, an in- 
 creasingly large number of employers want col- 
 lege men for certain positions. They want men 
 who have not only been at college but who have 
 completed their course; sometimes they also have 
 prejudices in favor of men from a particular col- 
 lege or from a college of a certain standing; this 
 matter may be decided sometimes without large 
 information as to the numerous colleges and on 
 the basis of the one or few institutions they may 
 happen to be familiar with. They want a man 
 who has finished his course, on the principle 
 that the man who has stopped before graduation 
 may have proved weak or incapable, though he may 
 have been hindered by circumstances most honor- 
 able to himself, such as sacrificing his career to 
 the support of parents. 
 
 The degree, then, is seen to have an actual value 
 in the market, whether justly or no. It helps to 
 
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Working One's Way Through College 
 
 give one a start. It stands for a certain amount of 
 work done and of pluck proved. 
 
 Consider, then, the answer to the question, 
 What good does it do to be able to write " A.B." 
 or " A.M." or " Ph.D.," or still further, " D.D." 
 or " Lit.D." after one's name? Of course, one is 
 not necessarily a success because he has this privi- 
 lege ; yet these capital letters indicate certain at- 
 tainments and carry real usefulness, value, and 
 honor. This value is sometimes overlooked, and 
 the degrees are thought of as meaningless or worth- 
 less. On the other hand, they may be exaggerated 
 and considered ends in themselves. One can not 
 go through the world trusting wholly to the fact 
 that he is a Bachelor, a Master, or a Doctor, any 
 more than he can ask the world for a living be- 
 cause he is a colonel or a general. Nevertheless, 
 these titles do carry distinction and value. 
 
 The conferring of scholarly degrees by colleges 
 and universities originated in the universities of 
 the Middle Ages, and for a long time carried with 
 them the right and indeed the obligation to teach. 
 
 The degrees are now divided into two classes, 
 those that are earned by courses of study and those 
 that are honorary, given to those who have attained 
 a certain distinction. Certain of these degrees 
 may be given either as earned or honorary degrees. 
 
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Working One's Way Through College 
 
 The degrees are broadly divided into Bacca- 
 laureates, Masterships, and Doctorates. 
 
 There are three hundred institutions of learning 
 in the United States that have the legal right to 
 confer these ; in Germany there are twenty-one uni- 
 versities, and in Great Britain still fewer that have 
 this privilege. The Baccalaureates are given upon 
 graduation from a college; the Masterships are 
 granted after further study; and the Doctorates 
 bestowed after still longer pursuit of knowledge. 
 
 These may all be granted as honorary degrees, 
 though it is a very rare thing that one is made a 
 bachelor of arts without actual resident work at a 
 college. 
 
 A more or less successful effort has been made 
 for some years by the Federation of Graduate 
 Clubs to persuade educational authorities to cease 
 giving the same degrees as both honorary and 
 earned ones. The Federation claims that the de- 
 grees of doctor of philosophy, doctor of science, 
 and doctor of medicine should never be conferred as 
 honorary ones, nor without actual resident study 
 at an institution of learning ; and that the degrees 
 of doctor of the more humane letters, doctor of 
 divinity, doctor of law, doctor of civil law, and 
 doctor of music should be universally recognized 
 as entirely honorary degrees. 
 
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Working One's Way Through College 
 
 In Europe certain of the degrees carry with them 
 a fixed social rank. In Germany, during the Mid- 
 dle Ages, a doctor of law enjoyed the same privi- 
 lege as knights and prelates, and in that country 
 still the doctor is before the untitled nobility and 
 next to the knight. But in America the matter of 
 rank does not enter into the consideration. 
 
 In certain of our States, applicants for admis- 
 sion to the bar find their way easier if they can 
 point to a degree. Certain churches require that 
 their clergy have the diploma of a college. 
 
 The degree of doctor of philosophy is particu- 
 larly valuable in the teaching profession, in obtain- 
 ing positions in certain schools ; but as this degree 
 may be obtained from institutions of little stand- 
 ing and without special courses of study, examin- 
 ing boards for schools have now begun to inquire 
 from what institution it is derived, and by what 
 course of. work. Those who have gained it by 
 non-resident work or from some doubtful institu- 
 tion are rated lower in chances for schools than 
 those who possess the honor from a first-rate in- 
 stitution after hard work. 
 
 The colleges have become more and more careful 
 in the granting of honorary degrees, and statistics 
 show that the average for the three hundred insti- 
 tutions in America which have the legal right to 
 
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Working One's Way Through College 
 
 confer these is not two persons per year for each 
 college. 
 
 The degrees give, or add to, professional stand- 
 ing. They have something of social worth. 
 Certain of them have practical value. 
 
 A considerable number of our educational insti- 
 tutions have been so impressed by the cheapening 
 of the honorary degrees by too frequent granting 
 of them that they have ceased to give them. Others 
 have been so economical of these gifts as to 
 distribute them only once or twice in a decade. 
 
 Practically and actually, the young man or 
 woman will find the college diploma, the A.B. 
 degree, of utility in getting a start in life. 
 
 [293 ] 
 
CHAPTER XXII 
 
 GREEK LETTER SOCIETIES AS HELPS 
 
 Difficulties and discouragements all have to en- 
 counter ; but meeting the one with intelligence and the 
 other with confidence, we should press resolutely for- 
 ward to the approaching goal. 
 
 IT is not every college student who can or should 
 join a Greek Letter Society, but such as do so 
 may find them helpful in a great many ways. The 
 self-supporting student who is hard-driven for even 
 a few dollars should not undertake the additional 
 expense of belonging to one of these fraternities ; 
 but such students as find themselves able to obtain 
 remunerative work and to perform it sufficiently 
 to get a few dollars ahead, and so be able to pay 
 the fraternity fees, should consider the value to 
 them of uniting with a fraternity. 
 
 If the self-supporting student has a good start 
 in money-making and sees that he can reasonably 
 expect to pay his share of fees in a fraternity, 
 lie will, by joining one, bind himself closely to a 
 group of fraternity brothers who will help him 
 
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Working One's Way Through College 
 
 in many ways. He should not go in on a charity 
 basis ; better stay outside than do that ; let him 
 preserve his independence at all costs. The ex- 
 penses of each member of a fraternity, unless it be 
 in some one of the large Eastern universities, are 
 not very great ; the initiation fee is generally ten 
 dollars ; the monthly fee is usually a couple of dol- 
 lars ; the badge costs from five dollars up. Most 
 of the chapters of the leading fraternities have now 
 their own houses, either owned or rented, and the 
 self-supporting student can in many cases become 
 the care-taker of such a house or rooms, thus get 
 his lodging, and perhaps more. 
 
 His fraternity brothers, aware of his needs, will 
 in general make a point of putting remunerative 
 work into his hands so far as they have oppor- 
 tunity. While the spirit of certain colleges is 
 against the fraternities, in most of them the fra- 
 ternity man has certain marked advantages. The 
 old-time gulf between fraternity and non-fraternity 
 men is not so wide as it used to be, and the non- 
 fraternity men are not socially ignored as for- 
 merly; still the fraternities have much influence. 
 One gains by membership in a good organization 
 of this kind. He is no longer isolated, but is a 
 recognized part of an important group. 
 
 Besides the purely selfish side which we have so 
 
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Working One's Way Through College 
 
 far considered, the generous-minded youth is 
 sure also to have other motives in associating him- 
 self with the fraternity. He will give friendship as 
 well as receive it, will take pride in keeping up the 
 good name of his fraternity by care in his own 
 conduct, and will help his fellow-members in other 
 ways, even though as one of limited means he can 
 not add much in the way of money. 
 
 It is to be remembered that these college frater- 
 nities, which announce themselves to the world by 
 means of badges of gold bearing two or three 
 Greek letters, as the initials of mottoes known only 
 to the initiated, are to-day one of the chief factors 
 in undergraduate life. Mr. James Bryce, in his 
 book " The American Commonwealth," declares 
 them to be " one of the most peculiar and interest- 
 ing institutions in American universities." They 
 have had now a history in the United States of 
 more than one hundred years. 
 
 These fraternities were preceded in the colleges 
 by the strictly literary societies, which have con- 
 tinued to exist side by side with them, but which 
 in most institutions have decreased gradually in in- 
 fluence, while the Greek letter societies have 
 steadily grown in vogue. The earliest of these 
 clubs was established at William and Mary's Col- 
 lege, at Williamsburg, Virginia, in 1776, then one 
 
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Working One's Way Through College 
 
 of the most prominent institutions of learning in 
 our land. This was called the Phi Beta Kappa 
 Society. It soon established seven other chapters, 
 and then the mother chapter ceased for a time to 
 exist. Most of these early chapters have also now 
 gone out of existence, and the fraternity is now an 
 honorary one. It was not until about 1825 that 
 similar organizations began to multiply, by imita- 
 tion of their original. 
 
 These societies thus antedate all other secret 
 organizations in America, with the exception of the 
 Masonic order. The purely literary societies have 
 badges, the idea of which, as well as that of the 
 badges of the Greek letter societies, was doubtless 
 derived from the badge-wearing habit of the 
 Masons and the custom of foreign decorations. 
 Since the Greek letter badges were at first large, 
 and were strung around the neck, we may presume 
 that their originators were influenced by having 
 seen similar decorations worn in a similar way by 
 members of foreign orders; for the wearing of a 
 badge suspended about the neck is a distinction 
 granted only to the officers of certain orders. The 
 Phi Beta Kappa badge was originally a slab of 
 silver, with the letters engraved, not enamelled or 
 raised. 
 
 All the college fraternities originally professed 
 
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Working One's Way Through College 
 
 to be of a literary character, and this tradition is 
 still maintained, but in fact this feature is entirely 
 subordinate to the social. The purely literary 
 societies of the colleges used, and still use, Latin 
 for mottoes and titles of officers. The founders of 
 the secret fraternities chose Greek words and let- 
 ters for their use, and nearly all the fraternities 
 to-day continue this practice, although a few have 
 departed from it and call their officers by Latin 
 names ; and in two or three notable instances they 
 do not use Greek letters on their badges. We know 
 no reason why Greek letters were chosen except 
 that the Greek language is generally known only 
 by college men, and the characters are therefore 
 less commonplace than the Roman Alphabet. The 
 "ABC Society " would not seem so imposing as 
 the " Alpha Beta Gamma Club." The sound of 
 the chosen symbols is imposing, the characters are 
 unfamiliar to the average man, and thus mystery 
 and secrecy are suggested. 
 
 These fraternities are the only organizations in 
 America in which the Greek language is used for 
 mottoes and titles ; all the officers in most of these 
 societies being designated by Greek names. The 
 letters used as the title of each society are the 
 initial letters of the motto of the same, and the 
 syllables that once were upon the tongues of 
 
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Working One's Way Through College 
 
 brilliant Athenians now become to college youths 
 significant of their pledges of loyalty to their par- 
 ticular group of fellow-students. The badges are 
 all emblematic and are in their various parts signi- 
 ficant of some truth, sentiment, or vow. The 
 scroll, chain, skull, cross, or whatever object is 
 wrought into the shape of the badge or impressed 
 upon it, has a special meaning to the initiated. 
 Most of the badges are attractive in appearance 
 and artistic in design. 
 
 The badges exhibit considerable variety, being 
 of many shapes and patterns ; there are crosses, 
 diamonds, squares, scrolls, keys, and other forms 
 in use, but generally they are either shields or 
 crosses of some variety, indicating that the Eng- 
 lish family coats of arms, usually shield-shaped, 
 have had some influence in suggesting designs. The 
 cost of the badges is anywhere from three dollars 
 up to one hundred, and beyond that if richly 
 adorned with precious stones. Their surfaces are 
 often enamelled either black or white and the 
 letters are nearly always done in enamelling. 
 
 Every such fraternity has its own place for its 
 secret sessions, either a rented house or rooms 
 fitted up for the uses of the society, or, as at the 
 larger colleges, a hall erected by the chapter and 
 called a lodge or fraternity house. Where the 
 
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Working One's Way Through College 
 
 students are able to erect fraternity houses these 
 structures are often very tasteful and elegant. 
 The former custom of keeping the place and time 
 of meeting secret has passed away ; the sessions 
 are no longep liable to disturbance or in fear of 
 spies and eavesdroppers as at one time. 
 
 The headquarters of the fraternities are usually 
 in large cities, several of them being in New York. 
 Formerly these organizations were governed by 
 the oldest or else the largest chapter, but now they 
 are controlled by a council or senate, composed 
 entirely of graduate members. A biennial or 
 triennial meeting of each society, composed of 
 delegates from the college chapters, is held for 
 the purpose of effecting any desired changes and 
 enacting rules and laws. These are managed ex- 
 clusively by undergraduates. The expenses of the 
 societies are provided for by initiation fees, an- 
 nual dues, and voluntary contributions. The gifts 
 are sometimes considerable, coming chiefly from 
 graduate members who have made money and have 
 continued to take an interest in the associations 
 of their college days. The fraternities maintain 
 expensive establishments, give dinners, and pub- 
 lish catalogues, quarterlies, magazines and other 
 matter pertaining to their interests. 
 
 Several of the larger societies maintain costly 
 
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Working One's Way Through College 
 
 club-houses in New York and other cities, which are 
 centres of social life for the members who are resi- 
 dents and for visiting members from all parts of 
 the country. These provide pleasant quarters for 
 visitors, lodging, and meals, and serve the general 
 purposes of a club-house. The stranger in a 
 great city, coming properly equipped with his 
 membership card, may find a temporary home 
 for himself among men of his own college fra- 
 ternity. 
 
 Chapters of each of the various Greek letter 
 societies exist in many colleges, sometimes a dozen 
 different ones being represented at a single insti- 
 tution. The fraternities have from half a dozen to 
 seventy or a hundred chapters each at as many 
 institutions of learning. Some are strong in the 
 West, and others are largely confined to the East 
 or to the South; a few, however, reach over the 
 entire country. 
 
 Some of these societies pledge their members 
 never to join any similar college organization, and 
 membership is expected to extend throughout the 
 period of student life, and to continue thereafter. 
 Yale and Harvard and one other are the only uni- 
 versities in which there are class organizations ; 
 there one may pass from one society to another 
 according to his class. There exist, however, at 
 
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Working Ones Way Through College 
 
 the same universities other societies in which the 
 membership is permanent. 
 
 At Princeton, notably, the fraternities no longer 
 exist, they having been successfully outlawed there 
 many years ago. They are forbidden also by the 
 laws of a few other colleges, chiefly in those under 
 denominational control. 
 
 There are altogether about thirty-five general 
 Greek letter societies in the classical schools for 
 young men ; there are seventeen for young women ; 
 there are twenty general medical fraternities and 
 seven legal fraternities. There are also a number 
 of local fraternities, societies with only one chap- 
 ter. Probably half of the students in the institu- 
 tions in which secret fraternities exist are in their 
 membership. The Greek letter societies in the 
 United States have a membership of more than one 
 hundred thousand, with more than six hundred and 
 fifty active chapters and three hundred and fifty 
 inactive chapters. They own about one hundred 
 houses or halls in various college towns and cities. 
 
 Something can be said both for and against 
 • these organizations. They are frequently accused 
 of engendering party spirit. There is some envy 
 and bickering between the members of different 
 groups. Students who fail to be invited to join 
 a fraternity are likely to feel slighted and ignored. 
 
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Working One's Way Through College 
 
 The fraternities are accused of diminishing the col- 
 lege spirit. 
 
 Yet, some kind of grouping of the students, ac- 
 cording to abilities, skill in athletics, social gifts, 
 or wealth, is inevitable. A newcomer who joins a 
 fraternity gains a speedy entrance into a group 
 of friends who make him feel at home. His new 
 friends post him as to college ways, admonish him 
 as to possible mistakes. He is likely to make fast 
 friends with at least some men of his clique, and if 
 they are valuable men this proves a great help. 
 The fraternity men are likely to be careful of their 
 conduct for the honor of their group. By such 
 associations youths frequently have their ambi- 
 tions stimulated; they profit by intimacy with 
 men of social polish and good attainments. 
 
 The new student should not show his anxiety, if 
 he feels such, to join a fraternity. This comes by 
 favor and not by evident seeking. The new stu- 
 dents are all under inspection by the older men, 
 who are on the lookout for suitable persons, or 
 those they consider such according to their stand- 
 ards, to be recommended for election to this or 
 that fraternity. New men are watched, discussed, 
 and their strong points are discovered and their 
 weak ones considered. The new man should be 
 neither too gushing nor too shy, but should meet 
 
 [303 ] 
 
Working One's Way Through College 
 
 all others in a cordial manner and attend strictly 
 to his own affairs. The fraternities do all the 
 courting. Some students go up to school recom- 
 mended by letter from alumni to their brethren in 
 a given fraternity ; the new student is not supposed 
 to be aware of this fact; if he does know of it, it 
 does not alter his relations with the fraternity 
 receiving the letter until that society makes the 
 first move. Such letters are not always acted 
 upon. The newcomer also has his preferences ; the 
 local chapter of even a fraternity of national 
 standing may be at a particular time made up of 
 inferior men ; the several chapters usually are com- 
 posed of kindred spirits, and the new student will 
 desire to consort with his own kind, or with men of 
 like tastes, and so he should not be in haste lest by 
 joining a group he does not care for, he is worse 
 off than if he had remained outside all. 
 
 When one has been invited to join a particular 
 fraternity and finds the men congenial, he should, 
 if his funds are limited, ask about probable ex- 
 penses before he takes a further step. If he is 
 dependent on self-support he should let that fact 
 be known, not as asking any favors but to inform 
 his prospective fraternity brothers of the state 
 of his pocket, that they may not expect more of 
 him than he can do. 
 
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Working One's Way Through College 
 
 It used to be that it was considered desirable to 
 keep secret for a time the fact that a new man had 
 been pledged to a given society and to let others 
 invite him also; and it was thought an honor to 
 have been sought by several fraternities. This is 
 now considered dishonorable, and a pledge button, 
 or the colors of the society, are given to any one 
 who has promised to unite with a society; thus 
 before initiation all others are notified that he 
 is a pledged man. This fact shows an advance 
 in moral ideas over those in vogue some years 
 ago. 
 
 Occasionally, when the overlooked men, those 
 who have not been invited to join any fraternity 
 existing at a given college, find that none of the 
 established societies in that place is likely to invite 
 them to be part of their organization, they 
 make overtures to societies without a chapter in 
 that school, and form a new chapter for them- 
 selves. Again, if that method fails, they some- 
 times create a new local fraternity. For this and 
 other reasons these societies have multiplied. As 
 the principle of selecting only those men who are 
 considered the most desirable from the point of 
 view of the existing chapter necessarily keeps the 
 membership of each chapter relatively small 
 numerically, there is sometimes good reason for 
 
 [305 ] 
 
Working One's Way Through College 
 
 the formation of other fraternities to make room 
 for more men within the circle of the Greeks. 
 
 A large proportion of Greek letter men keep up 
 their interest in their society throughout life. 
 Graduate chapters of many of the societies exist 
 in various cities, and old college friends, as well 
 as those who have not common alma maters but 
 only the fraternity tie, continue to carry out the 
 programme of brotherhood begun at school. Thus 
 the fraternity often becomes a life tie as well as a 
 bond while at school. 
 
 The social features of the Greek letter societies 
 have reached the fullest development possible, as 
 the fraternity men, to a large extent, lodge, eat, 
 play, and study together. They have done away 
 with the recluse character and isolation of the 
 student life of former days. 
 
 Thus it is evident that if the self-supporting 
 student finds it possible to join a college fraternity 
 he is quite certain to find in such a brotherhood 
 friendly encouragement in his struggle, social 
 solace and satisfaction, and men who will aid him 
 in finding work and in carrying out his plans. 
 
 [ 306 ] 
 
CHAPTER XXIII 
 
 COLLEGE ATHLETICS 
 
 It is young people of this type who accomplish 
 greater things when their college days are over. 
 
 THE day for the pallid and bent student to be 
 admired is gone. The day when the " stu- 
 dent's stoop " was considered a necessary accom- 
 paniment of intellectuality is gone. The brow 
 " sicklied o'er with the pale cast of thought " is 
 no longer sought after. The fashion of tan has 
 come. It is realized that one will think, study, 
 write, and do all kinds of mental work better if he 
 is healthful. Red blood and sound nerves are 
 necessary to sound thinking. So that students 
 both in college and out are anxious to be and to 
 seem robust. 
 
 It used to be that when a college boy returned 
 home, he was expected, by himself and by his 
 family, to carry along the physical marks of hard 
 study in the way of pallor, a stoop, and a gen- 
 erally enervated condition. This much was ex- 
 pected, even if he had not fainted dead away in 
 
 [307] 
 
Working One's Way Through College 
 
 the midst of his speech on Commencement Day, 
 from the strain of prolonged work. 
 
 All this has been changed. It is realized that it 
 is not worth while to wreck a college student's 
 health and send him out broken down and in- 
 capable physically of taking up the duties which 
 he had hoped to perform in after life. The test 
 has been made, and it has been shown that the 
 athletes are as good students as the non-exercising 
 men, and that many of them are better ones. 
 It has not been shown that the grade of any ath- 
 lete is lower than it would have been if there were 
 no such thing as a gymnasium. The mental work 
 of the athletic man who trains with moderation 
 is apt to be better than another's ; it is done with 
 more ease, with less drain on the vital forces ; it is 
 clearer and sounder, and it remains longer in the 
 memory. 
 
 The self-supporting student is interested in col- 
 lege athletics from several points of view. He 
 needs the physical benefits and pleasures. If he 
 is an expert, or becomes so, or is specially power- 
 ful in body, he may, under favorable conditions, 
 find that his athletic prowess will be his simplest 
 and most direct way toward self-support in col- 
 lege. He may be able to turn his strength and 
 skill in athletics into money by training others. 
 
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Working One's Way Through College 
 
 The self-supporting student, or the prospective 
 one, will therefore be interested in certain briefly 
 stated facts in regard to college athletics. 
 
 The object of the college course is manifestly 
 to educate, to develop the powers, and to pre- 
 pare for manful and successful struggle with the 
 duties of mature life. To accomplish these ends, 
 the body has to be maintained in good working 
 order, made as strong as possible, and rendered 
 an obedient servant to the will. The old method 
 of education ignored too much the just demands 
 of the body. The colleges turned out, in many in- 
 stances, good students who were physical wrecks. 
 
 In order to correct this evil and to maintain an 
 equilibrium between mind and body, college athlet- 
 ics have come into existence and have grown into 
 one of the prominent features of modern university 
 life. 
 
 University athletics have a history of more than 
 forty years in America. Their development within 
 the last twenty years has been vast, and changes 
 are constantly taking place. Interest in them in- 
 creases from year to year. Prejudices are being 
 overcome, and objections are being answered by 
 statistics. 
 
 College athletics consist of rowing, football, 
 baseball, cricket, tennis, golf, bicycling, and track 
 
 .[ 309 ] 
 
Working One's Way Through College 
 
 athletics. There are also gymnasium contests. 
 Track athletics consist partly in Tunning races ; 
 the distances are one hundred yards ; two hundred 
 and twenty yards ; four hundred and forty yards. 
 These also include hurdling, over distances of 
 one hundred and twenty, and two hundred and 
 and twenty yards ; four hundred and forty yards. 
 The field events are high jumping, broad jumping, 
 pole-vaulting, hammer-throwing, and shot-putting. 
 The standing high and broad jumps were form- 
 erly the fashion, but they are now done away with. 
 They used to have tugs of war, but these have 
 gone out. Pennsylvania University and Harvard 
 have cricket. Golf has also been taken up by most 
 of the Eastern colleges, and has become also an 
 inter-collegiate sport. 
 
 The track athletic contest always comes the 
 last Saturday of May ; the Friday before that day 
 is used as a day for picking the men, in order to 
 limit the contest to the best men. The season 
 for baseball contests is the spring, and there are 
 usually two games played on each of the home 
 grounds ; then one on neutral grounds. The foot- 
 ball season opens a few days before the opening 
 of the fall term of college and lasts until the Satur- 
 day before Thanksgiving in some colleges, while 
 others play on Thanksgiving Day. 
 
 [310] 
 
Working One's Way Through College 
 
 The tennis contests come off annually early in 
 the fall. The gymnasium contests are held in all 
 colleges ; the athletes of two universities have a 
 contest in some large city convenient to both ; such 
 contests include horizontal bar work, parallel bar 
 work, tumbling, wrestling, fencing, and gymnastics 
 generally. 
 
 There are from twenty-five to forty representa- 
 tives in intercollegiate contests, from all over the 
 country. This variation depends on whether the 
 colleges have good enough teams to send. Every 
 college has to pay a certain fee in order to belong 
 to the Intercollegiate Association. 
 
 Training for the baseball contest begins at the 
 university grounds about the middle of February ; 
 the men train within walls, called a baseball cage ; 
 this is about one hundred and twenty-five feet 
 long by sixty wide. It has of course an earth 
 floor; it is heated and kept habitable for the 
 players in winter time; there they get general 
 practice, pitching and practising with grounders. 
 The football practice goes on continually in sea- 
 son, regardless of the weather. 
 
 All the track men begin light training in the 
 gymnasium after the Christmas Holidays. Light 
 training in the gymnasium is kept up every day 
 until about the opening of spring; then, when the 
 
 [311] 
 
Working One's Way Through College 
 
 weather has become pleasant and the ground solid, 
 they go into hard training for about two months. 
 
 When under training, the students eat only at 
 the training-table, where such food is provided for 
 them as is allowed by their trainer. All fried 
 foods are eliminated ; so are pork and pastries ; 
 no tobacco is used during this time, nor alcoholic 
 drinks ; only two glasses of any liquid are allowed 
 each person at any one meal. The students go 
 to bed early ; half-past ten or eleven o'clock is con- 
 sidered the proper time. From one to three hours 
 are daily required for training, and the length 
 of time depends upon the kind of contest the man 
 is to enter. If the captain discovers that a man is 
 not keeping training, he will immediately eject 
 him from the training-table and dismiss him from 
 the team. 
 
 In some of the colleges there are rules requiring 
 students to do gymnastic work. The majority of 
 students need no urging, and the gymnasiums are 
 usually full from four to six o'clock. 
 
 At all the large colleges, the great distinction 
 in dress of the 'varsity man — that is, one who 
 has won a point in the intercollegiate champion- 
 ship track games or has played in the champion- 
 ship baseball or football game or has been on 
 the crew — is the monogram on his cap and the 
 
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Working One's Way Through College 
 
 great privilege of wearing the initial letter of his 
 university, in the college colors, on his sweater. 
 The insignia on the cap indicate whether one is a 
 football, baseball, or track man; those who have 
 won them alone have the right and privilege of 
 wearing these initials. 
 
 The coaches in the large colleges are always 
 graduates or former students of the colleges rep- 
 resented. The trainers are men who are experts 
 in their line, who make a business of training ; some 
 of them have previously been noted athletes. 
 
 The men are required by college law to have a 
 standing above a certain grade in their studies 
 before they are permitted to enter the contests at 
 all. Some of the men during the active season of 
 athletics have been noticed to stand better in their 
 studies than even at other times ; this may be at- 
 tributed to their time being limited so that they 
 have to concentrate upon their work, as well as to 
 the fact that good physical condition helps the 
 mind. 
 
 The spectators at the contests are men and 
 women of the vicinity, woman friends and rela- 
 tives of the students, professors and alumni, and 
 people generally from everywhere who are inter- 
 ested in games ; and these are gala scenes generally. 
 
 College athletics improve the men physically. 
 
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Working One's Way Through College 
 
 They have done away with a great deal of the so- 
 called " sporting." Now that athletics have come 
 in, the students look up to the champion athletes ; 
 and enthusiasm over them is unbounded. 
 
 College athletics give a discipline and self- 
 mastery that are invaluable ; the students who take 
 part persistently in these exercises are taught 
 control of their appetites. The dietary regimen 
 in the training season is strict, the hours for exer- 
 cise are fixed and regular; the student is taught 
 that indulgence in alcohol or tobacco, or other 
 forms of dissipation, is fatal to his ambition to 
 excel; self-control is thus impressed early upon 
 the student, and his character is strengthened. 
 
 College athletics are a safety valve; the ener- 
 gies of the students are bound to find an outlet. 
 By the strong exercises of the gymnasiums, and of 
 the various games, these energies are naturally 
 put forth ; so that the tendency to late hours and 
 to dissipation is largely diminished. 
 
 College athletics have generally, as is to be ex- 
 pected, a far more gentlemanly and manly tone 
 than those that may be called professional. Fur- 
 thermore, they are less slangy and sporty than 
 they were a few years ago ; the whole tendency is 
 away from the rough and tough element, toward 
 manliness and the development of manhood. 
 
 [314] 
 
Working One's Way Through College 
 
 At the university games now, an error of an 
 opponent is no longer applauded or hissed; good 
 plays are applauded. It used to be an object to 
 rattle the opening teams by hooting. But that is 
 now considered " muckerism." A general gentle- 
 manly spirit prevails. 
 
 There is less cause for anxiety in regard to the 
 atmosphere in which college boys now live than 
 there was a few years ago. The college tone is 
 now by far manlier, cleaner, and more healthy. 
 The hard drinkers and debauchees are no longer 
 college heroes. 
 
 Rough physical exercises are necessary to man- 
 liness. It is becoming more and more evident that 
 games and exercises that are rough, and that in- 
 clude even an element of danger, are good for 
 young men. 
 
 [315] 
 
CHAPTER XXIV 
 
 COLLEGE LIFE 
 
 Education is the cheap defence of nations. — Ed- 
 mund Burke. 
 
 nn HE college world is a distinct world, with 
 -*• some characteristics not to be found in the 
 whole range of other life. It is unique, interest- 
 ing, fascinating. There is a world of trade, of 
 music, of art, of domesticity, of literature, of 
 Bohemianism, of vice, the world of thugs and 
 thieves, and the world of the slums. There are 
 many little worlds in this big one, each with its 
 characteristics, employments, joys, and sorrows. 
 None is more distinct, and none more interesting 
 than the college world. 
 
 In this, is youth, with its freshness, strength, 
 energy, hope, courage, illusions. The composi- 
 tion of a college is to most people of extreme inter- 
 est, since we instinctively love youth and are 
 fascinated by its doings, its thoughts, its possi- 
 bilities. Nothing else can rival, in capacity to 
 touch the heart, a multitude of young people 
 
 [316] 
 
Working One's Way Through College 
 
 gathered in a college, to study, to play, to enjoy 
 and hope and strive. 
 
 College life is marked off from that of the com- 
 mon world by the fact that the students are for 
 the time out of the ordinary relations to the home. 
 The home is the general order, but the colleges are 
 made up of people away from home. They are a 
 colony in a town or city of homes, but they are 
 away from home. Parents and relatives have been 
 left behind. They have temporarily severed the 
 common relationships of life. They are a small 
 army of invaders, come with all their freshness and 
 strength into a strange community. They have 
 that wonderful and beautiful thing, youth, and 
 they have on them neither the scars of war nor of 
 life. They are enjoying illusions; they do not 
 know what they themselves are, nor what they may 
 be. They have not measured their strength 
 against the world; they have not fought with 
 beasts ; and those to whom life is to be common- 
 place have not yet discovered that fact. All are 
 young Alexanders, and the world awaits their 
 conquests. 
 
 There are few places fuller of glorious dreams 
 and vast hopes than the colleges. They are sur- 
 rounded by boundless horizons, and the skies 
 are roseate. They abound likewise with that 
 
 [317] 
 
Working One's Way Through College 
 
 overflow of energy that we call animal spirits. 
 Where else can one hear such shoutings, see such 
 robust playing, come across such abandon to the 
 pleasure of the hour? 
 
 This college life is full of enthusiasms and hero- 
 isms. He is a traitor to his own institution who 
 does not believe in the heroes who have gone forth 
 from its walls, the judges and Congressmen, the 
 Senators or perhaps President, the great writers, 
 orators, who have been trained at that particular 
 college. What do they care for the cold fact that 
 other greater men have been graduated from other 
 institutions, or have made their way to the front 
 without any formal education? Their own men 
 are their heroes, whose laurels in their eyes are 
 greener, and whose genius is brighter than those 
 of any other college in the land. If their particu- 
 lar institution is not one of the greatest, if its en- 
 dowment is not the largest, or its students the 
 most numerous, what do these facts matter to 
 undergraduates? They measure their college by 
 the heroes it has sent out ; and they magnify and 
 adore these loyally. They find in these great ones 
 the prophecy of their own success ; or they see at 
 least that they have the same opportunities. They 
 walk on the same pavements ; they study within 
 the same walls. Where Webster or Garfield 
 
 [318] 
 
Working One's Way Through College 
 
 or Harrison or Blaine, or dozens of other fa- 
 mous or high-placed men have studied, the stu- 
 dents take as much pride in the fact as if their 
 college had millions of endowment. This is one 
 thing that adds interest to college life — its hero- 
 worship, its faith in the greatness of certain grad- 
 uates, and so faith in the possible careers of the 
 present students. This enthusiasm keeps the at- 
 mosphere of the college warm, vital, and inspiring. 
 Then, too, the college has its present-day heroes. 
 Each one has its students esteemed great, whose 
 memories are prodigious, whose genius is un- 
 limited! Stories begin to be told of them by the 
 men in the lower classes ; in the senior year they 
 are already on a pinnacle ; and at graduation they 
 vanish in a blaze of glory. Each college has its 
 prodigious athletes, its men of muscle and skill. 
 These, like the great students, walk the campus 
 among crowds of worshippers. The great kickers 
 and batters and pitchers all have loyal followings, 
 and it is akin to treason not to praise them above 
 all similar heroes in other colleges. Oh, fortunate 
 college to have this Hercules on its roll! There 
 is probably less of envy and more genuine enthu- 
 siasm concerning the heroes of a college than con- 
 cerning any other heroes. Shall we underrate our 
 hero? Is he not ours? Are we not all sharers 
 
 [319 ] 
 
Working One's Way Through College 
 
 in his glory? This is the feeling of most of the 
 students. 
 
 By the traditions of the institution, by the mem- 
 ories of its great graduates, by the worship of 
 the heroes actually present, the spirits of the 
 students are stirred, and their ambitions aroused. 
 Hopeful, brave, enthusiastic characters are the 
 result of this kind of life. 
 
 The college has a special fascination because it 
 is a great training ground. What a gulf between 
 the trained and the untrained ! The college brings 
 hundreds of minds to bear consecutively, atten- 
 tively, laboriously, persistently on great subjects. 
 Mind is disciplined, character, will, and body are 
 trained to act obediently. These youths are be- 
 ing made ready to go forth into the world 
 stronger, abler for tasks and endeavors of life. 
 They are being made ready for work. They are 
 learning to think. They immediately pass whole 
 classes of men ; they enter the ranks of the intel- 
 lectually strong. The raw boy becomes a man, a 
 student, a thinker, a worker. Like an athlete he 
 can throw himself upon a labor and go through 
 with it, for he has been trained to do so. 
 
 Intellectually, college life is of the greatest 
 interest. Here are hundreds of minds temporarily 
 abstracted from the ordinary and commonplace 
 
 [ 320 ] 
 
Working One's Way Through College 
 
 and brought into contact with the great principles 
 of science, mathematics, language, and history. 
 Their brains instead of being filled with the acci- 
 dental impressions of the little world about them, 
 or left to occurring thoughts, receive the mighty 
 dreams of a buried world through the majestic 
 languages of the Greeks and Romans. They listen 
 to the strains of the greatest poets. They receive 
 the chief facts of ancient life through the words 
 of the greatest historians. They see looming up 
 before them the great cities and nations of the 
 past. They see pass in procession the heroes of 
 the world. They learn what men have been and 
 have done. They go down among the roots of 
 language, and learn thus more of the tongue they 
 themselves speak than they could otherwise do. 
 They become familiar with the thoughts of the 
 great and good of the past. They learn through 
 science something of the constitution of the world 
 and its laws. They learn how to learn. Even 
 where little actual knowledge is retained, vistasj 
 are at least opened up, and hardly any student 
 goes away without having had some vision of the 
 great past and the mighty present. They gain 
 enlargement of mind. The world and the universe 
 have grown before their intelligence. The vast- 
 ness of things to be learned is perceived. 
 
 [321 ] 
 
Working One's Way Through College 
 
 The contact of the youth with many other 
 youths has a great developing effect. The shy 
 learn to be at ease in crowds. The spoiled and 
 overbearing learn to moderate their self-assertion. 
 The leaders develop their powers of leadership. 
 In the rough-and-tumble of college life, its games 
 and social contact, the rough diamonds are pol- 
 ished. The weak gain strength, and the strong 
 acquire consideration and courtesy. There are 
 few if any better training-schools for character 
 than the college. If there is anything in the 
 youth, college will either bring it out or begin 
 the process of such development. The raw, crude 
 boy gets a thousand things besides knowledge. 
 The youth who comes up awkward, ungainly, 
 with no idea of manners or of dress or of address, 
 imperceptibly, unconsciously, in the course of his 
 terms absorbs from the more cultivated a good 
 bearing, some knowledge of dress and manners. 
 He must be very dull indeed and hopelessly in- 
 curable, if at the end of his four years he is rec- 
 ognizable as the same person in these respects. 
 He learns also to talk ; he must be ready to answer 
 the jibe and jest; he must defend himself. When 
 he sits on the platform at graduation, he is a dif- 
 ferent man. He is developed, polished, has left 
 behind forever his former crudities. 
 
 [322 ] 
 
Working One's Way Through College 
 
 The vices of college life are commonly much 
 exaggerated. The vicious among the youths are 
 already vicious when they arrive, or are viciously 
 disposed. They are the men who would be vicious 
 under any circumstances. The majority of stu- 
 dents are a fairly clean and sound set of young 
 men. Some of them are conspicuously so. The 
 temptations of college life are only the tempta- 
 tions that are to be found anywhere, and the vici- 
 ously disposed will find them anywhere. If there 
 are temptations there are also strong restraining 
 influences. There are the college laws, profes- 
 sorial oversight, the church, the influence of the 
 stronger and manlier students, the routine of 
 work, healthful and exhilarating games, and social 
 pleasures and influences of the community. 
 
 The college towns ordinarily afford the stu- 
 dents a good degree of social enjoyment among 
 the people of the community. The students gen- 
 erally have ready access to the homes of the peo- 
 ple. The society of ladies becomes one of the 
 important pleasures and refining influences of their 
 career as students. The families of the profes- 
 sors, with the characters and attainments of those 
 savants, present a high local standard of culture, 
 whose effect extends throughout the community. 
 College towns, from the presence of the teachers 
 
 [323 ] 
 
Working One's Way Through College 
 
 and their households and the considerable num- 
 ber of persons usually found in such places who 
 from force of neighborhood have taken part 
 or all of the courses, commonly have a more intel- 
 lectual tone than other communities. The stu- 
 dents thus live in a place of more than ordinary 
 culture.- The whole society is to some degree im- 
 pregnated with this influence. The town may be 
 a very small and imperfect Athens, but still it is 
 an Athens compared with collegeless villages. 
 
 College life affords these and many more ad- 
 vantages and interests, opens to all new oppor- 
 tunities and outlooks. Even to the most hard- 
 working self-supporter it has many joys; and for 
 him, as for all, it promises possibilities of in- 
 creased power and usefulness. 
 
 [ 324 ] 
 
CHAPTER XXV 
 
 BUREAU FOR STUDENT AID, CARNEGIE 
 TECHNICAL SCHOOLS 
 
 Of the twenty-six men who have filled the office 
 of President of the United States, seventeen received 
 a college education. 
 
 A REPORT from the Carnegie Technical 
 Schools, where the needs by the self-support- 
 ing student have been the particular concern of the 
 authorities, describes conditions in the following 
 account : 
 
 " The problem of securing employment for students 
 is a very real one, and one which is of increasing 
 importance in most of the large colleges of the coun- 
 try. In providing its faculty, the institution is car- 
 ing for the instructional side only; but while this is 
 its fundamental purpose, it has also to meet another 
 vital problem — helping its students to support them- 
 selves during their educational period. 
 
 " Through a Bureau for Student Aid, organized 
 and maintained by the officers of the schools, every 
 effort is accordingly made to help the student of lim- 
 ited means who enters the Carnegie Technical 
 Schools. These schools were created primarily to 
 
 [ 325 ] 
 
Working One's Way Through College 
 
 serve the masses — that large body of youth of the 
 coming generation who have sufficient means to begin 
 their education, but who have not the means of pur- 
 suing their courses of study without some pecuniary 
 assistance — whose main asset is their determination 
 to become educated men. In thus assisting young 
 men to maintain themselves, the institution assumes 
 the rightful relation of Alma Mater. 
 
 " Pittsburgh, world-famous as a centre of industrial 
 activity, presents exceptional opportunities in the way 
 of employment. This fact alone naturally attracts a 
 great number of young men, and at the same time 
 brings the necessity of some organization to place the 
 opportunity for self-support before the students. 
 
 " Some three years ago a Bureau for Student Aid 
 was organized, and the service rendered has been con- 
 spicuous from the first and increasingly effective from 
 year to year. The issuing of application blanks solved 
 the problem of supply in short order, but to create a 
 demand for student help in the community was more 
 difficult. By correspondence, by personal calls on 
 employers of labor in this district, with some news- 
 paper publicity, and with the aid of our school weekly 
 publication, the existence of the Bureau gradually be- 
 came known, and opportunities for work followed. 
 
 " The function of such a Bureau as had been 
 organized must be to secure suitable employment for 
 the applicant — in other words, to fit the right man 
 into the right place. This could be done only as the 
 scope of the work at this institution became better 
 known, and the courses the young men were taking 
 better understood. The work once started, however, 
 
 [ 326 1 
 
Working One's Way Through College 
 
 gained momentum from year to year, and the prestige 
 of the Bureau has been greatly strengthened by the 
 high standard of scholarship which has been main- 
 tained by the institution. 
 
 " Fully half of the enrolment of the Carnegie 
 Technical Schools is found in the night classes, where, 
 speaking in very general terms, the students are able 
 to come only on certain nights during the week. Thus 
 the problem, though at once complicated, was at the 
 same time made intensely interesting. 
 
 " Opportunities for employment are not limitless 
 even in a city like Pittsburgh; and for this reason 
 prospective students are urged not to enter unless they 
 have funds sufficient to carry them through the first 
 half of the school year. By the end of that time they 
 will have become more familiar with the employment 
 opportunities which Pittsburgh affords, and will not 
 be obliged to hamper their work at the start by having 
 to face the problem of self-support. 
 
 " Every effort is made by the Bureau to secure em- 
 ployment on Saturdays, and after school hours for 
 students in the day school. These deserving young 
 men work as part-time assistants in chemical labora- 
 tories, as helpers in machine shops and garages, as 
 electrical testmen and part-time draughtsmen, as care- 
 takers of lawns and gardens, as clerks and packers 
 in the large department stores, as general helpers, 
 messengers, ticket-takers, ushers — in fact, in any 
 capacity in which they can earn money to pay their 
 expenses. 
 
 " Among the students in the night schools an in- 
 creasingly large number come each year from out of 
 
 [327] 
 
Working One's Way Through College 
 
 town, hoping to find employment during the day in 
 the business and manufacturing districts of the city. 
 Many of these young men have already learned a 
 trade, or have had several years' training in an office, 
 or have gained mill or shop experience before coming 
 to Pittsburgh. With such cases, except in very hard 
 times, the Bureau has found comparatively little diffi- 
 culty. Employers are always ready to take on a man 
 who has had a year or two of practical work, and who 
 is, moreover, ambitious to better himself by hard study 
 at night. It is, moreover, often possible to secure 
 permanent work for a young man who is without ex- 
 perience of any sort, if he is ambitious and energetic. 
 Indeed, upon the conscientious efforts of the students 
 for whom it secures positions, upon their earnestness 
 and close application to their duties, depends, in large 
 measure, the success of the endeavors of those to 
 whose charge this work has been intrusted. 
 
 " The schools maintain a department of health, re- 
 quiring a physical examination of every entering 
 student, the results of which are represented in his 
 regular course of study by credit marks, a certain 
 number of which he must obtain to graduate. This 
 work is a very effective means of correcting the 
 abuse of allowing students to attempt too much outside 
 work. 
 
 " In applying for work the student is requested to 
 give any practical experience he may have had or any 
 employment for which he is especially fitted or may 
 have a preference for. His teachers are then con- 
 sulted as to his scholastic standing, his promptness, 
 his accuracy, his energy, etc. He is also interviewed. 
 
 [328 ] 
 
Working One's Way Through College 
 
 by the Bureau on his personality, his general bearing, 
 his determination, adaptability, etc. 
 
 " In order to make our report of the student to the 
 employer complete, the latter receives not only a 
 printed card of introduction, presented by the student, 
 but also a confidential report from the Bureau, of the 
 strong and weak points of the applicant. The greatest 
 care is used in determining the student's qualifica- 
 tions for a particular position; no student is recom- 
 mended for any position unless he can demonstrate 
 to our satisfaction his ability to fill the post. By this 
 means the Bureau has been able to establish a reputa- 
 tion for reliability in its recommendations, which is 
 its strongest asset. This is especially true of posi- 
 tions requiring considerable technical knowledge, 
 whereas in minor posts, where the chief requirements 
 are energy and reliability, students are sometimes 
 recommended by us who are slightly below creditable 
 standing, provided the cause of such deficiency is be- 
 lieved to be only temporary. This is a departure from 
 the practice at other institutions; but after studying 
 carefully each individual case, we believe we are 
 justified by the results. 
 
 " In conclusion, the following brief statement of 
 the work of the Bureau for the year 1910-11 may be 
 of interest: 
 
 Number of Applications Received . . . . 351 
 
 Positions Offered and Solicited 325 
 
 Students Placed in Positions 301 
 
 Divided as follows: 
 
 Full-time employment (night students) . . . 119 
 
 [ 329 ] 
 
Working One's Way Through College 
 
 Part-time employment (day students) . . . 159 
 Graduate employment 23 
 
 " The earning power of the students, estimated on 
 the basis of time for which the student is engaged 
 either in temporary work by the day or the week or 
 in permanent work by the year, may be summarized 
 as follows: 
 
 Total wages secured for students in 
 
 full-time positions $83,808.00 
 
 Total wages secured for students for 
 
 part-time work $ 13,648.50 
 
 Total wages secured for graduates . 16,163.00 
 
 Grand Total 113,619.50" 
 
 [330] 
 
CHAPTER XXVI 
 
 FREE EDUCATION IN THE NATIONAL 
 ACADEMIES AT WEST POINT, ANNAPO- 
 LIS, AND NEW LONDON 
 
 The young people who work their way through 
 college, thereby showing that they care enough for 
 an education to labor hard to attain it, are the ones 
 who usually value what costs them more than money. 
 
 WHAT is said in this chapter does not, of 
 course, have to do with self-support at col- 
 lege, but it concerns a large number of boys and 
 young men who are desirous of education but are 
 without money to pay necessary expenses. The 
 subject of these National, schools is treated here at 
 length, for the reason that while it might be as- 
 sumed that the terms and possibilities of education 
 at the National academies might be familiar to 
 American youths in general, such is not the fact. 
 The average boy or young man actually knows 
 little or nothing of these conditions. The extent 
 of his information in general is that these acad- 
 emies exist, that Congressmen and Senators have 
 
 [331 ] 
 
Working One's Way Through College 
 
 the power of appointments, and that the entrance 
 examinations arc very difficult. 
 
 To make clear to any who are interested in 
 regard to Annapolis, West Point, or the Revenue- 
 Cutter Service School at New London, we repro- 
 duce a portion of the information provided by 
 the Government concerning these schools: 
 
 REGULATIONS GOVERNING THE ADMIS- 
 SION OF CANDIDATES INTO THE NA- 
 VAL ACADEMY AS MIDSHIPMEN 
 
 GENERAL REMARKS 
 
 1. There being no provision whatever for the pay- 
 ment of the travelling expenses of rejected candidates 
 for admission, no candidate should fail to provide him- 
 self in advance with the means of returning home, in 
 case of his rejection before either of the examining 
 boards, as he may otherwise be put to considerable 
 inconvenience. 
 
 2. It is suggested to all candidates for admission to 
 the Naval Academy that, before leaving their places 
 of residence for Annapolis, they should cause them- 
 selves to be thoroughly examined by a competent phy- 
 sician, particularly regarding eyesight, hearing, and 
 heart trouble; and by a teacher or instructor in good 
 standing. A defect, such as varicocele, which is ordi- 
 narily removable by operation, should be remedied 
 prior to appearing at the Naval Academy for physical 
 examination. By such an examination, any serious 
 
 [ 332 ] 
 
Working One's Way Through College 
 
 physical disqualification, or deficiency in mental prep- 
 aration, would be revealed, and the candidate probably 
 spared the expense and trouble of a useless jour- 
 ney, and the mortification of rejection. It should be 
 understood that the informal examination herein rec- 
 ommended is solely for the convenience and benefit 
 of the candidate himself, and can in no manner affect 
 the decision of the Examining Boards at Annapolis. 
 
 3. A sound body and constitution, suitable prepara- 
 tion, good natural capacity, an aptitude for study, in- 
 dustrious habits, perseverance, an obedient and orderly 
 disposition, and a correct moral deportment are such 
 essential qualifications that candidates knowingly de- 
 ficient in any of these respects should not, as many 
 do, subject themselves and their friends to the chances 
 of future mortification and disappointment by accept- 
 ing appointments at the Naval Academy and enter- 
 ing on a career which they can not successfully 
 pursue. 
 
 4. The selection of candidates, by competitive ex- 
 amination or otherwise, for nomination from any con- 
 gressional district, is entirely in the hands of the 
 Member of Congress entitled to the appointment, and 
 all applications for appointment or inquiries relative 
 to competitive examinations should be addressed to 
 the Congressman representing the congressional dis- 
 trict in which the vacancy exists. 
 
 'NOMINATION 
 
 6. The students of the Naval Academy are styled 
 midshipmen. 
 
 [333 ] 
 
Working One's Way Through College 
 
 7. Two midshipmen are allowed for each Senator, 
 Representative, and Delegate in Congress, two for 
 the District of Columbia, and five each year from the 
 United States at large. The appointments from the 
 District of Columbia and five each year at large are 
 made by the President. 
 
 8. One midshipman is allowed from Porto Rico, 
 who must be a native of that island. The appoint- 
 ment is made by the President, on the recommenda- 
 tion of the Governor of Porto Rico. 
 
 9. After June thirtieth, nineteen hundred and thir- 
 teen, each Senator, Representative, and Delegate in 
 Congress will be allowed to appoint but one midship- 
 man instead of two. 
 
 10. The course for midshipmen is six years — four 
 years at the Academy, when the succeeding appoint- 
 ment is made, and two years at sea, at the expiration 
 of which time the examination for final graduation 
 takes place. 
 
 11. Midshipmen who pass the examination for final 
 graduation are appointed to fill vacancies in the lower 
 grade of the Line of the Navy; and occasionally to 
 fill vacancies in the Marine Corps and in certain of 
 the staff corps of the Navy. 
 
 12. " Hereafter the Secretary of the Navy shall, 
 as soon as possible after the first day of June of each 
 year preceding the graduation of midshipmen in the 
 succeeding year, notify in writing each Senator, 
 Representative, and Delegate in Congress of any 
 vacancy that will exist at the Naval Academy because 
 of such graduation, or that may occur for other 
 reasons, and which he shall be entitled to fill by 
 
 [334 ] 
 
Working One's Way Through College 
 
 nomination of a candidate and one or more alternates 
 therefor. The nomination of a candidate and alter- 
 nate or alternates to fill said vacancy shall be made 
 upon the recommendation of the Senator, Represen- 
 tative, or Delegate, if said recommendation is made by 
 the fourth day of March of the year following that in 
 which said notice in writing is given; but if it is not 
 made by that time the Secretary of the Navy shall fill 
 the vacancy by appointment of an actual resident of 
 the State, congressional district, or Territory, as the 
 case may be, in which the vacancy will exist, who shall 
 have been for at least two years immediately preced- 
 ing the date of his appointment an actual and bona 
 fide resident of the State, congressional district, or 
 Territory in which the vacancy will exist and of the 
 legal qualification under the law as now provided. 
 In cases where by reason of a vacancy in the member- 
 ship of the Senate or House of Representatives, or 
 by the death or declination of a candidate for admis- 
 sion to the Academy, there occurs or is about to occur 
 at the Academy a vacancy for any State, district, or 
 Territory that can not be filled by nomination as 
 herein provided, the same may be filled as soon there- 
 after and before the final entrance examination for 
 the year as the Secretary of the Navy may deter- 
 mine." — (Act approved June 29, 1906.) 
 
 13. Candidates allowed for congressional districts, 
 for Territories, and for the District of Columbia must 
 be actual residents of the districts or Territories, re- 
 spectively, from which they are nominated. 
 
 14. All candidates must, at the time of their ex- 
 amination for admission, be between the ages of 
 
 [335] 
 
Working One's Way Through College 
 
 sixteen and twenty years. A candidate is eligible for 
 appointment on the day he becomes sixteen and is 
 ineligible on the day he becomes twenty years of age. 
 
 EXAMINATION 
 
 15. "All candidates for admission into the Acad- 
 emy shall be examined according to such regulations 
 and at such stated times as the Secretary of the Navy 
 may prescribe. Candidates rejected at such examina- 
 tion shall not have the privilege of another examination 
 for admission to the same class unless recommended 
 by the Board of Examiners." — {Rev. Stat., § 1515.) 
 
 16. When any candidate who has been nominated 
 upon the recommendation of a Senator, Member, or 
 Delegate of the House of Representatives is found, 
 upon examination, to be physically or mentally dis- 
 qualified for admission, the Senator, Member, or 
 Delegate shall be notified to recommend another candi- 
 date, who shall be examined according to the provi- 
 sions of the preceding section. 
 
 17. Beginning with the year nineteen hundred and 
 four, but two examinations for admission of midship- 
 men to the Academy will be held each year, as fol- 
 lows: (a) The first examination to be held on the 
 third Tuesday in April, under the supervision of 
 the Civil Service Commission, at points named in the 
 accompanying list. All those qualifying mentally who 
 are entitled to appointment in order of nomination 
 will be notified by the superintendent of the Naval 
 Academy when to report at the Academy for physical 
 examination, and if physically qualified will be 
 appointed. 
 
 [ 836] 
 
Working One's Way Through College 
 
 Alabama — 
 
 Birmingham. 
 
 Mobile, c. h. 
 
 Montgomery. 
 Arizona — 
 
 Douglas, c. h. 
 
 Phoenix. 
 
 Prescott. 
 
 Tucson. 
 Arkansas — 
 
 Fayetteville. 
 
 Fort Smith. 
 
 Helena. 
 
 Jonesboro. 
 
 Little Rock. 
 
 Texarkana. 
 California — 
 
 Eureka. 
 
 Fresno. 
 
 Los Angeles. 
 
 Marysville. 
 
 Red Bluff. 
 
 Sacramento. 
 
 San Bernardino. 
 
 San Diego. 
 
 San Jose. 
 
 San Francisco. 
 
 San Luis Obispo. 
 Colorado — 
 
 Denver. 
 
 Durango. 
 
 Fort Collins. 
 
 Grand Junction. 
 
 Leadville. 
 
 Montrose. 
 
 Pueblo. 
 
 Trinidad. 
 Connecticut — 
 
 Hartford, c. H. 
 
 Middletown. 
 
 New Haven. 
 Delaware — 
 
 Wilmington. 
 District of Columbia- 
 
 Washington. 
 Florida — 
 
 Gainesville. 
 
 Jacksonville. 
 
 Key West. 
 
 Miami. 
 
 Pensacola. 
 
 Tampa. 
 Georgia — 
 
 Athens. 
 
 Atlanta. 
 
 Augusta. 
 
 Macon. 
 
 Savannah. 
 
 Thomasville. 
 Hawaii — 
 
 Honolulu, c. H. 
 Idaho — 
 
 Boise. 
 
 Moscow. 
 [ 337 ] 
 
Working One's Way Through College 
 
 Idaho, cont'd 
 
 Pocatello. 
 Illinois — 
 
 Cairo. 
 
 Champaign. 
 
 Chicago. 
 
 East St. Louis. 
 
 Freeport. 
 
 Peoria. 
 
 Quincy. 
 
 Springfield. 
 Indiana — 
 
 Bloomington. 
 
 Elkhart. 
 
 Evansville. 
 
 Fort Wayne. 
 
 Indianapolis. 
 
 Lafayette. 
 
 New Albany. 
 
 Richmond. 
 
 Terre Haute. 
 
 Valparaiso. 
 Iowa — 
 
 Ames. 
 
 Burlington. 
 
 Council Bluffs. 
 
 Davenport. 
 
 Des Moines. 
 
 Dubuque. 
 
 Fort Dodge. 
 
 Iowa City. 
 
 Mason City. 
 
 Sioux City. 
 
 Waterloo. 
 Kansas — 
 
 Concordia. 
 
 Emporia. 
 
 Fort Scott. 
 
 Kansas City. 
 
 Lawrence. 
 
 Manhattan. 
 
 Salina. 
 
 Topeka. 
 
 Wichita. 
 Kentucky — 
 
 Ashland. 
 
 Bowling Green. 
 
 Covington. 
 
 Lexington. 
 
 Louisville. 
 
 Owensboro. 
 
 Paducah. 
 Louisiana — 
 
 Alexandria. 
 
 Baton Rouge. 
 
 Lake Charles. 
 
 Monroe. 
 
 New Orleans, c. H, 
 
 Shreveport. 
 Maine — 
 
 Bangor. 
 
 Bath. 
 
 Calais, c. H. 
 
 Houlton. 
 [ 338 ] 
 
Working One y s Way Through College 
 
 Maine, cont'd 
 
 Lewiston. 
 
 Portland. 
 Maryland — 
 
 Baltimore. 
 
 Cumberland. 
 
 Salisbury. 
 Massachusetts — 
 
 Boston. 
 
 Fall River. 
 
 Fitchburg. 
 
 Lawrence. 
 
 Lowell. 
 
 Pittsfield. 
 
 Springfield. 
 
 Worcester. 
 Michigan — 
 
 Ann Arbor. 
 
 Detroit. 
 
 Grand Rapids. 
 
 Manistee. 
 
 Marquette. 
 
 Saginaw. 
 
 Sault Ste. Marie, c. h. 
 
 Traverse City. 
 Minnesota — 
 
 Crookston. 
 
 Duluth. 
 
 Fergus Falls. 
 
 Mankato. 
 
 St. Paul. 
 
 Mississippi — 
 
 Greenville. 
 
 Meridian. 
 
 Vicksburg. 
 Missouri — 
 
 Columbia. 
 
 Jefferson City. 
 
 Kansas City. 
 
 Kirksville. 
 
 Poplar Bluff. 
 
 Springfield. 
 
 St. Joseph. 
 
 St. Louis. Old c. h« 
 Montana — 
 
 Billings. 
 
 Bozeman. 
 
 Butte. 
 
 Great Falls. 
 
 Helena. 
 
 Kalispell. 
 
 Miles City. 
 
 Missoula. 
 Nebraska — 
 
 Grand Island. 
 
 Lincoln. 
 
 Norfolk. 
 
 North Platte. 
 
 Omaha. 
 Nevada — 
 
 Carson City. 
 
 Reno. 
 
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Working One's Way Through College 
 
 New Hampshire — 
 
 Concord. 
 
 Hanover. 
 
 Keene. 
 
 Manchester. 
 
 Portsmouth. 
 New Jersey — 
 
 Newark. 
 
 Trenton. 
 New Mexico — 
 
 Albuquerque. 
 
 Las Vegas. 
 
 Roswell. 
 
 Santa Fe. 
 New York — 
 
 Binghamton. 
 
 Buffalo. 
 
 Elmira. 
 
 Ithaca. 
 
 Jamestown. 
 
 New York. c. h. 
 
 Ogdensburg. c. h. 
 
 Plattsburg. c. H. 
 
 Poughkeepsie. 
 
 Rochester. 
 
 Syracuse. 
 
 Troy. 
 
 Utica. 
 North Carolina — 
 
 Asheville. 
 
 Charlotte. 
 
 Durham. 
 
 Goldsboro. 
 
 Greensboro. 
 
 Raleigh. 
 
 Wilmington. 
 North Dakota — 
 
 Bismarck. 
 
 Fargo. 
 
 Grand Forks. 
 
 Minot. 
 
 Pembina, c. h. 
 Ohio — 
 
 Canton. 
 
 Chillicothe. 
 
 Cincinnati. 
 
 Cleveland, c. H. 
 
 Columbus. 
 
 Dayton. 
 
 Ironton. 
 
 Lima. 
 
 Mansfield. 
 
 Marietta. 
 
 Steubenville. 
 
 Toledo. 
 
 Youngstown. 
 
 Zanesville. 
 Oklahoma — 
 
 Ardmore. 
 
 Enid. 
 
 Guthrie. 
 
 McAlester. 
 
 Muskogee. 
 
 Oklahoma. 
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Working One's Way Through College 
 
 Oregon — 
 
 Astoria, c. h. 
 
 Baker City. 
 
 Eugene. 
 
 Grants Pass. 
 
 Pendleton. 
 
 Portland. 
 Pennsylvania — 
 
 Altoona. 
 
 Harrisburg. 
 
 Philadelphia. 
 
 Pittsburgh. 
 
 South Bethlehem. 
 
 Warren. 
 
 Wilkes-Barre. 
 
 Williamsport. 
 Porto Rico — 
 
 San Juan. 
 Rhode Island — 
 
 Providence. 
 South Carolina — 
 
 Charleston. 
 
 Columbia. 
 
 Greenville. 
 South Dakota — 
 
 Aberdeen. 
 
 Deadwood. 
 
 Pierre. 
 
 Sioux Falls. 
 
 Watertown. 
 Tennessee — 
 
 Bristol. 
 
 Chattanooga. 
 
 Knoxville. 
 
 Memphis. 
 
 Nashville. 
 Texas — 
 
 Amarillo. 
 
 Austin. 
 
 Brownsville, c. H. 
 
 Dallas. 
 
 El Paso. c. h. 
 
 Houston. 
 
 San Antonio. 
 
 Waco. 
 Utah — 
 
 Logan. 
 
 Provo. 
 
 Salt Lake City. 
 Vermont — 
 
 Burlington, c. h. 
 
 Montpelier. 
 
 Rutland. 
 
 St. Johnsbury. 
 Virginia — 
 
 Alexandria. 
 
 Charlottesville. 
 
 Lynchburg. 
 
 Norfolk. 
 
 Richmond. 
 
 Roanoke. 
 
 Staunton. 
 Washington — 
 
 Bellingham. 
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Working One's Way Through College 
 
 Washington, cont'd 
 
 North Yakima. 
 
 Pofct Townsend 
 
 Pullman. 
 
 Seattle. 
 
 Spokane. 
 
 Tacoma. 
 
 Vancouver. 
 
 Walla Walla. 
 West Virginia — 
 
 Charleston. 
 
 Fairmont. 
 
 Huntington. 
 
 Martinsburg. 
 
 Parkersburg. 
 
 Wheeling. 
 
 Wisconsin — 
 Appleton. 
 c. h. Ashland. 
 
 Chippewa Falls. 
 La Crosse. 
 Madison. 
 Marinette. 
 Milwaukee. 
 Wausau. 
 Wyoming — 
 Cheyenne. 
 Laramie. 
 Rock Springs. 
 Sheridan. 
 
 Candidates nominated for the April examination 
 may be examined at Washington, D. C, if so desired, 
 or at any of the places in any State named in the 
 accompanying list. 
 
 Senators and Representatives are requested, when 
 designating their nominees, to give the place at which 
 it is desired they should be examined if nominated 
 for the April examination. 
 
 (6) The second and last examination will be held 
 at Annapolis, Md., only, on the third Tuesday in 
 June, under the supervision of the Superintendent of 
 the Naval Academy. Candidates are examined men- 
 tally at this examination, and all those entitled to 
 appointment, in order of nomination, will be directed 
 
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Working One's Way Through College 
 
 by the Superintendent to report for physical exam- 
 ination,, as soon thereafter as practicable, at the Naval 
 Academy. 1 
 
 18. Alternates are given the privilege of reporting 
 for mental examination at the same time with the 
 principal. 
 
 19. No examination will be held later than the 
 third Tuesday in June. The large number of mid- 
 shipmen to be instructed and drilled makes this rule 
 necessary, and it is to the great advantage of the 
 new midshipmen themselves. The summer months 
 are utilized in preliminary instruction in professional 
 branches and drills, such as handling boats under oars 
 and sails, and in seamanship, gunnery, and infantry 
 drills. These practical exercises form most excellent 
 groundwork as a preparation for the academic course. 
 
 20. The examination papers used in all examina- 
 tions are prepared at the Naval Academy and the 
 examinations of candidates are finally passed upon 
 by the Academic Board. No candidate shall be ad- 
 mitted unless, in the opinion of the Academic Board, 
 he shows the requisite mental qualifications. 
 
 21. Under the law, candidates failing to pass the 
 entrance examinations can not be allowed another ex- 
 amination for admission to the same class unless rec- 
 ommended for reexamination by the Board of 
 Examiners (*. e., Academic Board). 
 
 22. Candidates who have successfully passed the 
 entrance examination in a previous year shall not be 
 
 i After the June examination, 1911, both the April and 
 June mental examinations will be conducted under the super- 
 vision of the Civil Service Commission. 
 
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Working One's Way Through College 
 
 required to take another mental examination for ad- 
 mission, in the event of reappointment. 
 
 23. The Civil Service Commission merely conducts 
 the examination of candidates whose names have been 
 furnished by the Navy Department. All correspond- 
 ence relative to the nomination and examination of 
 candidates should be addressed to the Bureau of Nav- 
 igation, Navy Department, Washington, D. C. 
 
 24. Candidates will be required to enter the Acad- 
 emy immediately after passing the prescribed mental 
 and physical examinations. 
 
 25. No leave of absence will be granted to midship- 
 men of the fourth class. 
 
 26. Candidates will be examined physically at the 
 Naval Academy by a board composed of three medical 
 officers of the Navy, whose decision will be final. 
 
 27. Physical examinations shall habitually be held 
 at the following times: 
 
 (a) For candidates mentally examined in April 
 or in a previous year, beginning at the latest prac- 
 ticable date to insure completion by the third Tues- 
 day in June. 
 
 (b) For candidates mentally examined in June, as 
 soon as practicable after the completion of the men- 
 tal examination. 
 
 PHYSICAL REQUIREMENTS 
 
 28. Candidates are required to be of good moral 
 character, physically sound, well formed, and of ro- 
 bust constitution. 
 
 29. Any one of the following conditions will be 
 sufficient to cause the rejection of a candidate, viz.: 
 
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Working One's Way Through College 
 
 (a) Feeble constitution, inherited or acquired. 
 (6) Retarded development. 
 
 (c) Impaired general health. 
 
 (d) Decided cachexia, diathesis, or predisposition. 
 
 (e) Any disease, deformity, or result of injury that 
 would impair efficiency ; such as — 
 
 (e«) Weak or disordered intellect. 
 
 (e&) Cutaneous or communicable disease. 
 
 (ec) Unnatural curvature of the spine, torticollis, 
 or other deformity. 
 
 (ec?) Inefficiency of either of the extremities or 
 large articulations from any cause. 
 
 (e/) Epilepsy or other convulsions within five 
 years. 
 
 (/) Impaired vision, disease of the organs of vi- 
 sion, imperfect color sense; visual acuteness must be 
 normal, i, e., 20/20 for each eye without the aid of 
 glasses. 
 
 (g) Impaired hearing or disease of either ear. 
 The organs of hearing, both the conductive apparatus 
 (outer and middle ear) and the percipient apparatus 
 (internal ear), must be free from disease. In test- 
 ing the hearing of the candidate, the voice, the tick- 
 ing of a watch, and, if practicable, Politzer's 
 acoumeter shall be employed. 
 
 The voice is a more reliable method of determining 
 the acuteness of hearing than the ticking of an ordi- 
 nary watch, as it allows for variations in hearing, 
 with the modifications produced by changes in pitch 
 and tone. Hearing in each ear must be normally 
 acute to the spoken and whispered voice. In examin- 
 ing the acuteness of the hearing with the voice, one 
 
 [345 ] 
 
Working One's Way Through College 
 
 ear of the candidate should be closed while the other 
 ear is being examined, and his eyes should be covered 
 to prevent lip reading. The ticking of an ordinary 
 watch should be heard a distance of 40 inches. 
 
 (h) Chronic nasal catarrh, ozaena, polypi, or great 
 enlargement of the tonsils. 
 
 (i) Impediment of speech to such an extent as to 
 impair efficiency in the performance of duty. 
 
 (A;) Disease of heart or lungs or decided indica- 
 tions of liability to cardiac or pulmonary affections. 
 
 (I) Hernia, complete or incomplete, and unde- 
 scended testis. 
 
 (m) Varicocele, sarcocele, hydrocele, stricture, 
 fistula, hemorrhoids, or varicose veins of lower limbs. 
 
 (ft) Disease of the genito-urinary organs. 
 
 (o) Chronic ulcers, ingrowing nails, large bun- 
 ions, cross or hammer toes, or other deformity of 
 the feet. 
 
 (p) Loss of many teeth, or teeth generally un- 
 sound. There shall be at least eight opposing molars, 
 two on each side in each jaw. 
 
 30. Attention will also be paid to the stature of 
 the candidate, and no one manifestly under size for 
 his age will be received at the Academy. The height 
 of candidates for admission shall not be less than 
 5 feet 2 inches between the ages of 16 and 18 years, 
 and not less than 5 feet 4 inches between the ages of 
 18 and 20 years; and the minimum weight at 16 
 years of age shall be 105 pounds, with an increase 
 of not less than 5 pounds for each additional year, 
 or fraction of a year over one-half. Any marked 
 deviation in the height and weight relative to the 
 
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Working One's Way Through College 
 
 age of a candidate will add materially to the consid- 
 eration for rejection. 
 
 31. Candidates must be unmarried, and any mid- 
 shipman who shall marry, or who shall be found to 
 be married, before his final graduation, shall be dis- 
 missed the service. 
 
 MENTAL REQUIREMENTS 
 
 32. Candidates will be examined mentally in punc- 
 tuation, spelling, arithmetic, geography, English 
 grammar, United States history, world's history, al- 
 gebra through quadratic equations, and plane geom- 
 etry (five books of Chauvenet's Geometry, or an 
 equivalent). Deficiency in any one of these subjects 
 may be sufficient to insure the rejection of the candi- 
 date. 
 
 GENERAL CHARACTER OF THE MENTAL EXAMINATION 
 
 33. Reading and Writing. — Candidates must be 
 able to read understandingly, and with proper accent 
 and emphasis, and to write legibly, neatly, and rap- 
 idly. 
 
 34. Spelling. — They must be able to write, from 
 dictation, a list of not more than one hundred selected 
 words, or paragraphs from standard pieces of English 
 literature, both prose and poetr}^ sufficient in number 
 to test fully their qualifications in this branch. The 
 spelling throughout the examination will be consid- 
 ered in marking the papers. The Academic Board 
 are instructed not to reject a candidate whose only 
 deficiency is in spelling when the mark therefor is 
 
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Working Ones Way Through College 
 
 above a certain figure, to be fixed by the board, sub- 
 ject to the revision of the Department. 
 
 35. Punctuation and Capitals. — They must be 
 familiar with the rules for punctuation and for the 
 use of capitals. In order to test their knowledge, 
 sentences may be given for correction. Punctuation 
 and the use of capitals throughout the examination 
 will be considered in marking paper. 
 
 36. Grammar. — Candidates must exhibit thorough 
 familiarity with English grammar; they must be able 
 to analyze and parse any sentence given, showing 
 clearly the relations between the different parts of 
 speech, and giving the rules governing those rela- 
 tions. The subject and predicate in the sentence 
 must be given, with modifiers (if any), and also the 
 part of speech, and kind, case, voice, mood, tense, 
 number, person, degree of comparison, etc., as the 
 case may be, of each word, and its relation to other 
 words in the sentence. 
 
 They must be able to define the terms used in gram- 
 mar, a number of which may be given as a test of 
 their knowledge. 
 
 Sentences containing grammatical mistakes may be 
 given for correction. 
 
 A composition on one of three subjects will be re- 
 quired. 
 
 Since the school grammars used in different parts of 
 the country vary among themselves in their treatment 
 of certain words, an answer approved by any gram- 
 mar of good repute will be accepted. 
 
 37. Geography. — Candidates will be required to pass 
 a satisfactory examination in descriptive geography, 
 
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Working One's Way Through College. 
 
 particularly of our own country. Questions will 
 be given under the following heads: The defini- 
 tions of latitude and longitude (including problems 
 with regard to differences of time between places) ; 
 the zones ; the grand divisions of land and water ; the 
 character of coast lines ; the climate of different parts 
 of the United States; trade winds; the direction and 
 position of important mountain chains and the locality 
 of the higher peaks; the position and course of the 
 principal rivers, their tributaries, and the bodies of 
 water into which they flow; the position of important 
 seas, bays, gulfs, and arms of the sea; the position 
 of independent States, their boundaries and capital 
 cities; the position and direction of great peninsulas 
 and the situation of important and prominent capes, 
 straits, sounds, channels, and the most important 
 canals; great lakes and inland seas; position and 
 political connection of important islands and colonial 
 possessions; location of cities of historical, political, 
 or commercial importance, attention being especially 
 called to the rivers and bodies of water on which 
 cities are situated; the course of a vessel in making 
 a voyage between well-known ports. 
 
 The candidate's knowledge of the geography of the 
 United States can not be too full or specific on all the 
 points referred to above. Accurate knowledge will 
 also be required of the position of the country with 
 reference to other States, and with reference to lati- 
 tude and longitude, of the boundaries and relative 
 position of the States and Territories, of the name and 
 position of their capitals, and of other important 
 cities and towns. 
 
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Working Ones Way Through College 
 
 38. United States History. — The examination in 
 this branch will include questions concerning the 
 early settlements in this country; the forms of gov- 
 ernment in the colonies; the causes, leading events, 
 and results of wars ; and prominent events in the his- 
 tory of our Government since its foundation. 
 
 39. World's History. — Candidates must be famil- 
 iar with the general history of the world, including 
 the rise and the fall of empires and of dynasties ; 
 changes in territory as the result of wars or from 
 other causes ; the most important treaties of peace ; 
 the relations between church and state in different 
 countries; in brief, such information as may be found 
 in the ordinary general histories. 
 
 40. Arithmetic. — The candidate will be re- 
 quired — 
 
 To express in figures any whole, decimal, or mixed 
 number ; to write in words any given number ; to per- 
 form with facility and accuracy the various operations 
 of addition, subtraction, multiplication, and division 
 of whole numbers, whether abstract or compound, and 
 to use with facility the tables of money, weights, and 
 measures in common use, including English money. 
 
 To reduce compound numbers from one denomina- 
 tion to another, and to express them as decimals or 
 fractions of a higher or lower denomination; to state 
 the number of cubic inches in a gallon and the rela- 
 tion between the troy and avoirdupois pounds, and 
 to reduce differences of time to differences of longi- 
 tude and vice versa. 
 
 To define prime and composite numbers; to give 
 the tests of divisibility by 3, 5, 9, 11, 25, and 125; 
 
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Working One's Way Through College 
 
 to resolve numbers into their prime factors, and to 
 find the least common multiple and the greatest com- 
 mon divisor of large as well as of small numbers. 
 
 To be familiar with all the processes of common 
 and decimal fractions; to give clearly the reasons for 
 such processes, and to be able to use the contracted 
 methods of multiplication and division given in the 
 ordinary text-books on arithmetic. 
 
 To define ratio and proportion, and to solve prob- 
 lems in simple and compound proportion. 
 
 To solve problems involving the measurement of 
 rectangular surfaces and of solids; to find the square 
 roots and the cube roots of numbers, and to solve 
 simple problems under percentage, interest, and dis- 
 count. 
 
 The candidates are required to possess such a thor- 
 ough understanding of all the fundamental operations 
 of arithmetic as will enable them to apply the various 
 principles to the solution of any complex problem that 
 can be solved by the methods of arithmetic; in other 
 words, they must possess such a complete knowledge 
 of arithmetic as will enable them to proceed at once 
 to the higher branches of mathematics without further 
 study of arithmetic. 
 
 41. Algebra. — The examination in algebra will in- 
 clude questions and problems upon the fundamental 
 rules, factoring, greatest common divisor, least com- 
 mon multiple, algebraic fractions, equations of the 
 first degree with one or more unknown quantities, 
 simplification of expressions involving surds, and the 
 solution and theory of quadratic equations. 
 
 42. Geometry. — In geometry candidates will be 
 
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Working One's Way Through College 
 
 required to give accurate definitions of terms used in 
 plane geometry, to demonstrate any proposition of 
 plane geometry as given in the ordinary text-books, 
 and to solve simple geometrical problems, either by a 
 construction or by an application of algebra. 
 
 43. The entrance examination used in June, 1908, 
 for the purpose of determining the mental qualifica- 
 tions of candidates for admission is quoted below in 
 full. 
 
 SAMPLE ENTRANCE EXAMINATION 
 
 (June, 1908.) 
 
 DICTATION EXERCISE IN SPELLING. 
 
 The examiner will pronounce distinctly each word, 
 repeating the word if necessary. 
 
 Fifteen minutes are allowed for this subject. 
 
 1. president. 16. recover. 
 
 2. respectfully. 17. investigate. 
 
 3. literature. 18. medical. 
 
 4. submitted. 19. operation. 
 
 5. forty. 20. severely. 
 
 6. leave. 21. athletics. 
 
 7. absence. 22. mathematics 
 
 8. collision. 23. navigation. 
 
 9. accident. 24. physics. 
 
 10. occurred. 25. chemistry. 
 
 11. campaign. 26. commandant. 
 
 12. assemble. 27. necessity. 
 
 13. delayed. 28. financial. 
 
 14. injuries. 29. government. 
 
 15. hospital. 30. occasion. 
 
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Working One's Way Through College 
 
 31. concerned. 
 
 32. carrying. 
 
 33. cruise. 
 
 34. target. 
 
 35. firing. 
 
 36. trophy. 
 
 37. quarantine. 
 
 38. protection. 
 
 39. expansion 
 
 40. cotton. 
 
 41. numerous. 
 
 42. engines. 
 
 43. prejudice. 
 
 44. stratagem. 
 
 45. spherical. 
 
 46. inevitable. 
 
 47. normal. 
 
 48. proceed. 
 
 49. immediately. 
 
 50. arrival. 
 
 51. conceal. 
 
 52. boundary. 
 
 53. military. 
 
 54. college. 
 
 55. acknowledge. 
 
 56. receipt. 
 
 57. communication. 
 
 58. channel. 
 
 59. legitimate. 
 
 60. transaction. 
 
 61. practically. 
 
 62. redeemed. 
 
 63. acceptable. 
 
 64. scheme. 
 
 65. disaster. 
 
 66. temporary. 
 
 67. remedies. 
 
 68. intelligent. 
 
 69. welcome. 
 
 70. undesirable. 
 
 71. permanent. 
 
 72. peril. 
 
 73. furnace. 
 
 74. revision. 
 
 75. written. 
 
 76. mental. 
 
 77. senior. 
 
 78. lieutenant. 
 
 79. ensign. 
 
 80. foreign. 
 
 81. scientific. 
 
 82. simplicity. 
 
 83. library. 
 
 84. equally. 
 
 85. helpful. 
 
 86. purchase. 
 
 87. antagonist, 
 
 88. disease. 
 
 89. appear. 
 
 90. position. 
 
 91. vacancy. 
 
 92. eligible. 
 
 93. fraternal. 
 
 94. relations. 
 
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Working One's Way Through College 
 
 95. impartial. 98. battle. 
 
 96. agreement. 99. discipline. 
 
 97. squadron. 100. skirmish. 
 
 GRAMMAR 
 
 (Time allowed: 1 hour, 45 minutes) 
 I, 
 Correct, if necessary, in whatever way seems de- 
 sirable, the following sentences: 
 
 1. Whom none but Heaven and you and I shall 
 hear. 
 
 2. Sense, and not riches, win esteem. 
 
 3. Praise from a friend or censure from a foe 
 Are lost on hearers that our merits know. 
 
 4. Let me awake the king — he who lies there 
 drenched with sleep. 
 
 5. He comes, nor want nor cold his course delay. 
 
 6. Where nothing save the waves and I 
 Shall hear our mutual murmurs creep. 
 
 7. My robe and mine integrity to heaven 
 Is all I dare now call my own. 
 
 8. The doctor, in his lecture, said that fever always 
 produced thirst. 
 
 ii 
 
 1. Sailing up the river, the whole town may be 
 seen. 
 
 2. Verse and prose run into one another like light 
 and shade. 
 
 3. We sorrow not as them that have no hope. 
 
 4. Now therefore come thou, let us make a cove- 
 nant, I and thou. 
 
 5. He is not only accused of theft but of murder. 
 
 [ 354 ] 
 
Working One's Way Through College 
 
 6. This man with his twelve children were notori- 
 ous robbers. 
 
 7. Nothing but grave and serious studies delight 
 him. 
 
 8. I am a plain blunt man that love my friend. 
 
 HI 
 
 In the following sentences point out the subject, 
 the predicate, and their modifiers, and parse the 
 italicized words : 
 
 1. What art thou, speak, that on designs unknown, 
 While others sleep, thus range the camp alone? 
 
 2. Motionless as a cloud the old man stood, 
 That moveth altogether, if it move at all. 
 
 IV 
 
 Which of the bracketed words is right? 
 
 1. It can not be [me] [I] you mean. 
 
 2. [Who] [whom] do you think will be elected? 
 
 3. [Who] [whom] should I meet but my old 
 friend ? 
 
 4. The man [who] [whom] you thought was a 
 guide turns out to be a scoundrel. 
 
 5. Velvet feels [smooth] [smoothly]. 
 
 6. She looked [sweet] [sweetly] in a white gown. 
 
 7. The man feels [warm] [warmly]. 
 
 8. Larks sing [sweet] [sweetly]. 
 
 9. He is a man [who] [whom] I know is honest. 
 10. [Who] [whom] am I supposed to be? 
 
 v 
 Give the principal parts of the following verbs: 
 1. Bid (to order). 2. Bid (at auction). 3. Flee. 
 4. Fly. 5. Burst. 6. Plead. 7. Rise (intransitive). 
 8. Raise (transitive). 9. Sit. 10. Slay. 
 
 [355] 
 
Working One's Way Through College 
 
 GEOGRAPHY 
 
 (Time allowed, 1 hour) 
 
 i 
 
 (a) Name and fix the position of seven large cities, 
 three important rivers, and the largest State, of 
 South America. 
 
 (b) Name and fix the position of seven large cities, 
 three important rivers, and the largest State, of 
 Europe. 
 
 (c) Name two countries lately admitted into the 
 family of nations as sovereign States. 
 
 (d) 1. What States are separated by the Missis- 
 sippi River? 2. In what does South America excel 
 all other countries? 
 
 ii 
 
 (a) 1. Name the largest three cities of Canada. 
 2. What is the largest body of fresh water in the 
 world? 3. Name and fix the positions of the largest 
 five islands. 4. What is the most important engi- 
 neering work now in progress? 
 
 (b) Name the islands of the West Indies and their 
 capitals. To what countries do they belong? 
 
 (c) Tell about the Gulf Stream. 
 
 (d) What are the tides? By what produced? Why 
 are they not always of the same height? 
 
 in 
 (a) State some of the uses of mountains. 
 (6) On what water is each of the following: 1. 
 Duluth. 2. Gibraltar. 3. Glasgow. 4. Montevideo. 
 5. Rome. 6. Callao. 7. Albany. 8. Havana. 
 
 (c) What separates Mexico from the United States? 
 
 [356] 
 
Working One's Way Through College 
 
 Spain from France? New Hampshire from Ver- 
 mont? Arizona from California? 
 
 (d) Bound (1) Colorado, (2) Ecuador. Give the 
 capital of each. 
 
 IV 
 
 (a) What countries border on the Adriatic? The 
 Baltic? 
 
 (6) Fix the position of the following: 1. Gram- 
 pian Hills. 2. Pyrenees Mountains. 3. Green Moun- 
 tains. 4. Tagus River. 
 
 (c) Fix the position of the following and tell to 
 what countries they belong: 1. Balearic Islands. 2. 
 Sardinia. 3. Isle of Man. 4. Society Islands. 
 
 (d) Where is marble obtained? What strait con- 
 nects the Arctic and Pacific oceans? 
 
 UNITED STATES HISTORY 
 
 (Time allowed, 1 hour) 
 
 i 
 
 (a) Name the first ten Presidents of the United 
 States. 
 
 (6) Give the approximate dates of the founding 
 and fix the positions of — 1. Harvard. 2. William 
 and Mary. 3. Yale. 4. West Point. 5. United 
 States Naval Academy. 
 
 (c) Give the date of La Fayette's return visit to 
 America, and an account of the honors and rewards 
 given him. 
 
 (d) Give the dates of the following: 1. Landing 
 of the Pilgrims. 2. Founding of the first newspaper 
 in America. 3. Battle of Bunker Hill. 4. Death of 
 
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Working One's Way Through College 
 
 Washington. 5. Burning of the Capitol at Wash- 
 ington. 
 
 ii 
 
 (a) Outline briefly the condition of the colonies in 
 1763 in regard to population, nationality, and form of 
 government. How was the right to vote gov- 
 erned ? 
 
 (b) Tell about the Alabama claims. 
 
 (c) Give briefly the causes of the American Revolu- 
 tion, period of time covered, and terms of treaty that 
 ended the war. 
 
 (d) When and where was: 1. The first permanent 
 settlement made by the English in America? 2. The 
 first representative assembly ever convened in 
 America ? 
 
 hi 
 (a) Write briefly about: 1. Washington Irving. 2. 
 S. F. B. Morse. 3. George Bancroft. 4. Decatur. 
 (6) Tell about Lewis and Clark's Expedition. 
 
 (c) What is the present status of Cuba? Porto 
 Rico? 
 
 (d) Tell about the first transcontinental railroad. 
 
 IV 
 
 (a) Give the date and place of the battles between 
 the Monitor and the Merrimac. 
 
 (b) Give a brief account of the Trent affair. 
 
 (c) Who were: 1. Fenimore Cooper. 2. Israel 
 Putnam. 3. Henry Clay. 4. Ericsson. 
 
 (d) Give the number (approximate) of Represen- 
 tatives in Congress; number of Senators. W 7 hat is 
 the present ratio (approximate) of representa- 
 tion? 
 
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Working One's Way Through College 
 
 WORLD *S HISTORY 
 
 (Time allowed, 2 hours) 
 
 i 
 
 (o) What were the date, causes, and results of the 
 Crimean War? Countries engaged? 
 
 (6) Give the date and the provisions of the Treaty 
 of Westphalia. 
 
 (c) Discuss the importance of the date 1066. 
 
 ii 
 
 (a) What period of time was covered by the reign 
 of the Ptolemies? Where? Who was the last? Tell 
 about the Battle of Arbela. Why was it one of the 
 decisive battles of history? 
 
 (6) 1. What was the fundamental difference be- 
 tween the Greek colonization and the Roman? 2. 
 Who were the first people to practise worship and 
 belief in but one God? 
 
 (c) Explain briefly the following references: 1. 
 Home Rule. 2. The Hegira. 3. The Inquisition. 4. 
 The Reign of Terror. 
 
 hi 
 
 (a) Name and write briefly about one American 
 author of note ; one English ; one French ; one Italian. 
 Give the period in which each lived, and mention at 
 least one characteristic work. 
 
 (6) Write briefly about: 1. The Huguenots. 2. The 
 Sepoy Mutiny. 
 
 (c) Tell about the voyage of Magellan. 
 
 IV 
 
 (a) 1. Give approximately the period of time cov- 
 ered by "The Dark Ages." Why was this period so 
 
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Working One's Way Through College 
 
 called ? 2. In what countries did the following-named 
 royal houses reign: (a) Plantagenet; (6) Valois; (c) 
 Hapsburg; (d) Stuart? 
 
 (6) What influence did the Greek games exert on 
 the social, religious, and literary life? 
 
 (c) Tell about the voyage of Henry Hudson. 
 
 v 
 
 Tell when and where each of the following-named 
 persons lived, and what he is famous for: 1. Leonidas. 
 2. Xerxes. 3. Thackeray. 4. Bismarck. 5. Euclid. 
 6. Saladin. 7. Richelieu. 8. Byron. 9. Poe. 10. 
 Newton. 
 
 ARITHMETIC 
 
 (Time allowed, 3 hours) 
 i 
 (a) Divide 4.3046721 by .0729, and multiply 
 1.29608 by 3.125. 
 
 (6) Reduce ffff to a decimal, and .390625 to a 
 proper fraction in its lowest terms. 
 
 O) Add 43-fffl- to 19^^, after reducing each to 
 decimal form. 
 
 n 
 («) Simplify Ji±gi±gi x 0i+10JH-ll^ 
 
 (6 ) Divide 3 rV-4A+2A b l+f- A 
 3 T V-2 T V SA ' 
 
 hi 
 
 (a) Find the value of ^~ to six decimal places. 
 
 4+\6 
 (o) Find, to three decimal places, the dimensions 
 of a cube which will hold a gallon of 231 cu. in. 
 
 [ 360 ] 
 
Working One's Way Through College 
 
 IV 
 
 (a) If 576 cu. in. of gold weigh 405 lb. (Troy), 
 and one grain can be beaten into a sheet of 56 sq. in., 
 what will be the thickness of a book of 2,268 such 
 sheets ? 
 
 (6) A sells an article to B at 25% profit; B sells 
 to C at 20% profit; and C to D at 28% profit, and 
 receives $48. What was the original cost? 
 
 v 
 
 (a) A sum of money at simple interest amounted 
 to $2,172.80 in 2 yr. 7 mo. 18 days, and to $2,303.20 
 in 3 yr. 11 mo. 27 days. Find principal loaned and 
 rate of interest. 
 
 (6) With discharge pipe stopped, a bath tub can 
 be filled by one faucet in 11^ min. or by the other 
 faucet in 9 min. With discharge pipe open, both 
 faucets run for 5 min.; then the discharge pipe is 
 closed, and it requires 3f min. more to fill the tub. 
 How long does it take the discharge pipe to empty 
 a full tub? 
 
 VI 
 
 (a) Two freight trains 240 yds. and 200 yds. long, 
 respectively, take 25 seconds to pass each other when 
 running in opposite directions, and 3f minutes when 
 running in the same direction. What are the speeds 
 in miles per hour? 
 
 (b) A and B unite their farms of 3,000 and 5,000 
 acres, respectively. At the same time they take a 
 third partner who pays them $8,000, with the agree- 
 ment that in the future J of the land shall belong to 
 each. How is the $8,000 to be divided between A 
 and B? 
 
 [361] 
 
Working One's Way Through College 
 
 ALGEBRA 
 
 I 
 
 (Time allowed, 2 hours) 
 1 x+a i x— a 
 
 t ^ c- vt *~* 2 +a 2 , S ~x 2 +a 2 
 
 (a) ibimplifv 1 
 
 *1 a+x i a—x 
 
 a a 2 +x 2 a a 2 +x 2 
 
 . x*—8X x 2 + 2X+\ x 2 +2x+4, 
 
 and — x— - ^ -i — 
 
 x 2 — 4>x— 5 X s — x 2 — %x x—5 
 
 (b) Find the G. C. D. of .z 4 +14,z 3 +71.z 2 + 154,r 
 
 + 120 and x*-\-Gx 3 -\-3x 2 — 26x — 24. 
 
 ii 
 
 2 1 12 
 
 (a) Solve the equations: -+- = 13,-4— =q, 
 
 x y x y 
 
 Solve: <yJ x +s+^x+8—\ 4^+21=0. 
 (fe) If the speed of a train per hour is reduced 
 4j miles, it takes 1 hr. 48 min. longer to make 799 
 miles. Find the usual speed. 
 
 in 
 
 (a) Simplify: • Find the square 
 
 7\ 3 — 5\ 2 
 root of 141 — 24^30. An article selling for $39 
 yields a gain per cent equal to its cost in dollars. 
 Find the cost. 
 
 (b) Solve by completing the square: %lx 2 -\-8x — 
 133=0. Find x and y from the equations x 3 — y 3 = 
 1304 and x 2 +xy+y 2 z=163. 
 
 IV 
 
 (a) If the length of a rectangle be decreased by 3 
 yds. and its breadth be increased by lj yds., its area 
 
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Working One's Way Through College 
 
 will be increased from 1,200 to 1,260 sq. yds. Find 
 the sides of the rectangle. Interpret the negative 
 values of x and y which result from your solution. 
 
 (b) A regular octagon is formed by cutting off the 
 corners of a square whose edge is 1 ft. Find the 
 side of the octagon. 
 
 v 
 
 (a) In a race of 440 yds. A gives B 20 yds. start 
 and beats him by 2 seconds. In a second race A gives 
 B a start of 4 seconds and beats him by 6 yds. What 
 are the rates of A and B? 
 
 (6) The denominator of a fraction is 3 greater than 
 twice the numerator ; and if 3 T \ be added to the frac- 
 tion, the sum is equal to the reciprocal of the original 
 fraction. Find the fraction. 
 
 GEOMETRY 
 
 (Time allowed, 2 hours) 
 
 i 
 
 (a) Define trapezoid, and name and define the 
 
 different kinds of parallelograms. Prove that any 
 
 line through the intersection of the diagonals of a 
 
 parallelogram bisects the parallelogram. 
 
 (6) Prove that the straight lines joining the middle 
 points of the adjacent sides of any quadrilateral form 
 a parallelogram. 
 
 ii 
 (a) A perpendicular from C, the right angle of a 
 right triangle, upon the hypotenuse divides it into 
 segments of 2.88 inches and 5.12 inches. Find the 
 length of the perpendicular, the lengths of the two 
 sides, and the area of the triangle. 
 
 [363] 
 
Working One's Way Through College 
 
 (6) Find the length of the tangents drawn from a 
 point 10 inches from the centre of a circle of 12 inches 
 diameter, and the length of the chord joining the 
 points of contact. 
 
 in 
 
 (a) Define geometric locus. The base of a tri- 
 angle is two inches, and the angle opposite the base 
 is 30°. Construct the locus of the vertex, and prove 
 your construction. 
 
 (6) A circle is tangent internally at P to another 
 circle of twice the radius. Prove that the small circle 
 bisects every chord of larger circle drawn from P. 
 
 IV 
 
 (a) Four points, A, B, C, and D, on the circum- 
 ference of a circle divide it into parts proportional 
 to 6, 9, 10, 11. Find the number of degrees in the 
 angles formed (1) by the straight lines AB and AD, 
 (2) by AD and BC, (3) by AC and BD, and (4) by 
 AC and the tangent at A. 
 
 (b) Prove that the bisector of an internal angle 
 of a triangle divides the opposite side into segments 
 proportional to the adjacent sides. An angle of a right 
 triangle is 30° and the opposite side is 1 ft.; find the 
 segments formed by the bisector of the 30° angle. 
 
 v 
 (a) What is the area and the circumference of a 
 circle in terms of its radius r and «"? Give an 
 approximate value of "" in decimals and in the form 
 of a fraction. Show that the area of a circular ring 
 is equal to the area of the circle which has for its 
 diameter the chord tangent to the inner concentric 
 circle. 
 
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Working One's Way Through College 
 
 (6) From a point P without a circle construct 
 a tangent to the circle, and prove your construction. 
 
 ADMISSION 
 
 44. Candidates that pass the physical and mental 
 examinations will receive appointments as midship- 
 men, and become students of the Academy. Each 
 midshipman on admission will be required to sign 
 articles by which he binds himself to serve in the 
 United States Navy eight years (including his time 
 of probation at the Naval Academy), unless sooner 
 discharged. He will be required to certify on honor 
 his exact age. 
 
 45. The pay of a midshipman is $600 a year, com- 
 mencing at the date of his admission. 
 
 46. Midshipmen will supply themselves, imme- 
 diately upon their admission, with the following 
 articles, viz. : 
 
 One white cap and 
 
 
 Two pairs regu- 
 
 
 anchor . . . $ 
 
 2.35 
 
 lation leggings 
 
 1.50 
 
 One dress jacket . 
 
 20.78 
 
 One parade cap . 
 
 3.05 
 
 One blouse 
 
 15.22 
 
 One knit cap . 
 
 .60 
 
 One pair dress 
 
 
 One mug . 
 
 .08 
 
 trousers 
 
 11.83 
 
 One soap box . 
 
 .18 
 
 One pair service 
 
 
 One laundry book 
 
 .20 
 
 trousers . 
 
 6.68 
 
 One pair blankets 
 
 4.20 
 
 One overcoat . 
 
 26.98 
 
 One pair over- 
 
 
 One reefer . . 
 
 12.18 
 
 shoes . . . 
 
 .75 
 
 One mackintosh . 
 
 10.00 
 
 Two pairs high 
 
 
 One cap cover . 
 
 .30 
 
 shoes 
 
 8.52 
 
 Eight work suits . 
 
 8.00 
 
 Eight white shirts 
 
 4.00 
 
 [365 ] 
 
Working One's Way Through College 
 
 Twelve collars 
 
 1.10 
 
 book .... 
 
 .30 
 
 Four white blouses 
 
 16.00 
 
 a One pass book . 
 
 .30 
 
 Four pairs white 
 
 
 a Two stencils, 
 
 
 trousers . 
 
 8.00 
 
 ink, and brush . 
 
 .60 
 
 Twelve pairs cuffs 
 
 2.00 
 
 a Wash basin and 
 
 
 Twelve pairs 
 
 
 pitcher . 
 
 .95 
 
 socks 
 
 2.25 
 
 a One pair gym- 
 
 
 * Eight towels 
 
 1.60 
 
 nasium slippers 
 
 .85 
 
 *Shaving outfit . 
 
 2.50 
 
 * One whisk . 
 
 .19 
 
 Six pairs drawers 
 
 
 * One coarse comb 
 
 .11 
 
 (summer) . 
 
 2.10 
 
 * One cake soap . 
 
 .25 
 
 *Six undershirts 
 
 
 * One hairbrush . 
 
 .61 
 
 (summer) . 
 
 2.10 
 
 * Stationery . 
 
 1.75 
 
 One hand glass . 
 
 1.10 
 
 * Twelve white 
 
 
 One blue jersey . 
 
 2.55 
 
 handkerchiefs . 
 
 2.25 
 
 Two blue jerseys . 
 
 3.24 
 
 * One pair sus- 
 
 
 One pair white 
 
 
 penders 
 
 .40 
 
 shoes 
 
 1.95 
 
 Four suits paja- 
 
 
 Three white hats . 
 
 1.35 
 
 mas . . . , 
 
 3.40 
 
 One jackknife 
 
 .40 
 
 * One toothbrush 
 
 .20 
 
 Two lanyards 
 
 .22 
 
 * Thread and 
 
 
 Six sheets 
 
 4.20 
 
 needles . 
 
 .75 
 
 Hammock clews . 
 
 .45 
 
 * Blacking brush 
 
 
 One pair bathing 
 
 
 and blacking . 
 
 .55 
 
 trunks 
 
 .15 
 
 * Nailbrush . . 
 
 .20 
 
 Three pairs white 
 
 
 Six pillowcases . 
 
 .72 
 
 gloves 
 
 1.20 
 
 One black silk 
 
 
 Two clothes bags 
 
 .50 
 
 neckerchief 
 
 .40 
 
 One hammock 
 
 
 Name plate . 
 
 .11 
 
 mattress 
 a One requisition 
 
 3.00 
 
 
 
 $2 
 
 08.15 
 
 When moving into quarters, midshipmen will supply 
 themselves with the following, viz. : 
 
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Working One's Way Through College 
 
 a Two bedspreads 
 
 $2.64 
 
 a One rug . . . .70 
 
 a Two pairs drill 
 
 
 a One hair mat- 
 
 gloves 
 
 1.00 
 
 tress . . . 5.10 
 
 a One slop j ar . 
 
 .95 
 
 a One broom . . .35 
 
 a Two spatter 
 
 
 
 
 cloths 
 
 1.00 
 
 $12.49 
 
 One hair pillow . 
 
 .75 
 
 
 Articles marked a will not be taken on board the 
 practice ship. 
 
 The articles marked *, not being required to con- 
 form to a standard pattern, may be brought by the 
 midshipmen from home, but all other articles must 
 conform to the regulations, and must therefore be sup- 
 plied by the storekeeper. 
 
 47. Each midshipman must, on admission, deposit 
 with the pay officer the sum of $60, for which he will 
 be credited on the books of that officer, to be expended 
 by direction of the Superintendent in the purchase of 
 text-books and other authorized articles besides those 
 enumerated in the preceding article. 
 
 48. All deposits for clothing and the entrance 
 deposit of $60 must be made before a candidate can 
 be received into the Academy. 
 
 49. Checks for these deposits must not be made 
 payable to the order of the Superintendent. They 
 should be made payable to the candidate's own order 
 and be presented to the pay officer of the Naval 
 Academy at the time of deposit. 
 
 SUMMARY OF EXPENSES 
 
 Deposit for clothing, etc $220.64 
 
 Deposit for books, etc . 60.00 
 
 $280.64 
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Working One's Way Through College 
 
 The value of clothing brought from home is to be 
 deducted from this amount. 
 
 50. Each midshipman will be paid, as soon as ad- 
 justed by the Treasury Department, the amount of 
 his actual expenses in travelling from his home to the 
 Academy. 
 
 COURSE OF INSTRUCTION, 1910-1911 
 
 [Reference books are marked *] 
 
 FIRST YEAR — FOURTH CLASS. 
 
 First Term 
 
 Departments 
 
 w ft 
 .2 ^ 
 
 0) — 
 
 Subjects 
 
 Text-books 
 
 Marine Engineering 
 and Naval 
 
 4 
 6 
 4 
 
 3 
 
 Mechanical draw- 
 
 Bartlett's Mechanical 
 Drawing* 
 
 Department Marine En- 
 gineering Notes* 
 
 Descriptive Geometry 
 Notes 
 
 Model Work 
 
 Brown & Capron's Practi- 
 cal Algebra 
 Brown's Graphic Algebra 
 
 Construction 
 
 Mathematics and 
 Mechanics 
 
 Algebra and logar- 
 
 
 
 
 
 Geometry 
 
 Hill's Beginnings of Rhe- 
 toric 
 
 Webster's Dictionary* 
 
 Themes 
 
 2 Books of Shakespeare 
 
 Sand wick & Bacon's High 
 School Word Book 
 
 Marion's Elementary 
 Course of French Pro- 
 nunciation 
 
 Bercy's Le Francais 
 Pratique 
 
 Marion's Le Verbe 
 
 
 
 
 
 [ 368 ] 
 
Working One's Way Through College 
 
 Second Term 
 
 Departments 
 
 •8* 
 
 © 
 3 
 
 6 
 4 
 
 3 
 
 Subjects 
 
 Text-books 
 
 Marine Engineering 
 
 Mechanical draw- 
 
 Bartlett's Mechanical 
 Drawing* 
 
 Construction 
 
 Mathematics and 
 Mechanics 
 
 Trigonometry 
 
 Department Marine En- 
 gineering Notes * 
 
 Descriptive Geometry 
 Notes 
 
 Model Work, Engineering, 
 and Ordnance 
 
 Brown's Graphic Algebra 
 
 Brown's Trigonometry and 
 Stereographic Projec- 
 tions 
 
 Bowditch's Useful Tables* 
 
 Sandwick & Bacon's High 
 School Word Book 
 
 Andrew's Manual of the 
 Constitution 
 
 Webster's Dictionary* 
 
 Themes 
 
 La Mont's English Com- 
 position 
 
 Bercy's La Langue 
 
 Francaise, 
 Marion's Le Verbe , 
 Le Petit Larousse Illustre 
 Heath's French and Eng- 
 lish Dictionary 
 
 
 
 
 
 Having given in full detail information in re- 
 gard to the Naval Academy at Annapolis, it will 
 not be necessary, for the purposes of this book, 
 to repeat details about West Point or the Rev- 
 enue-Cutter Service. We shall give only such 
 general matter about these as may seem essential. 
 
 Each Congressional district and Territory (in- 
 cluding the District of Columbia and Porto Rico) 
 is entitled to have one cadet at the Military 
 
 [ 369 ] 
 
Working One's Way Through College 
 
 Academy. Each State is entitled to have 
 two cadets from the State at large, and forty 
 are allowed from the United States at large. The 
 law, however, provides that, for six years from 
 July 1, 1910, whenever any cadet shall have fin- 
 ished three years of his course at the Academy, 
 his successor may be admitted. The appointment 
 from a congressional district is made upon the 
 recommendation of the Representative in Con- 
 gress from that district, and those from a State 
 at large upon the recommendations of the Sena- 
 tors of the State. Similarly the appointment from 
 a Territory is made upon the recommendation 
 of the Delegate in Congress. The appointment 
 from the District of Columbia is made on the rec- 
 ommendation of the Commissioners of the District. 
 Each person appointed must be an actual resi- 
 dent of the State, district, or Territory from which 
 the appointment is made. 
 
 The appointments from the United States at 
 large are made by the President of the United 
 States upon his own selection. The cadet from 
 Porto Rico, who must be a native of that island, 
 is appointed by the President on the recommenda- 
 tion of the resident commissioner. 
 
 The Secretary of War is authorized to per- 
 mit not more than four Filipinos to be designated, 
 
 [370] 
 
Working One's Way Through College 
 
 one for each class, by the Philippine Commission, 
 to receive instruction at the United States Mil- 
 itary Academy at West Point: Provided, That 
 the Filipinos undergoing instruction shall receive 
 the same pay, allowances, and emoluments as are 
 authorized by law for cadets at the Military 
 Academy appointed from the United States, to 
 be paid out of the same appropriations : And 
 provided further, That said Filipinos undergo- 
 ing instruction on graduation shall be eligible 
 only to commissions in the Philippine Scouts. 
 And the provisions of section 1321, Revised Stat- 
 utes, are modified in the case of the Filipinos un- 
 dergoing instruction so as to require them to 
 engage to serve for eight years, unless sooner dis- 
 charged, in the Philippine Scouts. 
 
 Appointments are required by law to be made 
 one year in advance of the date of admission, ex- 
 cept in cases where, by reason of death or other 
 cause, a vacancy occurs which can not be pro- 
 vided for by such appointment in advance. These 
 vacancies are filled in time for the next examina- 
 tion. 
 
 For each candidate appointed there should be 
 nominated two alternates. The principal and 
 each alternate will receive from the War Depart- 
 ment a letter of appointment, and must appear 
 
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Working One's Way Through College 
 
 for examination at the time and place therein 
 designated. The board before which a candidate 
 is directed to appear will be, without exception, 
 the one convened at the place nearest or most 
 convenient to his home, or to the school at which 
 he is in regular attendance at the time of ap- 
 pointment. 
 
 The fitness for admission to the Academy will 
 be determined as prescribed in the Regulations of 
 the U. S. Military Academy. If the principal 
 fails to qualify, either mentally or physically, 
 then the qualifications of the alternates will be 
 considered, and if only one has met the require- 
 ments he will be admitted ; if both alternates have 
 met the requirements, the better qualified will be 
 admitted. The alternates, like the principal, 
 should be designated one year in advance of the 
 date of admission. 
 
 The following are extracts from the Regula- 
 tions of the Military Academy relating to the ex- 
 amination of candidates for admission, and are 
 strictly adhered to: On the second Tuesday in 
 January of each year candidates selected for ap- 
 pointment (except the Filipino candidates) shall 
 appear for mental and physical examination be- 
 fore boards of army officers to be convened 
 at such places as the War Department may 
 
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Working One's Way Through College 
 
 designate. The Filipino candidates selected for 
 appointment, unless otherwise notified by the 
 War Department, shall appear for mental and 
 physical examination on the second Tuesday in 
 October of each year before a board of army of- 
 ficers to be convened at such place in the Philip- 
 pine Islands as the Commanding General of the 
 Philippine Division may designate. Candidates 
 who pass will be admitted to the Academy without 
 further examination upon reporting in person to 
 the superintendent before twelve o'clock, noon, on 
 the first day of March following the examination. 
 
 Each candidate before admission to the academy 
 must show by examination, that he is well versed 
 in algebra, including quadratic equations and 
 progression; plane geometry; English grammar, 
 composition, and literature ; descriptive and phys- 
 ical geography, and general and United States 
 history. No rejected candidate shall be reex- 
 amined except upon recommendation of the 
 academic board. 
 
 Immediately after reporting to the superin- 
 tendent for admission and before receiving his 
 warrant of appointment, the candidate is required 
 to sign an engagement for service in the follow- 
 ing form, and in the presence of the superintend- 
 ent or some officer deputed by him : 
 
 [373 ] 
 
Working One's Way Through College 
 
 I , of the State (or Territory) of , aged 
 
 years, months, do hereby engage (with the 
 
 consent of my parent or guardian) that from the date 
 of my admission as a cadet of the United States Mil- 
 itary Academy, I will serve in the Army of the United 
 States for eight years, unless sooner discharged by 
 competent authority. 
 
 The candidate is then required to take and 
 subscribe an oath or affirmation to support the 
 Constitution of the United States, to bear true 
 allegiance to the National Government, to main- 
 tain and defend the sovereignty of the United 
 States, and to obey legal orders of his superior 
 officers and the rules and articles governing the 
 armies of the United States. 
 
 No candidate is admitted who is under seven- 
 teen or over twenty-two years of age, or less than 
 five feet four inches in height at the age of seven- 
 teen or five feet five inches in height at the age 
 of eighteen and upward, or who is deformed or 
 afflicted with any disease or infirmity which would 
 render him unfit for the military service, or who 
 has, at the time of presenting himself, any dis- 
 order of an infectious or immoral character. 
 Candidates must be unmarried. 
 
 Each candidate must on reporting at West 
 Point present a certificate showing successful 
 vaccination within one year, or a certificate of 
 
 [ 374] 
 
Working One's Way Through College 
 
 two vaccinations, made at least a month apart, 
 within three months. 
 
 Candidates are eligible for admission from the 
 day they are seventeen until the day they become 
 twenty-two years of age, on which latter day they 
 are not eligible. 
 
 All candidates, before leaving their place of 
 residence, should cause themselves to be thoroughly 
 examined by a competent physician and by a 
 teacher or instructor in good standing. By such 
 examinations any serious physical disqualifica- 
 tion or deficiency in mental preparation would 
 be revealed. This informal examination is rec- 
 ommended solely for the convenience and benefit 
 of the candidate himself, and can in no manner 
 affect the decision of the academic and medical 
 examining boards. 
 
 The requirements, physical and mental, are 
 much the same as already given for Annapolis. 
 
 The pay of a cadet is $600 per year and one 
 ration a day, or commutation therefor at thirty 
 cents per day. The total is $709.50, to commence 
 with his admission to the Academy. The actual 
 and necessary travelling expenses of candidates 
 from their homes to the Military Academy are 
 credited to their accounts after their admission 
 as cadets. 
 
 [375] 
 
Working One's Way Through College 
 
 A third, and equally interesting, training pro- 
 vided by the National Government for youths is 
 that of the United States Revenue-Cutter Service. 
 Appointments as cadets in the Revenue-Cutter 
 Service are made after competitive examina- 
 tions, which are open to all young men who are 
 citizens of the United States, unmarried, whose 
 age is within the prescribed limits, and who pro- 
 duce satisfactory evidence of good character. 
 
 A person to be eligible for appointment as a 
 cadet of the line must produce satisfactory evi- 
 dence of good moral character, be not less than 
 eighteen nor more than twenty-four years of age 
 at the time of appointment, and must pass a 
 satisfactory physical examination by a board of 
 officers of the Public Health and Marine-Hospital 
 Service, and a satisfactory educational examina- 
 tion, which must be written and strictly com- 
 petitive, by a board of commissioned officers of 
 the Revenue-Cutter Service. No person will be 
 designated for examination who will be less than 
 eighteen years of age at the time the examina- 
 tion is held. 
 
 No person who has been dismissed or compelled 
 to resign from the Military Academy or from the 
 Naval Academy of the United States for hazing, 
 or for other improper conduct, is eligible for 
 
 [376] 
 
Working One's Way Through College 
 
 appointment as a cadet in the Revenue-Cutter 
 Service. 
 
 Before being appointed a cadet of the line the 
 candidate will be required to obligate himself to 
 serve at least three years as an officer in the serv- 
 ice, after graduation, if his services be so long 
 required. 
 
 Applications for permission to take the exam- 
 ination should be made to the Secretary of the 
 Treasury on the prescribed form, which will be 
 sent upon request. The application must be ac- 
 companied by testimonials sufficient to constitute 
 evidence of the good moral character of the ap- 
 plicant. The application should state what 
 schools or colleges the candidate has attended, 
 and in what occupation he has been engaged. 
 
 Examinations will be held in Washington and 
 in a number of other cities in different sections 
 of the country, depending upon the location of 
 the various candidates. Upon the receipt of an 
 application containing evidence satisfactory to 
 the department that the candidate is within the 
 age limits, a citizen of the United States, unmar- 
 ried, and of good moral character, he will be in- 
 formed of the date of the next examination, as 
 soon as such date is determined upon, and of the 
 place nearest his home where such examination 
 
 [ 377 1 
 
Working One's Way Through College 
 
 will be conducted, and will be designated to be 
 examined at such time and place. 
 
 No expenses are allowed candidates who are 
 permitted to appear for examination. 
 
 The physical examination, which, whenever 
 practicable, precedes the mental, is conducted 
 by a board of officers of the Public Health and 
 Marine-Hospital Service, and is thorough and 
 rigid. It is essential that candidates be sound 
 in every particular, as no material defect will 
 be waived in any case or for any reason. The 
 height must be not less than five feet four inches, 
 stripped. 
 
 The defects for which candidates are rejected 
 are in general the same as in the Annapolis list. 
 
 No one found physically disqualified will be 
 examined further. 
 
 The mental examination, while largely ele- 
 mentary, is comprehensive and thorough and 
 is designed to ascertain if the candidate has had 
 the necessary training to enable him successfully 
 to carry on his studies as a cadet at the School 
 of Instruction of the service. The passing 
 average is 70 per cent, and any candidate ob- 
 taining a general average of less than 70 will 
 be rejected. All papers of the candidates are 
 examined and rated by a board of commissioned 
 
 [378] 
 
Working One's Way Through College 
 
 officers of the Revenue-Cutter Service. The ex- 
 amination is strictly competitive, and those can- 
 didates obtaining the highest averages are in 
 all cases recommended by the board for appoint- 
 ment. Each question is independently marked 
 by each officer on the board, and the mean of 
 the marks given by all the members of the board 
 is taken as the candidate's mark on that question. 
 The examination takes about four days, and 
 comprises spelling (weight 10) ; algebra, as 
 comprised in high-school text-books, including 
 logarithms (weight 10) ; geometry, plane and solid 
 (weight 10) ; trigonometry, plane, as comprised 
 in high-school text-books (weight 8) ; geography, 
 general, as comprised in grammar-school text- 
 books (weight 7) ; world's history and Constitution 
 of the United States, as comprised in high- 
 school text-books — questions on the Constitution 
 refer to its general provisions only — (weight 8) ; 
 physics, as comprised in high-school text-books 
 (weight 7) ; grammar, as given in grammar-school 
 text-books, including parsing and analysis (weight 
 5) ; composition, preparation of an essay on one 
 of three or more assigned topics (weight 10) ; 
 English literature, as comprised in high-school 
 text-books (weight 10) ; one modern language, 
 French, German, or Spanish — the test includes 
 
 [ 379 ] 
 
Working One's Way Through College 
 
 the translation of a short exercise into English, 
 and also one from English into the language se- 
 lected (weight 5); general information — ques- 
 tions relating to well-known matters of general, 
 national, or international interest (weight 5). 
 
 The board considers the general adaptability of 
 the candidate for the Service, and marks its opin- 
 ion thereon on a scale of 100. This mark for 
 adaptability is given a weight of 5 in a total weight 
 of 100 for the entire examination. In determin- 
 ing the adaptability of the candidate, the board 
 carefully considers the testimonials submitted by 
 him and also his bearing and general appearance 
 as reported by the members of the subboard before 
 whom he has appeared. 
 
 The salary of a cadet is $500 per annum and 
 one commuted ration per day. 
 
 Each successful candidate, prior to being ad- 
 mitted to the School of Instruction, is required to 
 deposit with the superintendent of the school the 
 sum of $150 to defray the expenses of his uniform 
 outfit. The sum of ten dollars per month is with- 
 held from the pay of each cadet and placed to his 
 credit toward defraying the cost of an outfit for 
 a commissioned officer upon the completion of his 
 cadet course. 
 
 Cadets of the line undergo a course of training 
 
 [ 380 1 
 
Working One's Way Through College 
 
 for three years at the School of Instruction of the 
 Revenue-Cutter Service, which is located near 
 New London, Connecticut. The course at the 
 School of Instruction embraces seamanship, navi- 
 gation, gunnery, mathematics, naval architecture, 
 marine engineering, English, history, international 
 law, navigation law, physics, chemistry, electricity, 
 wireless telegraphy, surveying, and French, and 
 includes infantry and artillery drills, boat drills 
 under oars and sails, etc. 
 
 After the successful completion of this course 
 cadets are commissioned by the President to fill 
 vacancies in the grade of third lieutenant, and 
 have the rank and pay of second lieutenants in the 
 army, and ensigns in the navy. The pay of a 
 third lieutenant is $1,700 per annum. Promotions 
 are made by seniority through the successive 
 grades up to and including senior captain, in 
 which grade an officer has the rank and pay of a 
 lieutenant-colonel in the army and a commander in 
 the navy. A third lieutenant, if not previously 
 promoted by occurring vacancies, is, at the end of 
 five years' service in his grade, advanced to the 
 grade of second lieutenant upon passing the re- 
 quired examination for promotion. 
 
 The End 
 
MAY 3 1912 
 
LIBRARY OF CONGRESS 
 
 029 445 091 9 
 
 iHB