mmm mmm mfflmmm msamm mmm Class _LAll _ Book Mi_ GqjpglrtNL COPYRIGHT DEPOSIT. YALE Her Campus, Class-Rooms, and Athletics Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/yalehercampusela01welc a.6 qo ty t^-LL YALE Her Campus, Class-Rooms, and Athletics BY J LEWIS SHELDON WELCH AND WALTER CAMP WITH INTRODUCTION BY SAMUEL J. ELDER Illustrated BOSTON L. C. PAGE AND COMPANY (Incorporated) 1899 Copyright, i8pp By L. C. Page and Company ( Incorporated ) TWGOOPies RECEIVED. 2Sntbrrsitg 33ress John Wilson and Son, Cambridge, U. S. A. INTRODUCTION WHEN the last waiter has slipped from the room, and the incense rises over the tables, and the lights look out from under their colored fringes, and Yale is alone with itself, it falls to the lot of some one to push back his chair and rise up for the naming of the speakers. It is not often given to such an one to have peeped inside the leaves of the speeches which are to be, and to foretaste the evening's entertainment. But that has been my good fortune to-night. " Yale, — her Campus, Class-Rooms, and Athletics " lies before me in broad, smooth leaves, fresh from the press, ready for the binder's art. The casual glance I was to have given it, before announcing its speaking chapters to the world of Yale, has grown long, and the leaves have turned and turned well into the hours of the night. The old college and the new university, — the old days and the new days, — the old boys and the new boys, who are as dear comrades as the old ones, — the old crews and teams, and the later ones, — have passed before eyes that grew proud and tender, sad and laughing by turns, but confident and grateful all the time. New faces, new buildings, new courses, have come since our day. We have looked askance at the changes, — we have questioned each other under our breath if the Yale, as we knew it and believed it should be, was pass- ing away, — if the coming of wealth and fine raiment had left room for the sterling things we prized most. More than anything else to me this book answers the questions. It is the old Yale, full of fun, but robust, vi INTRODUCTION. forceful, in earnest, and self-denying to reach results ; believing that some things are forever worth while, that men are to be tried by what they do and are, that all 's well with the world, and that the nobility of Yale birth compels us to service of country and of her. We have wandered about the campus of late years and missed much. The old crowd was not at the fence, and the fence itself no longer faced the world, but had sought the cloister. The kaleidoscope had turned the stiff brick row into courts and quadrangles with fac- ings of granite and marble. The comfortable seats on the turf at Hamilton Park had spruced up into the Grand Stand of the Yale Field. The long nines had passed away, and the cheers, triumphant in two decades of Yale victories, rattled like musketry to the measure of a Greek poet. The young fellows about did not know us, and it all seemed strange. But this book makes me feel at home. However it may be when I next see New Haven, to-night I am one of the boys, and forever I am sure of the kinship of all Yale men. I have no better wish for the Yale Brotherhood, wher- ever it may be, — writing sermons, briefs, or prescrip- tions ; at the club, or on the ranch or railroad ; sitting by the city grate or country fireside, or fanning itself in the trenches about Manila, — than that it should find the comfort in this book which I have found. Gentlemen, — I have the pleasure of introducing to you — the authors. SAMUEL J. ELDER. Boston, April 3, 1899. Contents. Page INTRODUCTION v ACKNOWLEDGMENTS xv THE POINT OF VIEW xvii Part I. THE YALE CAMPUS. Chapter I. AS TO MAKING A YALE MAN I II. The Initiation 4 III. The Sense of Membership 10 IV. Living only in Yale 13 V. Running Yale as Senior 19 VI. Getting out of Yale — and into it again .... 22 VII. The Fight to Save the Fence ........ 27 VIII. Living and Working by Classes 35 IX. In Battell Chapel 43 X. In the Yale Young Men's Christian Association 50 XL The Prom and the Prom Visitor 66 XII. Yale Journalism 75 XIII. The Revival of Debate 92 XIV. Tap Day and the Society System 99 XV. The College Dean 120 XVI. Yale Organization ............. 129 XVII. A Reunion 134 XVIII. The Graduate and the University . . . . . . 141 XIX. Some of the Ways of Yale 145 XX. The Poor Student's Opportunities 154 XXI. "For God, for Country, and for Yale" .... 161 viii CONTENTS. APPENDICES. Chapter Page I. Yale Customs and Traditions 1S1 II. Condensed History of Debating at Yale 186 III. Yale Publications, Past and Present 192 IV. Yale Societies 204 V. Condensed Data of Yale's Voluntary, Organized Religious Work 210 Part II. THE YALE CLASS ROOMS. I. Yale, the College and University 219 II. Yale College 224 III. The Scientific School 247 IV. The Divinity School 256 V. The Medical School 264 VI. The Law School 271 VII. The School of Fine Arts , . 276 VIII. The Department of Music 283 IX. The Graduate School 291 X. Philosophy ; 301 XI. Political and Social Science 306 XII. History 312 XIII. Semitic Languages and Biblical Literature . . . 319 XIV. The Classics 324 XV. Modern Languages 334 XVI. English 342 XVII. Natural and Physical Sciences 350 XVIII. Mathematics, Engineering, and Astronomy . . . 366 XIX. The Library 383 XX. Moneys and Buildings . . ■ . 389 CONTENTS. APPENDICES. Chapter Page I. Chronology of Yale College 395 II. Chronology of the Sheffield Scientific School . 406 III. Chronology of Yale Divinity School 410 IV. Chronology of the Medical School 414 V. Chronology of the Graduate School 418 VI. Chronology of the Law School 420 VII. Chronology of Yale School of the Fine Arts . . 423 VIII. Tables of Attendance 424 IX. Table of Gifts 429 X. Table of Administrations 445 XI. Representation by Sections 446 XII. Record of Appointments 447 Part III. ATHLETICS AT YALE. I. What Athletics has meant at Yale 451 II. Rowing at Yale 458 III. Footbali 513 IV. Baseball 551 V. Track Athletics 577 VI. Outside Athletics 621 List of Illustrations. PART I. Page President Timothy Dwight Frontispiece ^ Professor George J. Brush xvii Phelps Gateway , . , 2 * The Old Senior Fence 20^ The Old Fence Corner 27 v Sophomore Fence (Feb. 22, 1899) 33^ Yale Infirmary. — Yale University Club 38^ Battell Chapel 43 * The Old Library. — Dwight Hall 52 v Alumni Hall. — Theological School Buildings 93^ Skull and Bones Hall 99^ Scroll and Key Hall i^V Wolf's Head Hall Junior Society Halls The Colony . The Cloister - . . St. Anthony's York Hall St. Elmo Professor Henry P. Wright Yale Platoon, Light Battery A., C. V. . Class Day Harvard-Yale Ball Game. — Commencement Day Procession A Reunion Group Scenes on the Campus College Characters -, 07 08 io< 12 v 14V 18 27 32 ,• 34 v 38^ 50' xii LIST OF ILLUSTRATIONS. PART II. Page Welch Hall. — Osborn Hall 224V White and Berkeley Halls 230 J Sheffield Scientific School Buildings 247 Biological Laboratory 248 ^ South Sheffield Hall 252 J Sloane'Laboratory. — Kent Laboratory 254'. Professors of the Divinity School (I.) 256"' Professors of the Divinity School (II.) 260 v Medical School . 264^ Professors of the Medical School (I.) 266^ Professors of the Medical School (II.) 268* Law School (as projected) 27 iV Professors of the Law School (I.) 272 '- ; Professors of the Law School (II.) 274*/ Yale School of the Fine Arts 276'- Professors of the School of Fine Arts 280* Professors of the Department of Music 285^ Peabody Museum (as projected) 291* Late President Noah Porter 301 v ' Professors of the Department of Philosophy 304^ Professors of the Department of Political and Social Science 308 v Professors of the Department of History 314'* The Woolsey Statue 325 Late William D. Whitney 328 C/J TAP DAY AND THE SOCIETY SYSTEM. 115 organization is only to be encouraged or tolerated in so far as it teaches men to better appreciate the life of the place and to better minister to it according to their ability. This is frankly proclaimed as the policy of every society of which the writer has any direct or indirect knowledge. If the best students of the Academic Department in these last years of the nineteenth century take up this problem, and carry it through on the sole line of finding out what the social life of Yale asks for, and what can and therefore should be given to it, they will serve their day and generation well, and rise to an opportunity not always given to the sons of Yale. There will be a rich compensation for any sacrifices which this might demand from any individuals or sets of individuals. One definite improvement can be reported in con- nection with the Academic society system, — and in- deed the society system of all Yale. The exclusive principle of membership has never worked more un- fortunately than in the relations of graduates to the place. It has always been a very pleasant thing for a Senior society or Sheff society member to return to Yale. He is at once ushered into the heart of the college world, through the friendly associations, in his society membership, with the very men who are most of that life. It has been a different thing with the non-society member, who has had the privilege of watching his society friend go to his hall, while he departed for his hotel or boarding-house. The Graduates' Club has come to fill this hole, and it is filling it more and more completely each year. In another part of this book something more is written of this very successful institution. Its basis of mem- u6 YALE. bership is the same with the university clubs of New York and other cities, but it is naturally a club mainly composed of Yale graduates and Faculty members, and it is becoming every term more and more of a rallying point for all alumni who are drawn to New Haven on special occasions or who happen into the city. One thing more about academic societies. It is sometimes said that they encourage " toadying." They probably do. Any institution by which one man receives honor and privileges by the vote of other men encourages toadying. But this observation is general. The particular question is how much this particular system at Yale, by its special acts and record, discourages the tendency which is inherent in the system. Of the answer to that, in the writer's humble opinion, there is no possible doubt. Now and then the toad gets something by toadying, but to any rational observer his records are the plainest danger signals in all the highways and byways of Yale life. And Sheff comes to the end of the century with society problems of its own on its hands, and with evidences of its attempt to solve them according to the common good. It is quite a different country in the Yale world over there at the other end of College Street. It has grown to be a very large country and a rich one, and it takes just as large a place in all that the Yale world is doing as a department can which runs on a three- year basis. If there is any one thing more than an- other that compels the admiration of Academics for their Sheff brethren, it is the way in which they hold to all university interests, and keep up, as they are York Hall Chi Phi Society House TAP DAY AND THE SOCIETY SYSTEM. 117 doing remarkably in these latter days, the class tie, and generally hold together, without the cohesive in- fluences which are a part of the natural conditions of old Yale College. There is no college dormitory life at Sheff, and the governors of the department do not seem to want any. There is no Fence at Sheff, — in- deed, they have no campus of their own, no innocent and ridiculous sports of their own. Sheff men are not sent to chapel every morning. They study together for one year, and so cement the class tie with consider- able strength ; but this is against two years in the other department. And as to societies, the lines divide there as sharply as anywhere. The societies are not for a single year, but for the whole course. Members are taken in Fresh- man year. They live together from that time on ; for each of the leading societies has now its commodious dormitory, where a large part of its members find their rooms quite commonly for the last two years of the course. This society system has two very different results. The societies, by bringing their men together and giving them common dormitory life, create just so many centres of Sheff life, which correspond to the common campus life of the Academic Department. These differ- ent society homes furnish the rallying places for the graduates who return for commencements and reunions, besides gathering them in at stated periods during the year in the secret conclaves of the society, after the fashion of the academic Senior societies. On the other hand, it is rather in the nature of things for a three-year society to operate against strong class spirit. It is not for one not a member of the depart- n8 YALE. ment to say how far-reaching this effect is ; but it is interesting to notice that two of the strongest of the Sheff societies — Berzelius, and Book and Snake — have recently moved on the time for receiving Freshman members from December of Freshman year to the end of the following May; and it is even whispered that this may not be the latest move in that direction. Outsiders generally suppose that the principal reason for this is the inherent difficulty in selecting the right men so early in Freshman year. This fact has probably con- siderable weight, but not so much as seems at first to be the case, when it is remembered that these socie- ties do not bind themselves to take a certain number more or less at a certain time, as do the academic societies, but hold only approximately to the fixed figures, and in the case of more than one of them do not hesitate to add to their elections later in the course by choosing men who belong to the class of later developments. Another development in the society life at Sheff which will bear watching as the social life of the depart- ment grows, is the relation the societies occupy towards the Faculty of the school, treated merely as organiza- tions who have more or less control of their members, and who have it in their power to influence strongly the social standards of their community. There seems to be a growing disposition on the part of the Sheff Faculty to recognize in a quasi-official way the rela- tions of the society members of their societies. It is not an altogether new development, but has been rather more noticeable in recent years, until it now approaches the corresponding relations in the Academic Department. ■ ■ ,.::■•-,. ' ■ 1 ' St. Elmo Delta Phi Society House TAP DAY AND THE SOCIETY SYSTEM. 119 There is nothing like Tap Day or Calcium Light Night in the society life at Sheff, and, on the whole, its society life outside of the dormitory feature is kept much more from the public gaze than is the case in the Aca- demic Department. There seem to be no out-of-door customs like those sanctioned by tradition in the College. The secrecy is, however, more rigid, in the case of most of the societies, than in any except the Senior societies of the Academic Department. The Scholarship Society of Phi Beta Kappa, whose members are those receiving the first grade of appoint- ments in the Academic Department in Junior and Senior years, has lately assumed a social character through the acquisition of a room in the basement of White Hall. This room has been very handsomely furnished by some friend who withholds his name, and is a very con- venient retreat at all times for members of the society, for conversation, or reading, or study. The stated meetings are now better attended. In Sheff, the corresponding organization, is the Yale chapter of Sigma Xi, established in 1895. Sigma Xi is an organization of considerable power and of no little virility. Indeed the manner of its control has excited something more than interest through the School, and particularly among its officers. The sharp difference of opinion is in the drawing of the line of membership so as to make it strictly " scientific." This ruling does not exclude men of other departments than Sheff, but does not include all those of highest stand in Sheff. CHAPTER XV. THE COLLEGE DEAN. " T ET'S go and see the Dean about it." J — * There is hardly an hour of the day that these words do not fall from the lips of some one at the New Haven College. They express the initiative of enterprise and the last resort of effort. The sentence comes as the impulse of the heart, and as the conclusion of the head. It is one of the general rules of life at Yale College. It is an instinct of the place ; it is taught by experience on the campus. It may be a manager of organized Yale interests, an athletic captain, a " News " chairman, a Glee Club director, or a Phi Beta Kappa president, who says it. It may be the humblest member of the Yale community in discomfort or doubt. What might be the result if Yale did not have a Dean, — such a Dean as now for fourteen years she has had? I dread to think of it. On March 10, 1898, Professor Perrin delivered in Brooklyn, at a banquet of the Yale Alumni Asso- ciation of Long Island, an address which told more about the institution of Yale than I have ever read or heard in speech, among all the responses to this common theme. I do not apologize for repeating parts of it here, and perhaps parts of it elsewhere. It is a summary of Yale, in these latter years of the century, — of the broader characteristics of the University. It speaks THE COLLEGE DEAN. 121 with a clear understanding and in plain English of the great question of college government in these words : " What problems of government present themselves in such a community, such a combination of college and university ! This combination you will remember is set in a small city which votes license. The student community forms one- fortieth of the entire population of the city. It is put in the very heart, the ' congested part ' of that city. Of course, then, every ebullition of our folly thrills out from centre to circum- ference, and things which would not be noticed in a larger city, and could not happen in a small town, are speedily noised abroad. " But now, considering the unusual degree of restriction and requirement which accompanies Yale life, we must plead fer- vently for the preservation of the freedom that still remains. Such a community cannot be governed by direct legislation and punitive enactments. It is impossible. It is too large a community in the first place. It is too representative a com- munity. All shades of thought, all manners of living, all ranks and callings are here represented. It would be folly to try to fit over this community any system of law in matters where other communities exercise Christian liberty. Such a com- munity can be governed only from within, by appeals to the best instincts and sentiments of the community itself, which is, after all, an educated community. The community must be educated into governing itself. " This has been achieved in high degree by the present Dean of the College, and it is his distinct contribution to the growth of the University as such. Whatever mistakes in government are made, — and it seems to many that the puni- tive element is. often robbed of its due efficiency, and that the sentiment of the community often demands greater severity towards patent transgression, — these mistakes are in the ap- plication of a noble principle, not in the principle itself. 122 YALE. There must, after all, be a large element of freedom in any healthy university life. Who can be trusted with freedom if not American youth? Of this healthy university freedom we may be very jealous, especially when it is under malicious and mendacious attack. It must be one of the priceless privileges of the place. Of it we may even speak with some- thing of the ardor with which Lowell apostrophizes the larger ideal of civil liberty : — Her, dur delight, our desire, Our soul's inextinguishable star, Our faith, our remembrance, our hope, Our present, our past, our to be, Who shall mingle her life with our dust. And make us deserve to be free ? " ' The atmosphere of the Yale life is light and truth/ from of old. It must also be an atmosphere of freedom." There is the general outline. Men who have been on the campus in the last ten years can amplify it as they will. As they develop it, the central figure in the pic- ture in their mind will be the personality of the Dean of Yale College. About it will be grouped the incidents of their own lives, when they touched his; of their own large or small experiences. It is hard to do more than to suggest that picture. I cannot write of Yale without speaking of the Dean's office. Yet it is for a Yale man as though he wrote of his own hearthstone. Yale has been called a family. The Dean's office is the hearthstone of that family's life. Like all the best things of any institution, of any com- munity, this part of Yale has grown with the place and developed according to its needs ; and the community itself has furnished, for a man to fill it, one who has gone through all its best experiences and has grown up as THE COLLEGE DEAN. 123 a part of that institution. By that it is not meant that this place or the man who has filled it are the conven- tions of the College. The Deanship of Yale has been the outcome of deep and peculiar needs. The Dean of Yale has been a man in the fore of Yale's develop- ment, guided quite as much by the large possibilities of the future as by the safe precedents of the past. It is quite consistent that the Dean's home — by that I mean the Dean's home for Yale, or one might even say Yale's home — is most unpretentious and simple, — a modest, brick house, just across the street from the campus itself. The move to these ■ quarters was made within only a few years from the too crowded accom- modations of a dormitory room. The house before was the home of one of the great lights of Yale, a man of simple and noble life, whose talents added to his university's fame in two continents. And what can we say about that little room, except that the Dean is there from ten to one every day, and that the door is opening and closing almost every minute of those three hours ? The best story of that office is the story of its inviolable confidences. But you can sit in a chair and await your turn, and hear a good deal that is interesting, and supply from your own experience a good deal more that is much more interesting. It is five to one that you will not miss the sight of the usually blase Senior, with an impossible record of marks and cuts, seeking some privilege utterly outside the pale of statute possibilities. He may secure it or he may not. It will all depend upon the conditions of his case, which you and I do not know. Perhaps his confessor alone knows it. There is many a man 124 YALE. whose real self is discovered by the Dean before he himself has any definite knowledge on the subject. I hear a man speak of " fooling the Dean," and I laugh at the ludicrous suggestion. It may be that, following out a tradition which obtains with feeble minds, that man has been allowed to go from the office thinking that he has misled this wise observer, before whose discriminating eye thousands of Yale men have passed. Some day he will undeceive himself. " The Dean is too easy," say some men. It may be — I do not know. I do know that he is always reaching for the truest, strongest side of the man, and that it responds to his touch more than to almost any other influence in this place ; that many men, who seem to impose most abominably upon what has been called his " weak good-nature," have offered, in evidence of his clearer vision, and as " fruits meet for repentance," after lives of manly force, of usefulness, of charitable helpfulness, which seem to have bended toward their better ends when they first felt that at least one man of clear head and great heart trusted them. You do not see all, sitting there in the office, — all that makes it possible for one to write this confidently. The most important business of that office is not con- ducted in the public reception room. But you can see a good deal there. The football captain has come in. Thornton, a good fellow, and superb full-back, is hope- lessly footless, — the captain does not hesitate to use the expressive vernacular in the Dean's house, — on the verge of suspension, and on the danger-line of scholar- ship. Can't the Dean do something with him? Cap- tain and coach and classmates struggle in vain. The Dean will see about it. No deposition sets forth just THE COLLEGE DEAN. 125 what the Dean did, but if that man is not on the safe side of 2.25 on November 20, he probably is not of the right kind of stuff for a football team anyway. There comes the " News " chairman. The Freshmen want to elect a Fence orator. The class has been abominably reckless, conspicuous for repetition of the worst mistakes of their predecessors. The Faculty are holding over their heads one of the worst penalties known at Yale, — cutting out from their experience as a class this cherished and peculiar custom. The " News " chairman must secure permission for a meet- ing before they can have one, and must open it for them. They have asked him to do what he can for them, and of course he has gone right to the Dean. In the mean while, three or four members of the Faculty — well-known faces, familiar names — have come and gone. Theirs may have been routine busi- ness, or a consultation over some knotty case of dis- cipline. It is not improbable that they have come to the Dean's office hoping for a suggestion from him, which will be their decision. He will not take the responsibility if he does not think it belongs to him. And when the head of the Department of Philosophy has left, the Junior has his turn, for advice about a room. He can afford $3. 00, but he can't afford $3.50. Where ought he to go? Can the Dean tell him of some one whom he can get to room with him ? The Senior, near his graduation, follows. He is uncertain of his future course. His mind is bent thus and so. Would he better study here, and if so is there a chance for a scholarship ? What would the Dean think of teaching for a year ? Some graduate follows him. The morning's mail 126 YALE. had brought news that the family of one of the bene- factors of the University intended to be present at Commencement. This man graduated in such and such a class. Those of his classmates who are at New Haven ought to make his visit as pleasant and attractive as possible, and for his family. He did well for Yale. The Dean states the circumstances to this graduate, whom he had summoned, and that is all that is necessary. And in the mean while, a multitude of applicants, supplicants, defendants, plaintiffs, and those seeking only information, have come and gone, having done their business with the Dean's first lieutenant, the Reg- istrar. The position was created a few years ago, and a recent graduate of the College, of maturity and good judgment, was chosen to fill it. Mr. Merritt's depart- ment handles the detail of the administration of the College, while the Registrar himself relieves the Dean of not a little of his personal labors. He handles the cases in a spirit quite in key with the traditions and standards of the office. That room is a very important place in Yale College, and the time may not be distant when it will yet more directly and powerfully, in the same spirit and under the same control, act upon the forces of the college life. But there has yet been given only the most imperfect suggestion of the Dean's work and ways. A recent example of them comes to mind. Army blue was not uncommon at New Haven in the spring and summer of 1898. You remember how Yale answered the call to arms. Those boys attended to business at Niantic, but when something necessary allowed them leave of absence, of course they were at New Haven first. And if they were in the Academic Professor Henry P. Wright Dean of the Academic Faculty THE COLLEGE DEAN. 127 Department, and went back to camp without five min- utes' talk with Dean Wright, it was because they could not find him. Nothing ever showed the feeling of that man for those who came under him, and who were worthy of that feeling, more than his regard for the Yale Volunteers. I often talked with him about them, and, well as I knew the Dean, it was a revelation to me to see how constantly they were in his mind, and how close they were to his heart. I have practically never found Professor Wright alone, — unless I boldly invaded his home, when one of those cases had come up where one simply must see the Dean, no matter where you disturb him. I do not see how he corresponds ; but he does write letters, and while all the tents at the State camp at Niantic were leaking and the sun was not seen for a week, and equipment did not come from Washington, and the feel- ing grew that the War Department did not care what became of Light Battery A, there was one thing that kept up spirits and good heart. In some way or other messages came again and again from New Haven and Dean Wright to this man or that, and the letter went the rounds, and the boys knew that Yale's heart was beating for them. Upper classmen who had exhausted all cuts and marks, as is usual at that time of the year, used to come to the Dean with some stories or argu- ments for the special privilege of a trip to Niantic. They thought it would do them good ; they had some special business to conduct with some man in the Battery, et cetera, et cetera. They were seldom al- lowed to finish their explanations. The Dean would break in with : " Well, go on. Go for a day, — take two days if you can. Cheer them up. Make it pleasant 128 YALE. for them. Those boys are giving up a good deal more than you or I realize, and we don't know what is ahead for them. You can't make a mistake." The Dean wore army blue thirty-five years ago. Before this book has gone through the press the splendors of peace have again been flung over this great land. But if Light Battery A had early received the orders for which its young hearts yearned, and had the final word been given which meant that Yale's best blood should flow, hardly one heart, outside of these boys' own homes, would have been heavier than that of their College officer, whose chief business, according to the technical constitution of things, had been to keep them within the statutes of this peculiar community, and to inflict the penalties for their transgressions. This may be saying more than one should say of a man of the present. But I could not have written this part of the book without saying as little as this. Some day there will be more to wriU>> and it will be better written. CHAPTER XVI. YALE ORGANIZATION. CARDS had been sent out on twenty-four hours' notice for a meeting of the Jingo Club, and on a Tuesday night of early May a roomful of the younger instructors and some of the graduate students had rein- forced themselves with war spirit, in one of the cosey attic chambers of the Physiological Laboratory, the old Sheffield homestead. The Jingo Club had not named itself in obedience to an academic sense of humor. The country faced a foreign foe. These young Yale instructors and students were warm-blooded Americans. They felt their pulses beating a little fastei, and were aware, at the sight of their country's flag, of a feeling which most of them had never experienced before. They wanted to get together and talk it all over. That they did, and with great thoroughness. They had no idea of doing anything particular. There was at first thought apparently nothing for them to do beyond thus getting together, in which they were simply following out what you might call a Yale instinct. The next day, as I left my house for the office, I met Henderson. He was looking for the editors of the Yale papers, graduate and undergraduate, — the Jingo Club had sent him. They sent him with the message that Yale ought to be doing something. Two or three days before, the Government had gathered into its Navy one 9 i 3 o YALE. of the fleetest of trans-Atlantic liners, and it had been decided to rub out the name Paris and put on the name Yale. The Jingo Club had been talking about that little incident, quite unique in naval nomenclature. The compliment pleased them. They rated it an ex- traordinary honor that the Government had made an exception to ordinary rules, and had given the name of a university, as though it were a part of the nation, to one of its fighting vessels. Henderson had said at the meeting that Yale ought not to waste any time in say- ing " thank you " in just as handsome a way as she could. The Jingoes told Henderson to ask Yale to say so. When he came to the editor of the " News," he found this custodian of the general interests of the campus world already planning something, and willing to do much more. He found that the Yale graduate paper had been asking for suggestions as to what the Univer- sity men should do, and was also ready to obey orders. When these three had made rough plans, they found that some Yale men, less than one hundred miles away, had already been thinking of the same things and had already made an offer to the Navy. And when the men in New Haven and the men in New York met and talked it over, they decided that all of the University's sons were ready to claim an interest in this boat which bore the name they loved so well, and were ready to pay for their stock, too. It is a part of recent history — a very modest little chapter in the stirring story of the spring and summer of ninety-eight — how this was all carried out ; how it was decided to ask Yale men to give five or six thousand dollars by way of practical indorsement and acknowl- YALE ORGANIZATION. 131 edgment of their country's act, adding perhaps a little to the service which their boat might render. And it is quite well enough known how the sons of the New Haven University, whether they lived in Maine or in the Hawaiian Islands, had only to be told that here was an opportunity to take a little part in the name of Yale in the work their country had to do, and then, how soon they had to be told that they could keep their money for something else, — that the sum was all gath- ered, and half again as much as was asked for was at hand, with nothing in sight to spend it for. To organize is, of course, to obey an instinct of the age. Graduates of all colleges are unusually ready to obey that instinct. But it is a fact that Yale men are considered peculiar among all their fellows of other colleges and universities in their very thorough way of answering this instinct. The organization of grad- uate Yale is accomplished in all parts of the Republic, and often under circumstances which are most adverse. When one remembers that these associations have never any more definite purpose than merely to get men together once a year or oftener, according to the possibilities of their environment, — to sing together, to talk it all over once more, — the extent of this or- ganization is not without significance.' There are sparsely settled States in the West, with perhaps threescore graduates, all told, within their confines. From a third to one half of these men will meet at an alumni dinner at least once a year. They think little of going one hundred and fifty to two hun- dred miles for such a reunion. Colorado, California, and Indiana furnish examples of this sort of alumni organi- zation. Not less than thirty-five of these different 132 YALE. groups of the graduates of Yale maintain an organi- zation, and effect reunions of substantial size and the most intense interest to those who attend. Probably half of them arrange their meetings twice to three or four times in the course of a year. This spirit of close organization is on the increase rather than on the decline, as the University grows with the growing country. Graduates are gathering in closer to each other rather than being more scat- tered. While this fact has been clear to those who have watched the University closely, it is not an exag- geration to add that Yale's answer to the call for money for gifts to the cruiser was a very genuine revelation of the strength of this organization, and of the common tie to the fostering mother. Members of the committee who raised that money say that they would only have had to keep quiet and not discourage contributions, to make the sum that was offered them twice what they asked for ; and that if they had been given the word that it would be much appreciated at Washington, if Yale men could find it possible to place a battery of eight or ten 4-inch rapid fire guns upon the cruiser, it would have been not at all a difficult matter to have raised fifty thousand dollars for such an object in the space of a very few weeks. To be sure, there was the added instinct of patriotism freshly aroused and intensely strong at the time among nearly all Yale men. Right from their campus they offered a full battery — 173 strong — of the best blood of undergraduate Yale, and insisted, when this offer was refused, on placing in the ranks, in one company or another, more than a hundred splendid young fellows. As to the graduates, those who looked through YALE ORGANIZATION. 133 such records as could be gathered by Yale's graduate paper, found that out of the six or seven thousand Yale graduates fit for service by age, — men all in busy life, under responsibility, and bound as close as any by every tie that makes home-leaving hard, — upwards of three hundred shouldered their guns. That was much higher than the usual percentage through the country. Yes, the Yale man wanted to do everything, just as every good American did, to bring his country glori- ously through its struggle; to end the time of war and bring back the days of peace. But this Cruiser Yale work was all a Yale sentiment. The Government was not to send this splendid vessel on her lonely work as scout without armament. Yale asked only to pay for the guns, and Yale men were willing enough to pay all that was necessary, just to know that a part of what the Yale was to do her work with was given by Yale. The quick overwhelming way in which they did it shows how close they keep to the place. CHAPTER XVII. A REUNION. REPUTABLE men never make a more disreputable appearance than at a Class reunion. Their exercises are conducted under the favorable circum- stances of a sympathetic and understanding environ- ment. Most of the people who see them appreciate the motive and the spirit of their abandon. A few don't appreciate it. By this fact is understood the waggings of the tongues of local gossips in remote and quiet settlements; the disappointment over the dashing of an ideal. But let us not be concerned with the large crimes of slander, and the horrid uncharit- ableness of men — and women. We are going to a triennial at Yale. The formal exercises are all set for Tuesday of Com- mencement week. If you want all of triennial you must get there by the Saturday before. The skirmish line of the class prospects the city at that time. These men drop into town in companies of two and three. They are investigating the conditions, and they will be ready on Tuesday to' report to the main army under what terms the metropolis of Connecticut is willing to capitulate. These early comers have sailed the stormy sea of life for all of three years. They have begun to learn something of the value of the minor coins of the Re- public — something of the necessity of treating the Class Day Harvard-Yale Ball Game Commencement Day Procession A REUNION. J 35 intangible asset of credit with some caution. Some of them are now earning ten dollars a week mayhap, but at home they ride trolleys and bicycles like the rest of us plain folk, even immediately after monthly settle- ments. But they have reached the old station in New Haven, and one of the chief impressions of the days they spent there, alas and alack ! was to make immedi- ate, unsparing use of any present resources. The instinct of the undergraduate is to live so thoroughly in the present as not to allow any part of it to escape into the future. " Can't we get up a dollar in the crowd and ride up ? " — that was the old way. Now these men are back with several dollars in their pockets. Of course they will " ride up," and fight for the privilege of paying the hackman, some well-remembered minister of former days, who perhaps floated their paper then, and looks for rich interest now. They hurry to their quarters, by which is meant the place where they spend the few hours devoted to sleep the next week. It may be in one of the Divinity Halls or the Graduates' Club. They cannot get there soon enough to suit their desire to shake off, at the earliest opportunity, the conventional habiliments of civilized society. The common law of the campus in summer is to keep cool, and no one is very particular about methods. Waistcoats are an abomination. White ducks are the favorite for trousers, and the thinnest madras or cheviot is the general rule for the shirt. If the man is wealthy enough to support a blazer or a golf coat, he will wear it. He may, under great provocation, appear coatless. There is a fairly regular resort to the laundry for the care of this costume, but the academic mind is not pernickety, and this moderate 136 YALE. approach to godliness is not observed in the care of headgear. Antiquity, and the evidences of long and careless usage, are the particular attributes of the col- lege hat in New Haven in these latter years. In winter it is a slouch that may have been a light gray origi- nally, and probably had a band when it came out of the factory; but the origin of its color and its equip- ment must be put down as obscure and impossible to trace. If men are going to triennial, they are getting back to college as quickly as they can, and so these things at once become part of their attire, as far as they are able to gather them from the wrecks of the past, or their imitations in the student shops of the present. But if they have not those disreputable old hats, they can devise something for the occasion. A white canvas, at perhaps a cost of twenty-five cents, may be the fashion, as a year ago. If these are on all the class, it will present, at the beginning of the ceremonies, a very neat and impressive appearance. At times they lay aside the stiff straws of style for hayfield broad- brims. This rustic touch makes subsequent proceedings all the more anomalous. By Sunday a goodly number of triennial men will have found each other. This discovery does not always take place in the chapel. The returning graduate is almost unduly impressed with the limited accommoda- tions of even the enlarged house of worship on the campus. Baccalaureate is for the graduating class, and for its fathers and mothers, aunts and uncles, brothers and sisters, and other people's sisters. They need all the room there is. It is very warm, and it is uncharitable to crowd them. But Sunday is unevent- A REUNION. 137 fill. The early ones are just doing what any one does when he comes back to New Haven, — looking over the place again, visiting old friends, calling on the Dean, or taking a trip to the shore. They have not thoroughly assumed their character as members of the Triennial Class. By Monday they become considerably more formid- able in number, and begin to realize their particular assignment. By Monday night the situation is fore- boding, perhaps critical. What they have then is generally called a little game. Game is a word ap- propriated by the college vernacular for that which nothing in the President's English seems quite to fit. The generally unerring sense of slang, particularly of college slang, is not quite so apparent here. The underlying sense of having a good time, in any game, ' is about all that justifies the appropriation. There are all kinds of games. The word means neither studied sobriety of demeanor and refreshment, nor does it mean any extravagant outbreak. Two or three may be in a game, or half a hundred, if there is room enough. A game is generally an impromptu affair. The whole company may be of the sternest type of cold-water ethics. It may be quite the contrary; or a combination of both. When men have a game at triennial they simply get out of the ruts and rules of ordinary life and back to the naturalness of the older days they spent in New Haven. They may open nothing with corkscrews, but they will open up them- selves and be their old selves and their real selves. They will begin to breathe it all in again, — that unre- strained, healthy, careless spirit of campus days. They feel themselves changing back again to the character 138 YALE. which they supposed they had lost, but which was only dormant. The greater game will separate, before the evening is over, into smaller games. There is where this reforming process goes on still faster. Men speak right to each other. The cautious reserve slowly dis- appears. The distrust, bred of bargaining, vanishes. The better side of the men, the more natural side, the old college-day side, is again in their eye. They are ready with the same old extravagant eulogy. They may not be quite so ready with the same old extravagant condemnation. Professor Beers sighs for the " uncon- sidering, unhesitating scorn or enthusiasm of our college days, when every one was either a perfectly bully fellow or else a beastly pill." I think that when men come back to triennial, though it may take them time to unlearn the reserve which the sterner duties of life have already begun to force into them, it is also true that they show the better side of what the training of their life off the campus has been, — less of a readiness to convict for unpardonable sins. With this temperate charitableness, the returning enthusiasm of approval makes a rejuvenating combination. It makes a spiritual tonic out of the reunion. The man who runs the business meeting of the class, the Triennial Class, must be a Thomas Brackett Reed, unless he wishes to transform the business meeting into another number on the gayer part of the program. These men are back for the fun of life. It was a part of their college education to get the fun out of every- thing that went by. When they have been out of college ten to forty years, they may take a fairly con- servative view of business meetings. It is different in these earlier reunions. "fe. ^ Pi s A REUNION. 139 You have probably seen the rest, — the triennial march to the baseball game in the afternoon; the peculiar evolutions on the Field before taking a seat; wild dances on the steps of Osborn Hall and up and down Chapel Street. What a ridiculous, crazy set of men they are ! It is n't only at triennial, when they are boys, but at sexennial or decennial as well, or even in later years. Perhaps you have heard of triennial dinners breaking up after the fourth or fifth course, with no chance for speeches. You have seen the procession come back to the campus handling cannon crackers as though they were snowballs; firing Roman candles into the crowd or the windows of the New Haven House just . for the fun of it ; dressed in most negligee attire, — coats off or linen dusters on, and some individuals with paraphernalia of their own. At triennial our class could not get through more than one of the eight or ten speeches which were scheduled, and the attempt to render that was like a competition with a 13-inch gun, — nobody heard it, and the man lost his voice for a week. Dinner was hardly begun before everybody was up and waltzing around the tables, making Omega Lambda Chi processions. There were not many things thrown, and I do not recall that any one walked up and down the table ; but if one could have introduced into the gallery of that hall a calm, judicious spectator, who had lived in anything but a university town all his life, he would have said, when the evening was over, that he had just been given a revelation of the ways of young America which sadly weakened all foundation for a reasonable optimism. This is told simply to allow me to add this : That it 140 YALE. is no more possible or reasonable to trace to alcohol the unclassified phenomena of those meetings than to ascribe to artificial stimulation the antics of a well-bred hunting dog treated to the first sight of a gun in the fall, after a summer in a kennel. The men who made the most noise, who traced the most remarkable curves in the march up and down Chapel Street, who were seen with champagne bottles in their pockets, were quite as likely as otherwise to be those who made total absti- nence a principle. I remember one man returning to his home after that incident, to meet the report that he was disgracefully drunk on the streets of New Haven in Commencement Week. He was one of the most ardent of triennialists, but to the personal knowledge of the writer, his indulgence in artificial stimulant at that time consisted of one swallow from the loving cup as it went around for the Class, and another as it went around for the Class boy. These reunions are not quite the uproarious affairs that they once were. They are becoming somewhat more moderate year by year. New Haven and the University are getting too large. The cannon cracker and the sky rocket are not quite so much in evidence. Men do not so often hire a band to play all the evening, and then drive them home as soon as supper is over by putting crackers down the end of the horns. But I doubt very much if any of us shall live to see reunions of the earlier years after graduation that do not give the impression, to one who does not know the feelings of the returning graduate, of boisterous and uncontrolled revelry, with alcohol as the main excitement ; and this would be true though effective prohibition had become universal. CHAPTER XVIII. THE GRADUATE AND THE UNIVERSITY. THE old graduate — he is always called " old " — has had many more apologists than he has asked for. It is customary in much of the writing on such a place as Yale, to make a feature, in any description of an improvement or development, of a little reasoning with the graduate, who is represented at the outset as " kicking " about it because there is a change. The grad- uate is not necessarily a fool, and the Yale graduate is one of the last men to ask the world to stand still. Rather than to describe him as consistently opposed to change, it is more to the point to mention his unshak- able faith in the wisdom of any course, no matter how much change it involves. That is the characteristic of nine out of ten of the wide-awake alumni of Yale. They have pushed in on the College from time to time, asking for certain things, and at present, knowing more of its affairs than before, they more frequently inquire and comment; but still rarely criticise. Back in 1869, when Commencement came towards the end of July, the Associated Alumni of Yale, as they were then called, appointed Professor Noah Porter, who became soon after President, the Hon. William M. Evarts, Dr. Charles J. Stille of Philadelphia, and Pro- fessor Franklin W. Fisk of Chicago, as a committee to report on the advisability of a change in the charter of Yale which would allow strictly alumni representatives 1 42 YALE. in the Corporation. As a result of this agitation the places taken by six State senators on the Yale Corpora- tion were given to the alumni. There have been sturdy enough Yale men in these places since that time, and they have taken very active part in the delibera- tions of Corporation meetings. But it is a matter of some question just how much effect they have had upon the government of the College, which is even to this day practically a one-man government, the Corpo- ration quite invariably authorizing any step which the Administration takes. The alumni are generally content with what is done, and whether they have or have not particular faith in their representatives in the council, they think that noth- ing bad can result. This easily satisfied condition was not exactly what was aimed at, and, indeed, this com- mittee, in making a report on the change, concerning whose advisability they refused to commit themselves, made the principal point in their recommendation that no such plan as this was in itself at all sufficient for the proper co-operation of the graduates with the govern- ment of the College. The following paragraph from their report sufficiently indicates their attitude in this matter : — " The necessity is imperative that the Associated Alumni who meet at . the annual Commencement, the several local associations which are organized at the great centres of population, the several classes who are united with the common mother by the strong ties which bind their members to one another, should want, and should devise and execute measures by which to receive and diffuse information in respect to the wishes and wants of the College; by which they can be THE GRADUATE AND THE UNIVERSITY. 143 brought into active sympathy with the Faculty and the Corporation ; by which they can diffuse a general sense of responsibility for the progress and development of the College, and can contribute to the common cause their munificent gifts with honest pride and their humble gifts without hesitation." The passage is reproduced here as stating an idea which in recent years has considerably developed. It seems to be more and more taken as a view in uni- versity government, that the graduates should be as closely connected with the institution as possible. The graduates of Yale are organized in this respect, and are informed in regard to the University, the writer is inclined to believe, rather more definitely than ever before. Alumni association meetings have come to be of more practical value by their reports from head- quarters. The reports of the President of the Univer- sity have become more detailed and have expressed more fully the plans of the administration. And the desire to keep in touch with the place is evidenced by the foundation and steady development of a weekly alumni paper. It is safe to express the opinion that the future of these relations will show them closer rather than other- wise, and with increasing tendency on the part of the Administration to take the body of graduates more and more fully into confidence as to management and plans. There has been some growth in this direction within recent years. The question has sometimes been seriously asked why the graduates of Yale, with all their fame for enthusiastic and loyal support of it, do not accomplish more in the way of adding to its strictly educational i 4 4 YALE. resources. They built with a good deal of ready gen- erosity a gymnasium that cost nearly a quarter of a million dollars ; put their hands in their pockets for the cause of athletics very frequently and very deeply, and for such an enterprise as placing guns on the cruiser, named after their University, can be counted on for almost any amount. But it is not true that the grad- uates have stopped there. In recent years a great deal of money has come into the University treasury from her graduates, in such bequests as that from the Sloane Estate, the Lampson Estate, and such gifts as the Waterman Scholarships. The prediction is therefore hazarded — that the increasingly confidential relation between the governors of Yale and her sons will turn streams of money more and more plentifully from Yale's own ranks into her treasury. Graduates, as we have said, do not oppose changes on principle, and exhibit rather a flattering confidence in those who have the responsibilities of government than an inclination to distrust them ; but they do feel some- times, and it is their right to feel so and their duty to express their feeling, that there are certain elements in the makeup of a Yale education which men who are carrying that education into the heat and dust of the day, and making steady, trying use of it there, will appreciate perhaps better than those who live constantly in the quiet of the academic atmosphere, and before whose eyes are constantly held the ideals of the Univers- ity's development on the lines of pure learning. CHAPTER XIX. SOME OF THE WAYS OF YALE. HAT sets the graduate's mind most quickly at rest in regard to the unchanged spirit of the old place he loves, are just those things which are most likely to startle and perhaps shock the earnest visitor to New Haven, who knows only the fame of Yale as a fane of learning, and who is on the lookout for the thoughtful and pale faces of those who are to lead the world's advance in years to come in things of the mind and of the spirit. This stranger does not find exactly what he is looking for under an old slouch hat and over a more or less soiled sweater, or under no hat at all, with the offsettings of a negligee shirt and a dollar and a half crash suit ; and he is moved to a great many questionings and wonderings in observation of the dock weeds and the dirt and the worn fence and the weird games that are the features of the academic shades. But when your graduate has finished his evening meal at the New Haven House, and, on strolling across the campus, hears first the fire bell and then finds him- self in the midst of bedlam, he thinks it is all right, and that Yale youth is as it was and as it should be, — that is, I suppose, spontaneous. He does not count it at all strange, when he hears a hundred windows go up on the first stroke of the bell and sees heads out from every dormitory, and hears these men, who have just started on their Virgil or their " Pol. Econ.," or Calculus, sud- 146 YALE. denly bawling " Fire ! " to the limit of their lungs. He watches and listens with an interested smile, until there is a slight pause, followed by a gentle " All over," started by some sentinel in a remote corner and passed along the line. Silence follows in a minute, and Yale life seems to be pretty well organized, and much as it ever has been. A very carefully dressed and accurate young man, of one of the classes that graduated less than ten years ago, was quite strangely thrown on his back by one of his good friends on a summer evening, to be subjected to the first fruiting operation on the Yale campus. He was probably more surprised than he would be now to see some similar tragedy enacted on a younger brother. It happened just about the way all these things happen ; that is, nobody knows just how it did happen. There were a few minutes to do nothing in, so something un- usual had to be done. This accurate young man prob- ably troubled his excellent friends, simply by being too dignified, and so they decided that some indignity should be offered to him. How any one conceived of putting him on his back, undoing his coat, and cutting off the flap on the end of his shirt bosom, cannot be explained; but this was done. And it was no sooner done than the offending part of his costume was placed on the end of the knife which cut it off, and the illustri- ous youth in the group who had secured the trophy held it aloft, shouted " Fruit ! " and rushed across the campus to a favorite elm in front of Durfee. The others followed, and in due order the shirt tab was tacked to the tree. And then this group continued the pastime fiercely that night, and fiercely for several days thereafter, on those who seemed most tempting subjects SOME OF THE WAYS OF YALE. 147 for operation, until twenty-one of these curious trophies were pinned together on one elm-tree. And the game came to be called, first " Elm Fruit ; " then " Fruit." For a goodly while thereafter any man addicted to this way of having his shirts made had reason to expect a visitation at any moment. The amusement is not one that pertains to this particular date, because it is more diverting to find other means of employment, and also because shirts are not made that way so much as formerly. But things of that same general class of unclassifiables do take place from year to year, thus demonstrating that the student nature is unchanged and just as "different" as ever. Nigger Baby, the pastime of god-like Seniors, still persists, and shows no sign of a weakened hold upon the thoughtful men of the graduating class. You have not seen the game? You must see it. It is hard to de- scribe it. Its first stages are a bit exciting. There are certain formalities concerning little holes in the ground and a rubber ball, which is rolled towards said holes. Somebody should be hit with that rubber ball, after it rolls into a hole, the ball being thrown by the owner of the hole chosen by the rubber ball for its resting- place. The man who is hit is scored against. If no one is hit, the man who threw the ball is scored against. The man who is first scored against three times must proceed to the east wall of Alumni Hall, pause within two or three feet of it, and then, facing the building, form himself into two sides of a square, of which the wall and the ground between his feet and the wall form the other two sides. Those who have pre- vailed against him — to wit, all the others in the game — take position by turn at a distance of twenty paces 148 YALE. and propel the rubber ball towards the upper and east- ern angle of the square of which we have spoken. Three attempts to hit the mark are allowed to each thrower. Cries of great joy fill the summer evening at every successful throw. Agile baseball men like the game. It is less popular with heavy football players- After three shots apiece have been fired, and several more, the process of selection begins again with the for- malities at the holes in the ground. Seniors spin tops as of yore. They roll hoops little. They play ball. Ah ! yes. Senior baseball is a firmly fixed convention. It is the most typical nonsense of the Yale campus. I don't know what people expect to do with this when the grass grows green from Dur- fee to Vanderbilt, and a " playground " is established at a " convenient distance from the campus." Rather than to try to move the game to a carefully arranged piece of land, which is not the campus, it were better to move the campus. It is quite as feasible. The sport is called baseball. It is built on the princi- ples of the great American game, but its evolutions and variations would trouble the keenest analyst of amateur sport. Exempli gratia, football is grafted onto it at times, and the base runner travels behind perfectly formed interference. As many of the interferers are allowed to score as the umpire deems best ; it depends on the success of the finale at the home plate. Consist- ent with mass play in base running is the simultaneous and adjacent work of several batteries and batsmen. It is a great game, and a successful social rallying point, on special occasions, for the Senior class and all the other classes, who watch the matches from their fences. Sev- eral crops of thin, weak grass have within the last two SOME OF THE WAYS OF YALE. 149 years been raised on various enclosed plots of the Yale campus. Will grass-seed ever venture upon the sacred diamond of Senior baseball? The gods forbid! The School of the Fine Arts at one end of the campus — ■ Senior baseball at the other. Let them ever remain, two harmonious elements of the Yale education. These are only some of the things that are done by way of relaxation from mental strain. Of the fixed feasts, some of the older times remain, and some have passed away. The greatest of those that are gone are the annual ministrations of Sophomores to Freshmen. Hazing is no more. Gone are the tooth-pick crews, the forced oration and song, the blindfold performances of all description. No longer are Freshmen required to give running races and tugs of war and other athletic exhibitions by moonlight at the Field. Whether for better or worse these are of the things of the past. They must needs have departed, as the classes doubled in size, and the University and the city, both fast grow- ing, crowded each other. There was too much oppor- tunity for abuse and friction. With smaller numbers, and in the close neighborly associations of an academic department of six hundred men, all that was done was under the common eye and easily regulated. And another way of Yale has gone, and there are no regrets. Better means are found at present of informing a tutor that he is persona non grata than the breaking of his windows, the sealing of his room's lock with plaster, and the shying of firecrackers into his bed- chamber. It is not now necessary to build the tutor's door more strongly for the expected attack. It is doubtful if there is more mercy in the modern signals, but they are less violent and more within the law. 150 YALE. College characters, by which phrase is meant the peculiar attaches of the University, — the fruit and peanut and popcorn venders, the hack-drivers, the old clothes' buyers, the money lenders, — are not the same from generation to generation. They would not fill their place if they were only of a class. The wonder- ful vocabulary of Hannibal is attached to but a single tongue in a generation. The bluff heartiness which made Murray's familiar welcome never unpleasant, and made of him one of the boys, young and old, whom he carried, is not given often to a man whose business is only to drive hacks. Few have the talent of blandly asking for money for his unfortunate able-bodied self and healthy family, and getting it. They don't make Davys every few years. And in the life of an institu- tion there will be but one Mrs. Moriarity. Her tradi- tions may live after her for a season, but her kingdom cannot long survive herself. Both were products of the times in which they were. Just now the peculiar ministers to the peculiar wants of Yale men do not seem as interesting as those who have been on the stage ; but time will come when tradition shall fill wonderful pages on " Mose " and his unilateral games, which are played for the purpose of deciding whether he shall be permitted to go through the Yale man's clothes closet and take what he will, giving thanks, or whether he shall carry off a single pair of trousers and leave a quarter in the expectation of stimulating interest in speculation and doing better next time. Rattle on of your worthies of the past. I glory in Mose ! He is honest. Yet, when he goes reeling from the campus, under a load of English woollens, it is all Wall Street to a penny bank that he Pop ' : Smith. " Mose." Handsome Dan." Murray. Davy. SOME OF THE WAYS OF YALE. 151 has but a few minutes before utterly annihilated the fundamental proposition of Sumnerian economy, that there are two sides to a bargain. " Mose " is a genius. " Pop " Smith is not like any others who have gone before him. I take off my hat to that toothless old man, because he has reached and now occupies a pecu- liar position as mascot for Yale teams, without leaving any ground for explaining why he is where he is. The impossibility of his achievement is his glory, and the days that are gone cannot match it. But if we speak of mascots, then surely let the voices of the past be still. Was there ever before a " Handsome Dan ! " These fin-de-siecle days have produced the most virile, picturesque, inspiring embodiment of virtues that make, and vices that are held back from marring, the Yale spirit. When Handsome Dan died, the sporting blood of America was chilled, and Harvard athletic first trem- bled, and then lay the lid of a thoughtful eye on the left cheek. Most Yale people saw this noble animal at one time or another. The editor of the " Hartford Courant," Mr. Charles Hopkins Clark, Yale, '71, saw him many times, and studied him carefully, at a distance, and wondered. When the news came, in the spring of 1897, of the death in England of this bulldog, who had won all the prizes there were for himself, and most all the championships in sight for Yale, Mr. Clark thus voiced his grief and admiration : — ■ " ' Handsome Dan,' who at one time was conspicuous among Yale athletes, has died in England. Dan was a bulldog, and he wore the blue ribbon. This marked his allegiance to Yale, and also indicated his 'Murphyite' principles. He never looked upon the wine when it was red, but was satisfied with blood. In personal appearance he seemed like a cross between iS2 YALE. an alligator and a horned frog, and he was called handsome by the metaphysicians under the law of compensation. The title came to him ; he never sought it. He was always taken to games in a leash, and the Harvard football team for years owed its continued existence to the fact that the rope held. "Dan was no stranger hereabouts. He spent a summer with a Hartford family, and was taken by them to the Adiron- dacks. One day he insisted on starting with a party bound up Mount Hopkins. Part way up the climb, Dan, who weighed a good many ounces to the pound, gave out. He was tied to a tree beside the path, and this party went on and spent the day on the mountain. No other party went up, however, that day. Other parties proceeded until they met Dan ; then they went home to report progress. He thought he was detailed for guard duty — and so did they. " When the summer was over Dan had to come home in the baggage car, while his adopted family had a through sleeper. After midnight they were all awakened by a loud notification that nobody in the Albany depot, not the bravest baggage-smasher, could persuade the dog to leave the baggage car, and either he must be abandoned by his friends or the car be abandoned by the company. When he saw a friend he readily came out, and the railroad was able to continue business ; but he took no advice from strangers. If he took anything from them it was their peace of mind or their clothing or their sense of comfort. "Dan left us for England some time ago, and Yale and America, practically synonymous, have both survived the sepa- ration ; hence his death will not be an irreparable blow. In- deed, his presence was always felt a good deal more than his absence ; and if he has gone to that heaven which some humane people think exists for animals, we venture the prediction that there is music just now in the bulldog corner." There are some ways of undergraduate Yale that do not change at all. They are ways financial. The un- SOME OF THE WAYS OF YALE. 153 dergraduate's ignorance of the character of business transactions, and the moral issues involved in them, is appalling. A bill is not an obligation ; interest is only a term in finance or economics; time is not a factor in transactions ; a dollar has no antecedents and no destiny. Would that it were not so ! Lots of trouble would be saved, legal business reduced to a minimum; blood-sucking usury would be less common ; a much smoother and more satisfactory co-operation would be shown between town and gown. It is not wise to make youth old, but the parent who has common sense and a reasonable care for his student son, will not let him go to college ignorant of the rudiments of business methods and honor. Carelessness and inexperience cover more than they should. But this begins to read like an essay. These are not essays. And this chapter is not a census. Who shall enu- merate the ways of Yale? Mr. Porter has given his sketches of Yale Life, and, being given the taste, his readers wanted more. Professor Beers filled a book with these ways of a single consulship, and wrote as though he had only touched his choice vintage. Judge How- land pours his stories of the old times and the new into " Scribner's," and when his next speech is used by Presi- dent Dwight to hold the crowd in stifling Alumni Hall, this capitalist presents an unimpaired surplus. The Glee and Banjo Clubs go rollicking over the country twice a year, and their harmonies and nonsense unlock chambers of memory, and " when I was in college " is the preface, from New Haven to Denver, of a thousand chapters of the vagaries and the joys of golden pasts. These few pages are only touches. If they start ques- tionings and recollections, they have done their work. CHAPTER XX. THE POOR STUDENT'S OPPORTUNITIES. SOME questions were being asked about a year ago about the poor man at Yale, — how he stood with his class, and how easy or hard it was for him to make his way and have both ends meet at the end of the year, with three terms of Yale training added to his capital. I turned over the whole question at the time to one who was in Yale and had been given peculiar means of know- ing the place. His answer to the first part of the question did not surprise me. I should have been greatly surprised if he had answered it differently. In his enumeration, which he said was only partial, of the opportunities for adding to one's revenue while studying at Yale, he somewhat surprised those of us who knew only that there were many opportunities, and who had never stopped to compile a rough list. I shall follow here the answer as he prepared it for the Alumni. The true test of college democracy is to be found in the social position which the man of limited means holds in the college community, together with the opportuni- ties which it offers him for development; and it may be safely said that never in the history of Yale have there been more chances for a poor student to work his way, and never has there been greater respect paid to an earnest man thus employed, than at the present day. The three heads under which the different means of self-support naturally fall are : First, those offered by THE POOR STUDENT'S OPPORTUNITIES. 155 the Faculty; second, those arising from distinctively student enterprises ; and lastly, those of a strictly busi- ness nature furnished by enterprises outside the college. First of the aids given to worthy students by the col- lege authorities is the remission of the charges for tui- tion and incidental expenses. Through this means all but forty dollars of the term bill is cancelled, provided the applicant is regular in attendance upon college ex- ercises, and maintains a stand of 2.50 in his studies. Over thirty thousand dollars is applied annually for this purpose by the Corporation. There is also a small fund which is loaned to those in need of financial assist- ance, with the understanding that it be repaid as soon as the circumstances of the recipient will permit. The prizes awarded each year to undergraduates along different lines of study amount to over fifteen hundred dollars. While the main object of these is, of course, not beneficiary, they are a powerful incentive to poor men of a scholarly tendency. The Hugh Cham- berlain Greek Prize at entrance yields $50. The Wool- sey Scholarship for excellence in the Latin, Greek, and Mathematics of Freshman year affords $50 a year throughout the course, while the competitors who are second and third in this examination receive $50 each. Berkeley Premiums are also given at the same time to those who do superior work in Latin composition. If the student is proficient in English or Mathematics he may try for the McLaughlin ($50) or the DeForest ($300) prizes. Prizes are offered in Sophomore year for Latin (Robinson $100), English (Betts $50), and Elocution ($25). In Junior year the Winthrop Prizes ($250) are awarded in ancient languages, the Scott in modern languages, the Ten Eyck ($120), and the 156 YALE. Thatcher ($150) in speaking. There is also a second set of Robinson Latin Prizes for Junior and Senior years. In the latter year the Townsend ($50) and the DeForest ($100) are awarded for composition and speaking. There are also undergraduate scholarships, amounting to $2,500 (the Scott Hurtt, Waterman, Daniel Lord, and Palmer), which are given to men of excellent character who have shown marked profi- ciency in scholarship during the first two years of the course. A number of men are appointed each year to mark the attendance at Chapel and in the lecture rooms. This work of course necessitates that the monitor be always present. Monitors are paid about $30 each, and are selected from the application list. If a man has sung in the college choir for the year preceding, he also receives in his Senior year a small salary for his services to the College along that line. Perhaps the surest and steadiest means of self-sup- port, if one is capable, is tutoring. Efficient tutors often receive as high as two dollars to three dollars an hour for their services. This work was, for some time, confined to the lower classes, and those preparing for the entrance examinations, digests and summaries of lecture notes taking its place for the last two years. But a late Faculty edict has practically killed digests, which means tutoring all through the course. Enter- prising students have given lectures for a small admis- sion fee,- reviewing the notes of the year or reading rapidly over the text covered in Greek and Latin. There are several ways of reducing the ordinary col- lege expenses. The College Dining Hall offers board at $4 per week; but the waiting list here is so large THE POOR STUDENT'S OPPORTUNITIES. 157 that applications must be made early to insure seats. The Co-operative Association, managed by a governing board of undergraduates, has a large assortment of books and student supplies, which it sells for a trifle less than the ordinary cost at the city stores. There is also the Andrews Loan Library under the charge of the University Librarian, from which needy students by permission from the Dean may draw many of the text-books, subject to return in good condition. So much for the opportunities which the College itself offers to needy undergraduates. Many of these are of course dependent upon the maintaining of a high stand, but nearly all are within the reach of conscien- tious students of fair ability. There are, however, a mul- titude of chances presented by the student community which allow scope for very different types of ability. All of the undergraduate publications are managed on strictly business lines, and any surplus remaining after the expenses of publication are met is divided among the Senior editors. There are twenty-nine edi- torial positions on the four college papers (nine on the " News," nine on the " Record," six on the " Courant," and live on the " Lit.,") and these are filled by competi- tion which is open to all. The privilege of issuing the "Yale Banner" is awarded annually to the highest sealed bid submitted; and this, as well as the " Senior Class Book," if well managed, will handsomely repay the time spent in getting out the publication. Nearly all the papers in the large cities have correspondents among the students, who furnish the college news for daily or weekly publication. Men possessing special literary or artistic ability find plenty to keep them busy in magazine work, and in illustrating souvenirs. 158 YALE. The various eating clubs, run by caterers and land- ladies, furnish a large number of men with places to earn their board by waiting on table. Sometimes stu- dents act as carvers or collectors, and receive the same reimbursement. Clubs are also run by students them- selves, who not only get the men together, but do the marketing and detail work as well. Every fall there is an opportunity to solicit subscrip- tions for the college papers and the " Banner," and oftentimes to do collecting for the various athletic organizations on commission. An energetic person can make such work very remunerative. Students with good business heads are frequently engaged to take charge of advertising, and in the appointment of clerical assistants, ushers, ticket-takers, and the like, the different athletic managers try as far as possible to make their selections from the undergraduates. There is one field in Yale, and a large one at that, which is not at present half filled. The student who can do typewriting creditably will generally find plenty of remunerative occupation the year around. There is a constant demand for this sort of work, and at certain seasons it is wellnigh impossible to get work done, even at the city offices. Thirty years ago, before the Faculty forbade the issuing of anonymous publications, there were numer- ous clever schemes devised to catch the eye and arouse the curiosity of the college community. Some will doubtless remember the prints of the "Burial of Euclid," and the " Battle of Shirtzka," which were sold in the sixties and seventies. Burlesques on college publi- cations were frequent, and often had a large sale. To-day, though the attitude of the College towards all THE POOR STUDENT'S OPPORTUNITIES. 159 anonymous publications is one of repudiation, there are many original devices adapted to the changed college life. Souvenirs of the Promenade and the football game find a ready market Photographs of college characters and college customs, which escape the observation of the ordinary city photographer, are eagerly purchased " as mementos of the life here. One enterprising student is at present paying his way as manager of a " pant- pressing " concern, while another, obtaining a happy inspiration from the condition of the New Haven city water, sells spring water from his own home in the neighborhood. An eye quick to appreciate student wants will devise many other practical schemes. The work which presents itself outside the College is of course so varied in its nature as scarcely to admit of comprehensive treatment. The care of yards and furnaces in private families offers a chance for many in the winter and spring. Soliciting for the different truck- ing firms, when the students arrive in the fall and leave in the summer, may also be mentioned. Students as a rule are engaged to read the meters in private houses for the gas company, and at election time they are the ones who are hired to distribute political literature. There are opportunities for teachers in the evening classes of the city Young Men's Christian Association, as well as in the night schools, and men with good voices can command fair salaries in the city churches, which also look to the College for the superintendents of their missions and boys' clubs. Undergraduates some- times do telegraphing, clerking, and elevator work, with- out interfering with their college exercises. In connection with the College Young Men's Chris- tian Association there is an employment bureau, where i6o YALE. men desirous of obtaining work may enter their names. There is no fee for registration, the only condition im- posed upon the applicant being that he takes cheerfully any legitimate work which is allotted to him. The ser- vice which the Association has rendered in this way to the College during the past three years cannot be over- estimated. In a single fall over thirty applicants from the Freshman class received permanent positions. In conclusion it may be interesting to note the pro- portion of men who have worked their way through college wholly or in part in the classes 1 892-1 897, according to statistics in the Class Books : — Entirely Self Supporting . Partially Self Supporting . Total Number Graduated '92 '93 '94 '95 '96 '97 Total . 7 12 10 11 20 5 65 • So 38 5i 4i 5° 41 271 173 182 236 244 2S0 2S0 1395 It is interesting to note that four of the Junior Promenade Committee in 1897, men elected to the highest social honor which the class can bestow, had done something towards paying their own expenses. It is well known that no man is ever kept out of the various class secret societies because of his lack of means. CHAPTER XXI. "FOR GOD, FOR COUNTRY, AND FOR YALE." HORACE BUSHNELL, speaking at Yale at the Commencement of 1865, in honor of the sons of Yale who had fallen in the War of the Rebellion, and pointing out, under the title of " Our Obligations to the Dead," the great results that would follow from the shedding of blood, said : " Our young men are not going out of college, staled, in the name of discipline, by their carefully conned lessons, to be launched on the voyage of life as ships without wind ; but they are to have great sentiments and mighty impulsions and souls alive all through with fires of high devotion." Thirty-three years after this oration was delivered, the prophecy was justified. The long peace, the great prosperity, the gathering of much gold, had made some doubt whether or not the American nation had not begun to live " as by cotton and corn and trade, keeping the downward slope of thrifty mediocrity." The fear was nowhere more thoroughly repudiated than by the young men and the old men of the College, now the University, to which Bushnell had spoken. The night of May 20, 1898, is one not to be forgotten in Yale tra- dition or to be overlooked in Yale history. At twenty minutes after seven that evening at the College Street Hall, President Dwight opened a meeting without pre- cedent in the history of Yale. It was called to send the message of united Yale to her united country. All 1 62 YALE. of Yale was there to send it, by worthy delegates and by as many of them as could crowd into the old church, body, galleries, aisles, choir loft, and vestibule. The Yale undergraduate was there, full hearted and full toned ; and those who had been Yale undergraduates, one or fifty years ago, perhaps; and the teachers of Yale were there, — the Dean of the College and the Dean of the Graduate School ; professors from the Scientific Department, teachers of Theology, the Director of the School of Fine Arts, Freshman year instructors, and one of the creators and builders of the Department of Music. It was hoped that it might be a representative meet- ing. Those who had counted most and worked hardest for its success had nothing more to desire after a look at pews and platform. To make it perfect, Yale was there from the camp as well as the* Yale that was still at home. Just before the meeting opened, two young men in army blue were crowded unwillingly forward on the platform, and from the great crowd in College Street Hall rose a long roar of applause at the sight of Lieutenant Weston and Sergeant Chappell of the Senior class of the Scientific School and of the First Connecti- cut Light Artillery. The old church was all red and white and blue. A great flag almost covered the space behind the plat- form, and others draped the galleries and the speaker's desk. At one side of the choir loft in the rear of the church were the members of the Second Regiment Band, and the seats directly in front of the platform were held by the Glee Clubs in full ranks. Glee Club and band were there for a good purpose, and accom- plished that purpose well. From the moment President Dwight announced "America" as the first ceremony of "FOR GOD, COUNTRY, AND YALE." 163 the evening, the meeting was a success. There may have been members of that audience who did not join in the national anthem, but they were obscurely hidden. When it came to the " Star Spangled Banner," later in the evening, the spirit was all the more intense, and the whole audience followed the full verses of that rather difficult piece for congregational singing, with splendid effect. For a closing song " Bright College Years " was sung. It had not before that been really sung, how- ever superb have been the efforts of Glee Clubs to ren- der it. The old church shook with it, and when the last line was reached the great audience took time and emphasis like a trained club and rolled it out in such a volume that people stopped on the streets blocks away to listen. " For God, for Country, and for Yale." This last line, sung with such an emphasis and impressiveness, was the text of the whole meeting. President Dwight closed his brief introductory address with it, and set the applause going for minutes by the very happy expres- sion. The Rev. Dr. Lines made his most effective point in emphasizing the righteousness of the cause of the war, and made his most effective appeal to the Uni- versity audience present in asking them to use all their means and influence, whether they were at home or afield, to hold the country throughout the war, and after its close, true to the consecrated cause of the struggle. In Professor Perrin's closing address the one glowing thought was the subordination of every other need to the country's need, which, as he said, should close the University if occasion came, and the splendid affirmation of the principle that, whatever else a parent or a teacher may do in guiding young men at this 1 64 YALE. crisis, they never could afford to check or blunt the spirit of patriotism. The meeting was called to hear the report of the Cruiser Fund Committee and to formally present the guns and the colors ; but that was the least it did. It listened to the report and was audibly pleased to hear that Yale, despite a policy by the Committee of dis- couraging subscriptions when the work had hardly begun, had increased the total asked for by fifty per cent. The meeting listened to the reading of the reso- lutions with the closest interest and applauded them to the echo, and stood up as one man in favor of their pas- sage. But what these Yale men were there for was to express, as well as words and songs and cheers can ex- press, a feeling which came to them when they found their united country facing a common foe, and which had grown stronger and deeper with them with every day that had passed. That is what gave the ring to the cheers, the thunder to the applause, and the soul to the songs. The Yale cheer never played its part so well as on that evening, except, perhaps, when at the Commence- ment following it broke all precedents and all bounds and resounded through Battell Chapel at the mention of the name of the President of the Republic as a candidate for a degree from Yale. The inspiration was the same in both cases. This is the speech of Professor Perrin at this May war meeting, — a very clear expression of the Yale feeling towards the nation at a time of war : — " In the Old World, in Italy and Spain, they are closing uni- versities because the students are rioting against the government. "FOR GOD, COUNTRY, AND YALE." 165 In the New World, in New Haven at least, we fear we may have to close the University because its students are thronging in such numbers to the support of the government. In the earlier days of my manhood those who, like me, had been born too late to take part in the great Civil War, used to bemoan the fact that no great cause was likely to appear in our day which would stir our souls as the souls of the men of sixty-one had been stirred. There were political and economical issues enough, but somehow they did not warm us. And lo ! before our eyes, which were long blind, a great cause has been slowly evolving itself, — the cause of humanity against inhumanity, of progress against decay, of civil and religious freedom against civil and religious repression, of the nineteenth against the sixteenth century. And now again the land is full of ardent youth offering themselves up in their country's service. "It is needless to deny that many of us, undergraduates, Faculty, and graduates, deprecated war, and felt that war might have been and should have been either postponed or altogether averted. All honor to such conservatism ! But the day for conservatism is now past. When a government of the people, by the people, and for the people, after much longsuffering and under great provocation, deliberately, with full legislative process, and with a certain majesty, appeals to war to right the wrongs of others, all voices of criticism and dissent must cease. Alexander, still conquering on the outer verge of the world, received a letter from his regent in Macedonia, rehearsing at great length the caprices and intrigues of the queen mother Olympias. ' Lo ! ' said Alexander, ' Antipater knoweth not that one tear of the mother's eye will wipe out ten thousand such letters.' So one call from our country for fighting men to help her must drown all voices of complaint and chiding. " We all hear this call of our country for men to help her, and we all respond. But we cannot all respond in the same way. We cannot all go to the front in uniform. Some heroes must remain behind ; and oftener than not it is real heroism to i.66 YALE. remain. The dull round of common daily dudes never seems so dull and common as when beloved comrades march away from us in the pomp and pageantry of war. Theirs is the easier duty. All the martial inheritances of a fighting and conquering race light up their faces and thrill their souls as they file away from us crying, ' duke et decorum est pro patria mori? Yes, but the plough must still be sped, seed sown, harvests gathered, mills run, the great machineries of commerce, justice, and legislation must still be kept moving ; our schools and colleges and universities must still train and educate. Happy heroes are they who face the brunt of the issue in the strenuous service of the camp or on the red edge of battle. Not unheroic are they who keep the old appointed path of duty in earnest and manly endeavor until some second, louder call shall come for fighting men. Then we '11 close the University, if necessary, and give the grass on the campus a chance to grow. " A college officer is not expected to get patriotic inspiration from a lot of ' sick excuse ' papers. But such was recently my lot. After reading several of the too customary sort, I drew one from the weekly pile which brought me to my feet standing, as the men of sixty-one were brought to their feet by the guns fired at Fort Sumter. " ' Dear Sir,' it read, ' Mrs. X and myself appreciate the fact that our son has overstepped the bounds of college disci- pline in his absences. We appreciate also the kind leniency of the Faculty in the case. The cause is all around us, in the minds of all, in the air. While we share in his enthusiasm, and may pardon ourselves if we think it inherited to a certain extent, the need for soldiers is not yet so apparent to us as it is to him. It is, however, assuming too great a risk for us to check in this boy too rudely a sense of duty which carried his father through four years of war, and which brought his mothers two brothers to their graves from gun-shot wounds in the War of the Rebel- lion. We must have a little time to think of this matter, and to talk it over with him. We want to keep his loyal spirit, and "FOR GOD, COUNTRY, AND YALE." 167 keep our only son if we can consistently ; but if need be the boy must go first? " Yes, we want to keep the loyal spirit in the boys who stay with us to do the less congenial duty of the day, the spirit and the boys, if we can consistently ; but, if need be, the boys must go first. And as they go with glad faces forth to the dread uncertainties of war, we say to them, 'Yours is the more glori- ous, and so the easier duty. Do not scorn the heroes who remain behind to perform the humble duty. Our hearts go out with you to camp, transport, battle-ship, and all the stress and anguish of your war ; but we want your hearts to turn back to us, your brethren, that so the hearts of all Yale men may be knit together in this great cause, as they have been in the emulous ways of peace.' " And it is unto this end that we send our comrades to the front ; unto this end that we put Maxim guns upon the cruiser ' Yale ; ' not that there may be war, but that, there being war, peace may the sooner come. ' Earnestly do we hope, fervently do we pray,' as our beloved Lincoln said nearly forty years ago, 'that this awful scourge of war may speedily pass away.' Then shall the hearts of all Yale men be reunited in the greater work of peace, in beating back ignorance and vice, in lifting the fallen, cheering the faint, succoring the oppressed, administrating well the great agencies of the highest civilization, multiplying the blessings of mankind, and ushering in the everlasting kingdom of the Prince of Peace." This war meeting of Yale cannot be explained by the patriotism which at that time swept the whole country like a wave. There was more than intensity in the spirit of the gathering. There was a sober sense, back of the glowing sentiment; there was a deep thoughtful- ness which gave a peculiar force to the spirit of devoted patriotism. The meeting, speaking for Yale, spoke as speaks a well-poised man who is tremendously in earnest. 1 68 YALE. A place like Yale is made up of those who have been in it, whether as teachers or as students. If they were strong men, a portion of their spirit has rested with the place with which were some of their closest associations in life ; and what they have been and have achieved after they have left New Haven, has become often even more a part of the traditions, and more influences the spirit and standards of the place, than even what they were and what they did in their four years here. It adds to a man's Yale education to be reminded that the place in which he is studying has become the mother of colleges in America, by giving presidents and profess- ors and headmasters to administer the affairs of hun- dreds of institutions, great and small, all over the land. It makes him more appreciate the place, and it allows him to receive more from it, when he thinks of the sign- ers of the Declaration who were Yale men, of those who have labored in the public service in the Senate and the Congress of the United States, carrying a Yale degree ; of the men who have spoken and acted for their coun- try at the capitals of foreign nations ; of the many times when Yale has been honored by the choice of one of her sons to a place in the highest court in the Republic. But it even more touches and awakens the spirit of young men to remember those of the company of Yale who gladly went to their death for their country's sake. I think there is more than the American idea of accom- plishing something to which one has put his hand, what- ever be the obstacles, in the Yale idea of determination, of fighting to the death, if need be, which has been the gospel of many of the Blue's athletic fields. The theory of life as a noble fight, with the necessity, which that "FOR GOD, COUNTRY, AND YALE." 169 implies, of being always ready to face any danger in a good cause, seems, sometimes to my surprise, to thrive well in these academic shades. And so those who have gone out of Yale and have fought nobly, and will- ingly and almost gladly died in the good cause, have left perhaps the deepest impression of all upon the life of the place. The spirit of this meeting which we have described was due very largely to the heroes of earlier times. I have chosen two men, one of the first century of Yale's history, and the other of the second, as typical of those — of whom there are not a small company — who have made and perpetuated here the ideal of the soldier and the gentleman. They are chosen not with disparagement to others. There were many Yale he- roes besides Nathan Hale in the fight for Independ- ence, but no one seemed to give quite so much in quite such a manly, generous, chivalrous way as he. Henry Camp was only one of more than a hundred whose lives were given to their country in the great Rebellion ; but perhaps no one of them stood more conspicuously in college for the ideal qualities of college life, or seemed to carry those ideals more easily and grandly into the camp and march, the fight, the prison-pen, and to death itself. I like to think of young Miller, the manly trooper of the Rough Riders, who received his mortal wound at San Juan, only a year after he had taken his degree at Yale, and of the others who fought bravely the losing fight against the fever of the camps, as being moved and made strong to face whatever was before them, with good cheer and without regrets, by the spirit that the Hales and the Camps have left as legacies to the Yale band. 170 YALE. I shall not try to write anything new of these two Yale ideals. To remind the reader of the character of Major Henry W. Camp of the class of i860, I shall take two or three sketches of different incidents in his life, furnished by those who were very close to him. The words are all familiar ones in Yale history, and rightly so, and should ever be. I choose first, with his permis- sion, the sketch of the athlete student Camp, given in Trumbull's " Knightly Soldier " by one who was very near to him here at Yale, the Rev. Joseph H. Twichell : — " In looking back to Henry Camp, as I knew him in college, it is impossible not to recall his singular physical beauty. The memory of it harmonizes very pleasantly with the memory of his beautiful daily life. Each became the other so well, while they were joined, that, though now his body has gone to dust, I rind, while musing on my friend, an unusual delight in con- tinuing to associate them. He furnishes a beautiful example of the truth, ' Virtus pulchrior e pulchro corpore venie?is.' His handsome face, his manly bearing, and his glorious strength, made that gentleness and goodness which won our love the more illustrious. I well remember, while in college, riding out one day with a classmate of his, and passing him, as, erect and light of foot, he strode lustily up a long hill, and the enthusiasm with which my comrade pronounced this eulogy : ' There 's Henry Camp, a perfect man, who never did anything to hurt his body or soul ! ' That was before I knew him well ; for, as I have intimated, we were not in the same class ; but what I heard and saw, made me so desirous of a better acquaintance, that when, in the summer of '59, our crew was made up for the college regatta, to take place at Worcester, and it fell out that he was assigned to duty in the boat as No. 3, while I was No. 4, I was more than pleased. "The six weeks of training that followed, culminating in the grand contest, witnessed by far the greater part of all our per- "FOR GOD, COUNTRY, AND YALE," 171 sonal intercourse, for after that time our paths diverged. That was the last term of my Senior year, and the end was not far off. We parted on Commencement Day ; and though I after- ward heard from him, especially of the fame of his soldiership, and hoped to see him, we met again no more than once or twice. But, at the distance of five eventful years, the news of his death struck me with a sense of my bereavement so deep and painful, that, looking back to those six weeks, I could not realize that they were nearly all I had intimately shared with him. Nor am I alone in this ; I know of others, whose private memories of Henry Camp, as limited as mine, stir in their hearts, at every thought of his grave, the true lament, ' Alas, my brother ! ' " During the training season of which I speak, the crew had, of course, very much in common. We ate at the same table, and took our exercise at the same hours, so passing consider- able part of each day together besides the time we sat at our oars. Our hopes and fears were one, our ardor burned in one flame ; we used even to dream almost the same dreams. The coming regatta was our ever-present stimulus. To win, — there was nothing higher in the world. It quickens the pulse even now to remember how splendid success then appeared. " Camp gave himself up to the work in hand with that same enthusiasm of devotion that carried him to the forefront of battle on the day of his glorious death. He was always prompt, always making sport of discomforts, always taking upon himself more than his own share of the hard things. Severe training in midsummer is something more than a pastime. It abounds in both tortures of the body and ex- asperations of mind, as all boating men bear witness. Under them, not all of us, at all times, kept our patience ; but Camp never lost his. Not a whit behind the best in spirit and in zeal, he maintained under all circumstances a serenity that seemed absolutely above the reach of disturbing causes. The long, early morning walk into the country, the merciless rigors i 7 2 YALE. of diet, the thirst but half slaked, the toil of the gymnasium, the weary miles down the bay, under the coxswain's despotism, the return to childhood's bed-time, and other attendant afflic- tions, often outweighed the philosophy of all but No. 3. He remained tranquil, and diligently obeyed all the rules, serving as a balance-wheel among us, neutralizing our variableness, and making many a rough place smooth. He had a presence almost the happiest I ever saw, and a temper that betrayed no shady side. He carried all his grace with him everywhere, and had a way of shedding it on every minute of an hour, — no less on little matters than on great, — that gave his com- pany an abiding charm, and his influence a constant working power ; and so he went on working with all his might for the College, doing us good daily, gaining that skill and muscle, which afterward enabled him to pull so brave an oar through the stormy waves of Hatteras. " He had soldierly ways about him then. Discipline was his delight, and coolness never deserted him. We were upset one day, in deep water, under a bridge ; and, at first, each struck out for land, till Camp, remaining in mid-stream, called us back to look after the boat, which was too frail a structure to be left to chance floating. That Hatteras exploit, when we heard of it, did not seem at all strange. It was just like him to volunteer, and still more like him to be the last man to give up what was undertaken." And here are a few lines from the pen of his close friend and biographer, the Rev. Henry Clay Trumbull, telling how the young Lieutenant took his baptism of fire at Newberne : — " Camp had passed bravely the ordeal of battle. So cool was he, seemingly unmoved when the fight was hottest, and those about him most excited, that the men of his company called him their Iron Man, and told how efficient he was, in directing the fire of some, in giving assistance to others whose "FOR GOD, COUNTRY, AND YALE." 173 pieces were out of order, and in speaking encouraging words to all, ever with ' the same pleasant look in his face.' " And this is the story of Camp's last day, October 13, 1864, on the Darbytovvn road, and again from the pen of "the Chaplain." It was now Major Camp of whom he was writing : — " Dinner was brought up and eaten under fire. Then Camp stretched himself on the ground, and was lulled to sleep by the sound of the battle. Soon after noon, he was started up to lead a party of men down the road on a mission from the corps- commander. While he was away, Colonel Otis received orders to report at once with the remainder of his regiment to Colonel Pond, commanding the 1st Brigade, at the extreme right of the division. No sooner was the new position reached than the formation of troops was seen to indicate an assault on the works in front, and a chill ran over many an old soldier's frame. The enemy was known to be strongly intrenched ; and an advance could be made at this point only by a dense thicket of scrub-oaks, and laurels, and tangled vines, through which a way could not be forced save slowly and step by step. A dashing, resistless charge was impossible, and the small force ordered was not likely to prove any match for the now heavily re-enforced lines of the foe. There was a disturbed look on the face of every officer, and 'from many outspoken protests were heard. " When the Chaplain saw the condition of affairs, his hope and prayer was that his friend would not return in season to share the perils of the assault, since he could probably in no way affect its result. But, while the column waited, Major Camp appeared, wiping from his face the perspiration caused by his exertions to rejoin his regiment without delay. As he came up, the Chaplain's face fell with disappointment. Reading the look, Camp said quickly and tenderly, 'Why, what is the matter, Henry ; has anything happened ? ' — ' No ; but I 'm T74 YALE. sorry you returned in time for this assault.' — ' Oh ! don't say so, my dear fellow ; I thank God I 'm back.' — ' But you can do no good, and I 'm afraid for you.' — ' Well, you would n't have the regiment go in with me behind, would you ? No, no ! In any event, I thank God I am here ! ' Then he moved about among his comrades with a bright and cheerful face, like a gleam of sunshine through gathering clouds. Never a word of doubt or distrust did he express as to the pending move, although his opinion was probably the same with the others as to its inevitable issue. Many near him were as re- gardless of personal danger as he, and would go as fearlessly into the thickest of the fray ; but few, if any, showed such sublimity of moral courage, in meeting, without a murmur, his responsibilities at such an hour. ' I don't like this blue talking,' he said, aside to his friend. 'The men see it, and it affects them. If we must go, we must ; and the true way is to make the best of it.' "The shattered remnant of the ioth had the right of the assaulting column, which was formed in two lines of battle. Colonel Otis led the right and front. Lieutenant-Colonel Greeley led the right of the second line, the left of which was assigned to Major Camp. ' May I not as well take the left of the front line, Colonel?' Camp asked in his quiet way. 'Certainly, if you prefer it,' was the reply; and he took his place accordingly, — not that the advanced position was more honorable, nor yet because it was more exposed ; but from the belief that it gave him a better opportunity to lead and en- courage the men. As he drew his pistol from its case, and thrust it loosely through his belt for instant use in the deadly struggle, and unsheathed his sword, he said to his friend : ' I don't quite like this half-hearted way of fighting. If we were ordered to go into that work at all hazards, I should know just what to do ; but we are told to go on as far as those at our left advance, and to fall back when they retire. Such orders are perplexing.' And they were ; for the men of the ioth had "FOR GOD, COUNTRY, AND YALE." 175 never yet failed to do the work assigned them, — never yet fallen back under the pressure of the enemy. " The two men talked of the possibilities of the hour, speak- ing freely of the delightful past and as to the probable future. ' If we don't meet again here we will hope to meet in heaven,' said the Chaplain. ' Yes,' replied Camp ; ' and yet I have been so absorbed in this life, that I can hardly realize that there is another beyond.' After a few more words on this theme, the friends clasped hands, and Camp said warmly, ' Good-bye, Henry ! good-bye ! ' The words sent a chill to the other's heart ; and, as he moved to the right of the line, they rang in his ears as a sound of deep and fearful meaning. Good-bye ! that farewell had never before been uttered in all the partings of a score and a half of battlefields. It was first appropriate now. " The signal was given for a start ; the men raised the charging cry with a tone that rather indicated a willingness to obey than a hope of success ; and the doomed column struggled forward, through the impeding undergrowth of the dense wood, through the crashing sweep of grape and canister, and the fatal hiss and hum of flying bullets. Those latest words had so impressed the Chaplain with the idea that this hour was his comrade's last on earth, that he felt he must see him yet again, and have another and more cheering assurance of his faith than that natural expression of inability in the present to fully realize the eternal future." Then comes the story of the desperate plunge through the thicket, where moments which might separate the two friends forever seemed hours. The Chaplain over- took the Major at last and received from him in answer to his anxious question the calmest, simplest confession of his clear Christian faith. "With another good-bye, the two friends parted. The Chaplain turned to his work among the many dying and 176 YALE. wounded. The Major struggled on, through the thicket, out to the open space before the enemy's works ; and there, when all at his left had fallen back, when only the brave men of the steadfast ioth at his right were yet pressing forward, he stood for a moment to re-form the broken line which could not be maintained in the tangled wood. The rebel parapet was but a few rods in his front. From the double battle-line behind it, the rifles poured forth their ceaseless fire of death. His tall and manly form was too distinct a target to escape special notice from the foe. Waving his sword, he called aloud cheerily, ' Come on, boys, come on ! ' then turned to the color- sergeant just emerging from the thicket, that he might rally the men on the regimental standard. As he did so, a bullet passed through his lungs ; and, as he fell on his side, he was pierced again and again by the thick-coming shot. His eyes scarce turned from their glance at the tattered, dear old flag, ere they were closed to earth, and opened again beyond the stars and their field of blue." And now back to the hero of Yale's first century, whose early sacrifice set the loftiest standard for the Yale American. "The story of Nathan Hale's life," writes Dr. Munger, "is short because his life was short, and because he did only one thing worthy of mention ; he died for his country. He was born in Coventry, — a town twenty miles east of Hartford, where he grew up in a farmhouse and family of the better sort, and went to school to the parish minister, Dr. Huntington, who prepared him for college. He was a fine lad — strong, could run, leap, wrestle, throw, and lift better than any of the boys about him. Well-bred, sweet-tempered, and handsome, he was greatly loved and admired. He came to Yale in his sixteenth year and entered the Class of 1773. " But little is known of his college life except that he stood well in his class, made a famous leap on the Green that was "FOR GOD, COUNTRY, AND YALE." i77 marked out and shown for years, and that he was a devoted member of Linonia. So long as Linonia lived, Hale was a household word in Yale. ' Statement of Facts ' is almost forgotten even as a tradition, but Yale to-day oifers nothing worthier and finer than the lining up of ' Linonia ' and ' Brothers,' each with their chosen orators, who made a ' state- ment of facts ' as to the claims of their respective societies. " Nathan Hale was a member of Linonia, and at every ' statement of facts ' half the college cheered his name to the echo. He was and he is to-day Yale's ideal hero. " After graduation Hale taught school in East Haddam during the winter, and in the spring took charge of a grammar school in New London, where the people went on loving and admiring him just as they had in New Haven and East Haddam ; for it appears that during his brief life everybody had a common feeling towards him. It seems to have been a case where mind and heart and body and character said the same thing. He was five feet and ten inches in height, and well proportioned ; a full face, light blue eyes, a rosy complexion, brown hair, and a bearing that spoke of energy and strength, complete the pic- ture of him so far as we have it. The artist who depicts him must mould a figure of great strength, sweet and resolute and thoughtful, and clothe it with the spirit of heroism. " Before a year had passed news of the battle of Lexington reached New London. The next morning he assembled his pupils, talked and prayed with them, shook each one by the hand, and started with his company for Boston. He returned to New London for military duty there — missing Bunker Hill apparently — but September found him again in Cambridge, where he made a study of his new calling while Washington was besieging Boston. After the evacuation of the city he appeared in New York and bore some part in the disastrous battle of Long Island. The situation required above everything else a full knowledge of the enemy's works and plans, — a spy, in 12 178 YALE. short. He must have intelligence as well as courage, and be able to talk as well as see. " Hale volunteered, but in coming to a decision he encountered several hard questions. Could he overcome the entreaties of his friends ? Could he bring himself to play the part of a spy ? — a question which he settled in accord with Vattel, of whom he had never heard, and stated in these memorable words : 'I wish to be useful, and every kind of service, necessary for the public good, becomes honorable by being necessary.' But could he face the almost certain death of shame? His answer was : ' I am fully sensible of the consequences of dis- covery and capture in such a situation.' " What strikes one as remarkable in all this is the thorough way in which he thought the whole matter through and grounded his action on sound and accepted principles. There is no bravado, hardly any enthusiasm; only a downright sense of duty. " He received his directions in person from Washington, dis- guised himself as a schoolmaster, crossed the Sound well up the coast, and found his way into the British camp in Brook- lyn and also in New York, where the army had taken posses- sion the day he left. He incurred no suspicion, made charts, took notes in Latin, and attempted to return as he came, but was recognized and arrested. His papers were found in his shoes, as Andre six years later had concealed his, — each mak- ing the same fatal and easily detected mistake. General Howe ordered his execution the next morning. He was permitted to write letters to his comrades and family, but the executioner tore them up, declaring that 'the rebels should never know they had a man who could die with such firmness.' He asked for a clergyman and a Bible, but was refused. " On Sunday morning at daybreak, Sept. 22d, 1778, he was led out to execution, his hands tied behind his back. His last words were : ' 1 only regret that I have but one life to lose for my country.' He was only twenty-one years old. He had "FOR GOD, COUNTRY, AND YALE." 179 everything to live for, — home and a sweetheart in Coventry, friends in New Haven and New London and Cambridge and in the army, and life itself — not a thing easily laid down at twenty-one. It was a hard thing to be led out by a squad of soldiers, his hands tied behind him, without a friendly face to look into, without a word of sympathy, and hung upon a tree like a felon — it was hard, but he did not flinch. Of what did he think ? Certainly of home, — the old farmhouse in Coventry, the poplars in front, the well-sweep, the cows wait- ing for the milking, the household astir for the duties of the day, the father who had sent him to college, the mother and sisters, who had spun and woven the clothes he wore ; the sweetheart he was to marry when the war was over ; the meet- ing-house where Dr. Huntington would soon be praying ; and he could hear the bell, but it did not seem to be calling the people to church, but to be tolling for his own funeral. " It was hard, but he did not flinch. He thought of other things, — duty which makes all things easy, and his country, for which he was glad to die. As his eyes grew dim doubtless the immortal line that he had learned in college mingled with his prayers : " ' Duke et decorum est pro patria mori.' " How else should a patriot-scholar die?" APPENDICES. I. YALE CUSTOMS AND TRADITIONS. iELOW are given the main facts concerning some of the most famous of Yale customs and traditions. Those now extinct are marked with a star. Bowing to the President. . At the close of morning chapel and on Baccalaureate Sunday, the Seniors remain standing until the President passes them, as he comes down the centre aisle, and then bow as he passes. The custom has descended from the old Puritan church, and was in vogue generally in English churches during the eight- eenth century. Bullyism and the College Bully.* Toward the close of the last century each class elected a Bully or President, generally the strongest man in the class, to champion and lead it when attacked by town toughs. The Senior class bully was the College bully and carried the Bully club which had been captured in Fair Haven by students from oystermen and sailors. In 1840, the institution was abolished by the Faculty, and since that time no class has ever elected a president, all the class meetings being conducted by tempo- rary chairmen. 182 YALE. Burial of Euclid. * A custom, the first record of which is in 1843, but which was known to have been an annual one before that date. When the Sophomore class had mastered Euclid at the middle of the first term, a copy of the book was buried amid fitting funeral rites. Speeches were made and mock ceremonies performed on the steps of the Old State House and at the Masonic Temple, at the corner of Court and Orange. The Burial was in a vacant lot on Prospect Street. Abolished in 1861 by the Class of '64. Cheering the Faculty. At the close of the last recitation of the year, the members of each division gather outside the instructor's door and give the Yale cheer with the latter's name on the end. This custom has existed for over half a century. Cup Men. In 1886 the custom was originated of placing the names of six men, four Academic Seniors and two from the correspond- ing class in the Scientific School, on a large silver loving-cup, which was kept at Mory's, for long years a distinctively college resort of the English inn order. The method of election is for each man to choose his own successor. To have a name on the cup meant a reputation for good fellowship. The custom is maintained, but not so much is heard of it now as formerly. Cup Presentation. Inaugurated by the Class of '49. A silver cup is presented by the class at its triennial to the first male child born to one of its members after graduation. Fence. The custom of class distinctions on the college Fence has existed since time immemorial. The original fence was at the APPENDICES. 183 corner of Chapel and College Streets. It was removed in 188S to make way for Osborn Hall, and is now situated inside the campus opposite Durfee. Senior, Junior, and Sophomore classes have separate divisions. The Freshmen are not allowed to sit on the fence unless they win their class ball game with Harvard. Freshman Restrictions. The Freshman is not allowed by college custom : (a) To smoke a pipe on the street or campus. (b) To carry a cane before Washington's Birthday. (c) To dance at the Junior Promenade. (d) To sit on the college Fence. (e) To play ball or spin tops on the campus. Jubilees.* (a) Biennial. — Held at the close of Sophomore year after the biennial examinations. It consisted of a dinner with speeches and other jollifications in honor of having successfully passed through the ordeal of examination. Abolished in the Class of '67 and succeeded by the Freshman annual dinner. (b) Thanksgiving. — Held alternately in the halls of Linonia and Brothers, and paid for by the Freshman class. It was a burlesque entertainment intended for those who stayed about the college on Thanksgiving Eve. It was restricted by the Faculty several times on account of its loose character, and finally abolished altogether. Omega Lambda Chi. The celebration of the abolishment of Freshman societies by the College, held on a Monday night in the last part of May. The whole college forms by classes and performs the Omega Lambda Chi dance about the campus, cheering each one of the buildings in turn. At the close, which is a later development, the Freshmen are compelled to run the gauntlet between two long lines of upper classmen. 184 YALE. Pow-wow.* The Freshman annual dinner, which took the place of the Biennial Jubilee. Inaugurated in '68. Procession at Commencement. From time immemorial the commencement exercises have always been preceded by a procession in double file headed by music and the sheriff of the county. The procession includes the President and corporation, various officials, candidates for degrees, and graduates in the order of their graduation. Rushes.* (a) Banger. — An ancient custom forbade Freshmen to carry bangers. Whenever a Freshman appeared with one the Soph- omores and Freshmen clashed, the former striving to wrest it away, the latter to retain it. The Banger rushes were a substi- tute for the Freshman-Sophomore football game, abolished by the Faculty in 1857. They were intermittent in character, and have disappeared altogether in the last decade. (b) Shirt. — Held in the old gymnasium the night before the year opened, and at Hamilton Park at the time of the fall game between Freshmen and Sophomores. They gradually became less violent in character, and in the eighties were superseded by the push rushes. These in turn were abolished in 1893, their place being taken by wrestling matches on the Grammar School lot. Wooden Spoon and Cochlaureati. The custom of presenting the wooden spoon was originated by H. T. Blake, '48, as a burlesque on the college Junior exhi- bition, based on a custom in vogue at the University of Cam- bridge in England. At first the nine cochlaureati, or electors of the wooden spoon man, were selected by non-appointment men from their own number. But after a while scholarship was lost sight of entirely, and the elections were simply class APPENDICES. 185 offices. The Spoon man was the highest elective honor in the Junior class. The cochlaureati became in 1871 the Junior Promenade Committee, and an annual dance took the place of the wooden spoon exhibition. It was first called the Regatta Ball and is now known as the Junior Promenade. II. CONDENSED HISTORY OF DEBATING AT YALE. Critonian Society. First known debating society in Yale College. Existed until about 1772. 1753. Honorable Fellowship Club founded, to be known later as the Linonian Society. 1768. Brothers in Unity founded. 18 1 9. Calliopean Society founded. 1853. Occupation by Linonia and Brothers of society rooms in Alumni Hall. Dissolution of Calliope. 1870. Linonia and Brothers ceased to exist. 1878. Attempt to revive Linonia. 1884. Pundit Club founded. (Unsuccessful.) 1887. Assembly founded. (Unsuccessful.) 1890. April. Yale Union founded. Oct. 1. Kent Club founded in Law School. 1892. Jan. 14. Yale-Harvard Debate at Cambridge. Subject : " Resolved, That a young man casting his first ballot in 1892 should vote for the nominees of the Democratic party." Affirmative. — Yale: W. P. Aiken, W. E. Thorns, R. D. Upton. Negative. — Harvard : G. P. Costigan, A. P. Stone, R. C. Surbridge. Presiding Officer, Governor Russell. No judges. 1892. March 25. Yale-Harvard Debate at New Haven. Subject: "Resolved, That immigration to the United States be unrestricted." Affirmative. — Harvard : J. S. Brown, F. W. Dal- linger, E. H. Warren. APPENDICES. 187 Negative. — Yale: J. I. Chamberlain, T. Mullally, W. A. McQuaid. Presiding Officer, Chauncey M. Depew. No judges. 1893. Jan. 18. Yale-Harvard Debate at Cambridge. Subject : " Resolved, That the power of railroad corporations should be further limited by national legislation." Affirmative. — Yale : H. S. Cummings, F. E. Don- nelly, E. R. Lamson. Negative. — Harvard : A. P. Stone, E. H. Warren, C. Vrooman. Presiding Officer, President Eliot. Judges, Profes- sor Seligman, President Andrews, Wm. E. Barrett. Won by Harvard. 1893. March 15. Yale-Princeton Debate at Princeton. Subject : " Resolved, That the peaceful annexa- tion of Canada would be beneficial to the United States." Affirmative. — Princeton : D. McColl, J. F. Ewing. M. C Sykes. Negative. — Yale : J. I. Chamberlain, W. D. Leeper, W. E. Thorns. Presiding Officer, Chancellor McGill. No judges. 1893. May 2. Yale-Harvard Debate at New Haven. Subject : " Resolved, That the time has now ar- rived when the policy of protection should be aban- doned by the United States." Affirmative. — Yale : H. E. Buttrick, G. L. Gil- lespie, R. H. Tyner. Negative. — Harvard : F. W. Dallinger, H. C. Lakin, F. C. McLaughlin. Presiding Officer, President Dwight. Judges, President Low, President Gates, Prof. R, M. Smith. Won by Harvard. 1 88 YALE. 1894. Jan. 19. Yale-Harvard Debate at Cambridge. Subject : " Resolved, That independent action in politics is preferable to party allegiance." Affirmative. — Yale : J. W. Peddie, W. H. Cox, W. H. Clark. Negative. — Harvard: H. L. Prescott, A. S. Ap- sey, A. S. Hayes. Presiding Officer, Colonel Higginson. Judges, Pro- fessor James, Carl Schurz, General Walker. Won by Harvard. 1894. April 27. Yale-Harvard Debate at New Haven. Subject : " Resolved, That the members of the Cabinet should be made full members of the House of Representatives." Affirmative. — Yale: G. H. Baum, H. E. But- trick, H. H. Kellogg. Negative. — Harvard : W. P. Douglas, W. E. Hut- ton, C. A. Duniway. Presiding Officer, Chauncey M. Depew. Judges, Dr. Rainsford, Governor Brown, Brander Matthews. Won by Harvard. 1895. January 18. Yale-Harvard Debate at Cambridge. Subject : " Resolved, That attempts of employers to ignore associations of employees, and to deal with individual workmen only, are prejudicial to the best interests of both parties." Affirmative. — Harvard : T. L Ross, R. C. Ring- wait, H. A. Bull. Negative. — Yale : E. M. Long, W. H. Clark, C. G. Clarke. Presiding Officer, Ex- Governor Long. Judges, Judge Barker, Professor Dewey, Bishop Lawrence. Won by Harvard. 1895. May 1. Yale- Princeton Debate at New Haven. Subject : " Resolved, That the income tax law of APPENDICES. 189 1894 was, under the circumstances, a justifiable one." Affirmative. — Princeton : W. F. Burns, R. M. McElroy, B. L. Hirshfield. Negative. — Yale : H. E. Buttrick, H. F. Rail, C. E. Clough. Presiding Officer, Judge Howland. Judges, Dr. Lyman Abbot, Laurence Hutton, Professor Cummings. Won by Princeton. 1895. May 10. Yale-Harvard Freshman Debate at New Haven. Subject : " Resolved, that the President's term should be increased to six years, and that he should be ineligible for re-election." Affirmative. — Harvard : C. Grilk, C. E. Morgan, H. T. Reynolds. Negative. — Yale: C. E. Julin, H. Bingham, Jr., F. E. Richardson. Presiding officer, Dr. W. L. Phelps. Judges, Gov- ernor Coffin, Ex-Governor Morris, Professor Burton. Won by Yale Freshmen. 1.895. Oct. n. Yale Union occupies Calliope Hall. October. Wayland Club founded in Law School. 1895. Dec. 6. Yale-Princeton Debate at Princeton. Subject: "Resolved, That it would be wise to es- tablish in respect of all State legislation of a general character a system of Referendum similar to that es- tablished in Switzerland." Affirmative. — Princeton : R. B. Perry, R. O. Kirkwood, E. W. Hamilton. Negative. — Yale : C. U. Clark, A. Rice, E. H. McVey. Presiding Officer, Senator Grey. Judges, James C. Carter, Charles C. Beaman, Francis L. Stetson. Won by Yale. i 9 o YALE. 1895. Dec. 11. Leonard Bacon Club organized in the Divinity School. 1896. March 12. Sheffield Debating Society organized in the Scientific School. 1896. May 1. Yale-Harvard Debate at New Haven. Subject : " Resolved, That a permanent court of arbitration should be established by the United States and Great Britain." Affirmative. — Harvard : W. B. Parker, A. M. Sayre, F. R. Steward. Negative. — Yale : R. S. Baldwin, W. H. Clark, A. P. Stokes, Jr. Presiding Officer, Hon. E. J. Phelps. Judges, Elihu Root, Albert H. Shaw, W. H. Page. Won by Yale. 1896. May 15. Yale-Harvard Freshman Debate at Cambridge. Subject : " Resolved, That there should be a large and immediate increase in the sea-going navy of the United States." Affirmative. — Harvard : P. G. Carleton, W. H. Conroy, W. Morse. Negative. — Yale : J. K. Clark, C. L. Darlington, E. T. Noble. Presiding Officer, Professor Hart. Judges, Pres- ident Capen, Professor Churchill, Henry Clapp. Won by Harvard Freshmen. 1897. March 26. Yale- Harvard Debate at Cambridge. Subject : " Resolved, That the United States should adopt definitively the single gold standard, and should decline to enter a Bimetallic league even if Great Britain, France, and Germany should be willing to enter such a league." Affirmative. — Harvard : S. R. Wrightington, G. H. Dorr, F. Dobyns. Negative.— Yale: C. S. Macfarland, C. U. Clark, C. H. Studinski, APPENDICES. 191 Presiding Officer, Governor Wolcott. judges, Judge Aldrich, Professor Dewey, Professor Giddings. Won by Yale. 1897. May 7. Yale-Princeton Debate at New Haven. Subject : " Resolved, That the power of the Speaker of the United States House of Representatives is det- rimental to the public interest." Affirmative. — Yale : E. H. Hume, H. W. Fisher, E. L. Smith. Negative. — Princeton : H. H. Yocum, N. S. Reeves, R. F. Sterling. Presiding Officer, Hon. E. J. Phelps. Judges, Josiah Quincy, Colonel Waring, Carroll D. Wright. Won by Princeton. 1897. Dec. 3. Yale-Harvard Debate at New Haven. Subject : " Resolved, That the United States should annex the Hawaiian Islands." Affirmative. — Harvard : W. Morse, J. A. H. Keith, C. Grilk. Negative. — Yale : H. A. Jump, J. K. Clark, H. W. Fisher. Presiding Officer, Chauncey M. Depew. Judges, Wm. B. Hornblower, J. J. McCook, Professor Butler. Won by Yale. 1898. Jan. 29. The Wigwam organized. 1898. March 25. Yale-Princeton Debate at Princeton. Subject : " Resolved, That national party lines should be disregarded in the choice of councils and administrative officers in American cities." Affirmative. — Yale : N. A. Smyth, J. K. Clark, C. H. Studinski. Negative. — Princeton : H. H. Yocum, W. M. Schultz, M. Lowrie. Presiding Officer, Ex-President Cleveland. Judges, J. F. Jameson, Everett P. Wheeler, President Wilson. Won by Yale. III. YALE PUBLICATIONS, PAST AND PRESENT. THE following are the main facts about each of the peri- odicals and attempts at periodicals of Yale students of both the past and the present : — Literary Cabinet. Character — Literary. Appeared — November 15, 1806. Editors — Thomas S. Grimke, Jacob Sutherland, Leonard E. Wales, all of the Class of 1807. Time of issue — Fortnightly. Size and price — Eight page, octavo size, $ 1 per year. Remarks — Published one year. First Yale paper. Last issue in October, 1807. No advertisements. Profits given to in- digent students. Atheneum. Character — Literary. Appeared — February 12, 1 8 1 4. Editors — William B. Calhoun, Daniel Lord, George E. Spru- ill, William L. Storrs, Leonard Withington, all of the Class of 1814. Time of issue — Fortnightly. Size and price — Eight page, octavo size, $1 per year. Remarks — Last issue August 6, 18 14. The Microscope. Character — Literary. Appeared — March 21, 1820. Editors — Cornelius Tuthill (1814), chief editor. Editors ■ chiefly graduates. APPENDICES. 193 Time of issue — Semi-weekly. Size and price — First, four pages, then increased to eight octavo pages. Three cents per number. Afterwards raised to four cents. Remarks — Last issue Sept. 8, 1820. First graduate magazine. Contains several poems of Percival. Yale Crayon. Character — Humorous and satirical. Appeared — 1823. Remarks — Short-lived magazine. Death probably due to its attacks on the Faculty. Sitting Room. Character — Literary. Appeared — March 17, 1830. Editors — Oliver E. Daggett, '28 ; William W. Andrews, '3.1. Time of issue — Weekly. Size and price — Four small pages. Six cents per copy, or fifty cents per term. Remarks — After six issues it was merged into the New Haven Palladium, occupying under its own title the last page of that paper, and in this shape made eight more appearances. Last issue July 31, 1830. Student's Companion. Character — Literary. Appeared — January, 1 83 1 . Editor — David F. Bacon, '31. Time of issue — Monthly. Size and price — 56 octavo pages. Seventy-five cents per quarter. Remarks — Last issue May, 1831. *3 i 9 4 YALE. Little Gentleman. Character — Weakly satirical. Appeared — January i, 1831. Editors — Members of Senior Class and of the Law School. Time of issue — Irregular. Size — Diminutive i6mo. Remarks — Last issue April 29, 1831. The Gridiron. Character — Weakly satirical. Appeared — February, 1 83 1 . Editor — John M. Clapp, '31. Size — 32 pages, i2mo. Remarks — Four numbers published. The Medley. Character — Literary. Appeared — March, 1833. Editor - — Henry W. Ellsworth, '34, chief editor. Time of issue — Monthly. Size and price — 56 octavo pages. Seventy-five cents per quarter. Remarks — Three numbers issued, the last being June, 1833. The Yale Literary Magazine. Character — Literary. Appeared — February, 1836. Editors — Five editors chosen from the Senior Class. Time of issue — Monthly. Size and price — At least 40 octavo pages. $3 per year. Remarks — The " Lit." is the oldest college publication. It was established through the exertions of William T. Bacon, '37. The five original editors chosen from and by the Class APPENDICES. 195 of '37 were : Edwin O. Carter, Frederick A. Coe, William M. Evarts, Chester S. Lyman, and William S. Scarborough. Yale Literary Quidnunc. Character — Invective. Appeared — April, 1838. Editors — Published anonymously under the name of " Michael Lucifer & Company." Size — 40 octavo pages. Remarks — Only two numbers published, the last being June, 1838. Most of its pages were given up to personal attacks on the "Lit." Yale Banner. Character — Catalogue of the College and the societies and miscellaneous organizations connected with it. Appeared — Nov. 5, 1841. Editors — Editors chosen by " Lit." editors, who receive bids for the privilege. First editor, William E. Robinson, '42. Time of issue — Annually. Size and price — The size varies. $2 per year. Remarks — The Banner was first printed after the firemen's riot, and aimed to be the mouthpiece of the students. Then intended to be published weekly, but with Number 5 of Volume I. its purpose was changed. Edited anonymously until 1879, and appeared as a four page sheet till 1865. Collegian. Character — ■ Literary. Appeared — December 1, 1841. Editor— Edited by " E. H." Time of issue — Intended to be fortnightly. Size and price — Single four page sheet. Six cents. Remarks — Only one number issued. 196 ' YALE. Yale Banger. Character — Published by the Sophomore society of Kappa Sigma Theta, attacking its rivals and the College world in general. Time of issue — Published annually in the Fall of the six years 1845-1850, and the spring of 1852. Size — Single four page sheer. Gallinipper. Character — Devoted to personal abuse of Faculty and indi- vidual students. Appeared — February, 1846. Editors — Edited anonymously. Time of issue — Issued at various intervals. Remarks — Last issue February, 1858. College Cricket. Character — Literary. Appeared — April, 1846. Editors — Edited anonymously. Size — Single four page sheet. Remarks — Only one number printed. City of Elms. Character — Literary. Appeared' — June 3, 1846. Editors — Edited anonymously. Size — Single four page sheet. Remarks — Only one number printed. Hornet. Appeared — December, 1847. Editors — Issued by the Freshmen of '51 to "sting their Sopho- more oppressors." Size — Single four page sheet. APPENDICES. 197 Tomahawk. Character — Published by the Sophomore society of Alpha Sigma Phi, attacking its rivals and the College world in general. Time of issue — Five numbers published, the first being in 1847. Size — Single four page sheet. Battery. Character — Published by the Freshman society of Delta Kappa, attacking its rivals and oppressors. Time of issue — Only one issue, February, 1850. Size — Single four page sheet. Arbiter. Character — Published in 1853 after the Sophomore-Freshman football game " in interest of impartial justice/' to defend the claim of the Freshmen. Meerschaum. Appeared — January 23, 1857. Editors — Edited anonymously. Size — Eight small pages. Remarks — The paper was pointless, and issued without expec- tation of appearing a second time. Yale Review. Character — Critical. Appeared — February, 1857. Editors — Edited anonymously. Remarks — Only three numbers issued, February, March, De- cember, 1857. It abused Senior societies and criticised the " Lit. " " A vehicle for the criticism of the pretentious and 198 YALE. conceited literature of the College." Last number Decem- ber, 1857. Excuse Paper. Appeared — January, i860. Editors — Edited, it declares, " by men from every class in College." Size — Eight small pages. Remarks — Pointless. No second number issued. University Quarterly. Character — Literary. Appeared — January, i860. Editors — Flavius J. Cook, '62, was the originator, and thirty- eight Yale men were connected with the enterprise, several of whom were "Lit." editors. Time of issue — Quarterly. Size — About 200 pages per issue. Remarks — Last number, October, 186 1. This was the most elaborate enterprise ever undertaken in the way of college journalism. The Quarterly was to be made up of news, local sketches, reformatory thought, and literary essays from all the principal seats of classical and professional learning. Twenty- eight institutions were represented in the Association which published it. Bulletin Catalogue. Character — Catalogue of the College, and the societies and miscellaneous organizations connected with it. Its object was " to preserve in a neat and convenient form the com- bined wisdom of the College Catalogue, Banner, and ' Lit.' " Appeared — November, 1863. Editors — Edited anonymously, probably by Seniors. Size — 32 pages. Remarks — Only one number edited. APPENDICES. 199 The Yale Pot Pourri. Character — Catalogue of the College, and the societies and miscellaneous organizations connected with it. Appeared — 1865. Editors — Published by Seniors in the society of Scroll and Key. Time of issue — Annually. Size and price — Size varies. #1.50 per year. Yale Courant. Character — Literary. Appeared — November 25, 1865. Editors — Five editors chosen by competition from the incom- ing Senior class. Time of issue. — Fortnightly. Size and price — Size varies. $2 per year. Remarks — The Courant was the first successful College news- paper. It was at first published weekly by a board of graduate and undergraduate editors giving the news of the College and also printing stories and poetry. The Cour- ant went through various changes. In 1867 the name was changed to the College Courant. In May, 1870, the under- graduate editors persuaded the publishers to print their de- partment on a separate sheet under the name of the Yale Courant. In the fall of 1870, the Yale Courant started on an independent basis. In 1876, published fortnightly on alternate Saturdays with the Yale Record. In 1886, dropped news department almost entirely. In 1897, it was made smaller in size, and now appears bi-weekly in the same form as the original Chapbook. Yale Index. Character — Catalogue of the College, and the societies and miscellaneous organizations connected with it. 200 YALE. Appeared — June 30, 1869. Editors — Seniors. Time of issue — Annually, at the end of the second term. Size and price — 28 quarto pages. 30 cents. Remarks — Contained no advertisements. Yale Naughtical Almanac. Character — Burlesque. Illustrated. Appeared — 1872-75. Editors — Edited anonymously. Size and price — 45 pages. Price 35 cents. Remarks — It was a burlesque almanac issued for the purpose of attacking the Faculty and student institutions. Yale Record. Character — Humorous. Appeared — September 11, 1872. Editors — Editors chosen by competition from both Sheffield and Academic Departments. Time of issue — Fortnightly. Size and price — Size varies. $2.50 per year. Remarks — The Record was originally a newspaper, and was started in opposition to the Courant as a strictly college paper to represent all departments. It was published weekly, eight pages. In 1876 published fortnightly. At the retire- ment of the '86 Board the illustrated department was added, and the paper became more of a humorous publication. In 1890 it became entirely a humorous paper. Yale News. Character — College newspaper. Appeared — January 28, 1878. Editors — Nine editors chosen by competition from each class during the first two and a half years of their college course. APPENDICES. 20 1 Time of issue — Daily. Size and price — Four pages 11^ by 15^. $4 per year. Remarks — Price of first six issues (size 6 by 10) five cents. Then three cents for the next six. The paper was then doubled in size, and the price lowered to two cents. The paper was discontinued on June 19, 1878, and was revived again January 9, 1879, as a 7 by 10 sheet, price three cents. It has been enlarged four times since, — in 1881, 1884, 1891, and 1898. Published anonymously for first few months of existence. Yale Year Book. Character — Contained lists of societies, students, and all stu- dent organizations. Appeared — First issue June 19, 1878. A second edition was issued on June 25th. Price — Ten cents a copy. Yale Critic. Character — Humorous. Illustrated. Appeared — March 24, 1882. Remarks — Died after a few issues. Yale Quip. Character — Humorous. Illustrated. Appeared — April, 1884. Remarks — Died after a few issues. Yale Alumni Weekly. Character — Newspaper in the field of the affairs of Yale and the doings of Yale graduates. First appeared — Fall of 189 1. Editors — At first two editors of the News, chosen from Senior Board. In the winter of 1895, a graduate editor and graduate associate editor were appointed, with whom the 202 YALE. Senior News editors worked. In the summer of 1896, the paper was placed entirely under the control of graduate editors, working under the direction of an advisory board of graduates. News editors are always connected with the paper. Time of issue — Weekly during academic year, and all minor vacations, with one issue in July, and one in September. Size — At first four pages of size of News. Increased to eight pages in January, 1895, and since then usually of eight pages, but not infrequently of ten, twelve, or sixteen, with twenty to thirty for Commencement. Price was first $2. In the fall of 1896 it was increased to $2.50, and in the fall of 1898 to $3-00. Remarks — The Weekly has no official connection with the College, and is on an independent editorial and financial footing. It is managed by the graduates in the interests of the University and the graduates. Its circulation in the year 1897-98 was over four thousand, and it is estimated to come under the eye of six or seven thousand of the ten thousand graduates of Yale. Yale Law Journal. Character — Legal. Appeared — October, 1891. Editors — Published by students of the Law School. The editors are chosen by competition. Time of issue — Monthly. Size and price — Size varies. $2 per year. Association Record. Character — Records of the Y. M. C A. Appeared — 189 1. Editors — The Y. M. C. A. Time of issue — Annually. Size and price — Size varies. Sent free to all members. APPENDICES. 203 Remarks — The name was originally the Association Quarterly, and it was published four times a year. The name was changed to Record in 1893, and the publication was changed to an annual. Yale Shingle. Character — Records and souvenirs of the Law School Seniors. Appeared — 1893. Editors — Published by members of the Senior Class of the Law School. Time of issue — Annual. Size and price — Size varies. $1.25 per year. Yale Scientific Monthly. Character — Literary and scientific. Appeared — 1894. Editors — Chosen by competition. Time of issue — Monthly. Price — $2.50 per year. Remarks — Only publication edited and published by students of the Sheffield Scientific School. Yale Medical Journal. Character — Literary and medical. Appeared — 1894. Editors — Five editors chosen from Senior class by election based on competitive work. Time of issue — Monthly. Senior Class Book. Character — Statistical. Editors — Published by the class statisticians of the Senior Class of the Academic and Sheffield Departments. Size and price — Varies. IV. YALE SOCIETIES. THE following is a list of the societies of Yale of the past and the present, arranged in the order of their founda- tion, with a few important facts of the history and character of each: SECRET SOCIETIES. Senior Academic. Skull and Bones. — Founded in 1832. Senior society. Fif- teen members elected from each incoming Senior class in May of Junior year. Society hall erected in 1856 on High Street. Scroll and Key. — Founded in 1842. Senior society. Fif- teen members elected from each incoming Senior class in May of Junior year. Society hall erected in 1869 on College Street. Sword and Crown. — A short-lived Senior society of fifteen members, known to have existed in 1843. Star and Dart. — Founded in 1843, went out of existence in 185 1. Senior society. Fifteen members (if as many would accept elections) chosen from each incoming Senior class. Spade and Grave. — Founded in 1864. Went out of exis- tence in 1869. Senior society. Fifteen men elected from the incoming Senior class on the " Thursday before Presenta- tion Day " of each year. The society had rooms in the Lyon Building on Chapel Street. Wolf's Head. — Founded in 1883. Senior society. Fifteen members elected from each incoming Senior class in May of Junior year. Society hall erected in 1883 on Prospect Street, APPENDICES. 205 Junior Academic. Alpha Delta Phi (Yale chapter). — Established in 1836 as a Junior society. In 1873, after internal dissensions, it gave up its charter. Re-organized in 1888 as a three year society. Changed to a Junior society in 1895. Membership — thirty- five, chosen as follows: at the end of Sophomore year, twenty-five ; at the beginning of Junior year, six ; at the close of Junior year, three ; and in Senior year, one. Society hall erected in 1894 and 1895 on Hillhouse Avenue. Psi Upsilon (Beta chapter). — Established in 1838, as a Junior society. Membership the same as Alpha Delta Phi. Society hall erected in 1870 on High Street. Enlarged in 1896. Delta Kappa Epsilon (Phi chapter). — Established in 1844, as a Junior society. Membership the same as Alpha Delta Phi and Psi Upsilon. Society hall erected in 186 1 on York Street. Enlarged in 1896. (Until the recent campaign agreements between the three above-mentioned societies the membership in each was very irregular in its numbers, varying from twenty to fifty.) Zeta Psi (Eta chapter). — Established in 1888 as a Junior society. From ten to fifteen chosen at end of Sophomore year and five or six later. Society hall on York Street erected in 1890-91. New hall built on old site in 1898-99. Sophomore Academic. Kappa Sigma Theta. — Founded in 1838, went out of exis- tence in 1858. Sophomore society. Rooms in Townsend's Block. Alpha Sigma Phi. — Founded in 1846, went out of existence in 1864 by decree of Faculty. Sophomore society. Phi Theta Psi. — Founded in 1864, after the death of Alpha Sigma Phi, by the pledged men of Psi Upsilon in the Class of '6 7. Membership unlimited. Sophomore society. Rooms 206 YALE. were in the Cutler Building, corner of Church and Chapel Streets, and afterwards (1870) in the Lyon Building. Abol- ished in 1875. Delta Beta XL — Founded in 1864, after the death of Alpha Sigma Phi, by the pledged men of Delta Kappa Epsilon in the Class of '67. Sophomore society, membership unlimited. Rooms were in Townsend's Block. Abolished in 1875. 'H BovA.17. — Founded in 1875. Sophomore society. Seven- teen members chosen from each incoming Sophomore class, in May of Freshman year. Rooms on Chapel Street. Alpha Kappa. — Founded in 1878. Sophomore society. Twenty-five members. Died in 1879. Eta Phi. — Founded in 1879. Sophomore society. Seven- teen members, chosen from each incoming Sophomore class in May of Freshman year. Rooms on Church Street. Beta Chi. — Founded in 1883. Sophomore society. Abol- ished in 1884-85. Kappa Psi. — Founded in 1895. Sophomore society. Fif- teen members chosen from each incoming Sophomore class, in May of Freshman year, and two members chosen in October of Sophomore year. Rooms on Church Street. Freshman Academic Kappa Sigma Epsilon. — Founded in 1840. Died by decree of the Faculty in November, 1880. Freshman society. About twenty men were at first chosen from each Freshman class, but later each class was divided among Kappa Sigma Epsilon, Delta Kappa, and Gamma Nu. Rooms were in the Collins Building on Chapel Street. Delta Kappa. — Founded in 1845. Died by decree of the Faculty in November, 1880. Freshman society. Divided class with Kappa Sigma Epsilon and Gamma Nu, after latter's estab- lishment. Rooms were on Chapel Street near Church. Sigma Delta. — Founded in 1849, died in i860. Freshman society. APPENDICES. 207 Gamma Nu. — Founded in 1855; died a natural death in 1889. Freshman society. Divided class with Kappa Sigma Epsilon and Delta Kappa. After their death was principally a debating society. Rooms were in Lyon Building; later in Insurance Building. Sigma Nu. — Founded in 1888. Went out of existence in 1890. Freshman society Four Year Academic. Beta Thela Pi. — Founded in 1891. Academic society. Members chosen from the four classes of the Academic Department. Phi Kappa Sigma. — Founded in 1896. Academic society. Members chosen from the four classes of the Academic Department. Scientific. Berzelius. — Founded in 1848. Membership varies some- what, but about ten men are chosen from the incoming Junior class in May, of Freshman year, with occasional elections in Junior and Senior year. Society hall on Prospect Street, erected in 1877. Society dormitory, The Colony, on Hillhouse Avenue, erected in 1898. Book and Snake. — Founded in 1863. Membership varies somewhat ; but generally from ten to fifteen men are taken from the incoming Junior class in May of the Freshman year, with occasional elections in Junior and Senior years. Society hall, corner of High and Grove streets, planned for erection in 1899. Society dormitory, The Cloister, corner of Grove Street and Hillhouse Avenue, erected in 1888. Theta Xi (Beta chapter). — Established in 1865. Member- ship not over fifteen a year. Society rooms, in 1888 on Chapel Street, above Park ; then moved to 43 College Street, and finally to 81 Church. Does not appear in Banner of 1898-99. 208 YALE. Delta Psi (Sigma chapter). — Established in 1868. Member- ship about ten men, taken in December of Freshman year, with occasional elections in Junior and Senior years. Society hall, corner of College and Wall Streets, erected in 1S85. Society dormitory, St. Anthony's, adjoining hall on College Street, erected in 1893. Chi Phi (Yale chapter). — Established in 1878. Member- ship varies ; about ten men elected from Freshman Class. Society hall, formerly at corner of York and Wall Streets. Present dormitory, York Hall, and society hall, 96 Wall Street. Theta Delta Chi (Epsilon Deuteron chapter). — Established in 1887. Society house and hall, 36 Elm Street. Member- ship varies. Delta Phi (Yale chapter). — Established in 1889. Member- ship, twelve men chosen in December of Freshman year. Society house, St. Elmo Hall, in Grove Street, erected in 1895. Alpha Chi. — Established in the seventies. Freshman so- ciety. It continued for a few years. University. Phi Gamma Delta. — Founded in 1875. Re-established in 1888. University society. Members from all departments. Law School. Corbey Court (Waite chapter of Phi Delta Phi). — The Waite Chapter of the Law School Fraternity, Phi Delta Phi, was established at Yale in 1886 as a Senior society. In 1890 it united with the Junior society of Corbey Court under the latter's name. Membership from all classes. Rooms, 83 Elm Street. Book a?id Gavel. — Founded in 1890. Membership the same as Corbey Court. APPENDICES. 209 Medical School. Skull and Scepter. — Twelve to fifteen members from all four classes of the Medical School. Delta Epsilon Iota. — Twelve to fifteen members from all four classes of the Medical School. LITERARY AND SCHOLARSHIP, Phi Beta Kappa. — Alpha of Connecticut, organized in November, 1780, to encourage scholarship. The requirements for admission have varied from time to time. Originally all those who received an oration appointment or over were mem- bers. Then the society was limited to those receiving high orations. At present only those who receive philosophical orations for two years' work are eligible. In 1898 a room was handsomely fitted up for the society in White Hall by a graduate who withheld his name. Meetings are held bi-weekly. Chi Delta Theta. — Established by Prof. James L. Kingsley, in 182 1, to encourage literary as distinguished from scholastic ability. Originally about one fourth of the Senior class were annually elected members. It was not a rival of Phi Beta Kappa, and many belonged to both societies. It died in 1843-44. In 1868 it was revived by the editors of the "Yale Literary Magazine " as an institution connected with that paper. All " Lit." editors are members, and in addition two or three Seniors are elected annually who have shown interest in con- tributing to the magazine. Its rooms are in White Hall. Sigma Xi. — The Yale chapter of a scientific fraternity, with chapters at Cornell, Stevens, Rutgers, Rensselaer, and Union. Members are chosen from all departments of the University for interest in scientific research, not necessarily for general high standing. The society was founded in 1886, at Cornell, by Prof. H. S. Williams, Yale, '68 S. The Yale chapter was established in March, 1895. 14 V CONDENSED DATA OF YALE'S VOLUNTARY, ORGANIZED RELIGIOUS WORK. 1879. In the fall of this year members of the Class of '80, with the co-operation of Dr. Barbour, the College Pastor, and Professor Northrop, organized the Yale Christian Social Union, the first voluntary organized union of Christian men of all classes. 188 1. Upon the return of Charles E. Loughridge, '83, from the International Convention of the Young Men's Chris- tian Association at Cleveland, the Yale Christian Social Union was re-organized into the Yale Young Men's Christian Association. 1882. In the spring of this year the idea of a building on the campus for the religious uses of the students was first proposed. Subscriptions amounting to about eighteen thousand dollars were pledged for the erection of such a building, and when the building was erected by Mr. and Mrs. Monroe nearly all these pledges were transferred to a fund " for the reference library and kindred objects connected with the usefulness of the building." 1883. The first convention of the College Associations of New England was held at Yale in February. 1884. Mr. and Mrs. Elbert B. Monroe offered to erect on the campus, in fulfilment of the wishes of their uncle, the late Frederick Marquand, a building primarily for the use of the Y. M. C. A. and for other religious uses of the students. APPENDICES. 211 1885. Ground was broken for this building in July. The name of Dwight Hall was given to it in memory of Timothy Dwight, President of Yale College from 1795 to 1817. 1886. As the administration of the growing work of the Y. M. C. A. had proved a heavy burden upon its President, it was thought best to secure the undivided attention and effort of a general secretary, who should be a recent graduate and might be elected annually. Mr. Chauncey W. Goodrich, '86, was chosen to be the first General Secretary, and filled the position during the year 1886- 188 7. 1886. On October 17, Dwight Hall was formally opened and dedicated. 1886. The Dwight Hall lecture course was established. 1887. The Fifth Annual Conference of the College Y. M. C. A.'s was held at Yale on February 18. 1887. Mr. William L. Phelps, '87, served as General Secretary during the year 1887-1888. 1888. The Yale Mission was founded during this year. Rooms were rented in Washington Hall on Grand Avenue and services held. The work reached many of the worst class in the city. 1888. Mr. A. Alonzo Stagg, '88, succeeded Mr. Phelps as General Secretary, and filled the position for two years, 1888- 1890. 1889. A boys' club was organized in the spring of this year by members of the Class of '92 and called the Grand Avenue Boys' Club. Information Bureau organized. 1890. Mr. Clifford W. Barnes, '89, was chosen General Secre- tary and served until 1892. 1890. In the spring the Boys' Club joined with the Associa- tion of Christian Workers in the United States and Canada. It was decided that each successive Fresh- man class should take charge of the club. 212 YALE. 189 1. The Woolsey Club was organized to bring the claims of the ministry before Yale students and help them to decide intelligently whether they should choose this as their profession. 1891. When the Class of '94 took charge of the Boys' Club they took a room on Orange Street and changed the name of the club to the University Boys' Club. 1892. Mr. Henry T. Fowler, '90, was chosen as General Secretary for the years 1892-1894. 1893. In December the Boys' Club again changed its rooms and went to Welcome Hall on Oak Street. 1893. On November 19 the Yale Mission was moved to 215 East Street. 1894. Mr. William H. Sallmon, '94, was chosen General Secretary, and filled the position until 1897. 1895. Rooms were secured during the summer at 134 Col- lege Street for the use of the Scientific Department. 1896. On Sunday, October 18, the tenth anniversary of the dedication of Dwight Hall was celebrated by special services, which were in charge of the Graduate Advi- sory Committee. 1896. While the Class of 1900 had charge of the Boys' Club they made changes in conducting it, forming inner clubs which met in their own room one evening each week. After holding a business meeting, these classes were taught certain branches of industrial work, such as drawing, basket-weaving, chair-caning, Venetian iron work, and mat making. 1897. In the spring of this year Mrs. W. F. Cochran of Yonkers, N. Y., gave the house and lot at 138 Col- lege Street for the use of the Scientific Department. 97. Mr. Thomas F. Archbald, '96, was chosen as General Secretary, and served one year. 1898. Twenty-seven men attended the Third International Convention of the Student Volunteer Movement for APPENDICES. 213 Foreign Missions, held in Cleveland, Ohio, February 23-27. 1898. The Yale Mission took temporary rooms at 785 Grand Avenue. 1898. At the annual meeting of the Yale Y. M. C. A. it was voted that the Association be legally incorporated under the statutes of the State of Connecticut. Mr. Henry B. Wright, '98, was chosen to succeed Mr. Archbald as General Secretary. 1898. A new departure, tried in the spring, which was very successful, was the holding of song services in the vicinity of Grand Avenue. 1898. In the fall of this year ground was broken for the erection of a new mission building, on Franklin Street near Grand Avenue, which was completed Dec. 15, at an expense of eight thousand dollars. PART II THE YALE CLASS ROOMS By LEWIS SHELDON WELCH AND OTHERS COMMENCEMENT ODE. By EDMUND CLARENCE STEDMAN, Yale, '53. Written for the new Commencement Exercises, instituted in 1895, and sung at that time to music by Prof. Horatio W. Parker. H " ARK ! through the archways old High voices manifold Sing praise to our fair Mother, praise to Yale ! The Muses' rustling garments trail ; White arms, with myrtle and with laurel wound, Bring crowns to her, the Crowned ! Youngest and blithest, and awaited long, The heavenly maid, sweet Music's child divine, With golden lyre and joy of choric song Leads all the Sisters Nine. II. In the gray of a people's morn, In the faith of the years to be, The sacred Mother was born On the shore of the fruitful sea ; By the shore she grew, and the ancient winds of the East Made her brave and strong, and her beauteous youth increased Till the winds of the West, from a wondrous land, From the strand of the setting sun to the sea of her sunrise strand, 2i8 YALE. From fanes which her own dear hand hath planted in grove and mead and vale, Breathe love from her countless sons of might to the Mother — breathe praise to Yale. III. Mother of Learning ! thou whose torch Starward uplifts, afar its light to bear, — Thine own revere thee throned within thy porch, Rayed with thy shining hair. The youngest know thee still more young, — The stateliest, statelier yet than prophet-bard hath sung. O mighty Mother, proudly set Beside the far-inreaching sea, None shall the trophied Past forget Or doubt thy splendor yet to be ! CHAPTER I. YALE, THE COLLEGE AND UNIVERSITY. IT is an ambitious scheme to try to indicate, in the limits of such a volume as this, the plan and methods of the strictly educational work of the University of Yale. But it is well at least to suggest some points of it not usually included in catalogues and reports. The general stand of Yale is perfectly well known. That her educational system has been progressive in the last twenty years is plain enough ; that it is very con- servatively so, is also very plain. The New Haven Uni- versity stands midway. She has become a university, but she has also not ceased to retain in her Academic Department the old college idea. Many have plunged far beyond her in the course of free election, but she here holds and applies the theory that the young man who comes to her needs to be guided in the groundwork of his education for at least half of his course. A demonstration of Yale's combination of the College and the University was given by one of the liberal minds on the Yale Faculty, in a speech at an Alumni dinner, a part of which has already been quoted in another part of the book. It shows in such a clear way the some- times conflicting, but mainly co-operating forces of the two systems which Yale has merged, that I ask the right to again quote at some length from it. Said Professor Perrin of Yale, at the 1898 dinner of the Long Island Alumni : — 220 YALE. " Not many years have passed since our popular edu- cation was mainly by compulsion. The apparatus and meth- ods of schools and academies, particularly in the country, were extremely simple, but extremely effective. A teacher with more or less formal knowledge laid a small section of that knowledge before the pupil, usually in unattractive form, and compelled him to acquire it within a given time under pain of punishment. There was little elucidation or enticement. The pupil was driven, not led. But the rude process fostered in the pupil a confidence in his own powers, an expectation of conquest and a delight in it, a vigor and persistency of effort, which many of us miss in the products of the modern educa- tional processes. " For now education is largely by seduction. From nursery and kindergarten up through grammar schools and high schools and academies, the approved tendency is to smooth difficulties away from before the pupil, to lure him on over easy and attractive paths, paths even of his own immature choice. Acquisitions may be larger and more varied under this modern system of education by seduction, but the mental fibre of the pupil lacks the aggressive vigor of the older days. In the face of a mountain of difficulty, the pupil's first instinct is to call for help rather than boldly attack and master the obstruction. " Now the old college system of training, as it survives at Yale in Freshman and Sophomore years, is to a great degree a continuation of the older spirit and method in education. Methods of teaching and apparatus of teaching even in these two years of 'required studies' have indeed improved vastly over those of earlier years. The influence of the new education is of course felt here. Subjects are made interesting to the student, and taught for his benefit rather than for that of the instructor. Zeal and ardor and a contagious enthusiasm now enliven the instruction here, and redeem it from scholasticism. But, after all, tasks are necessarily set the student in subjects which he did not directly elect to pursue, and he is rigidly held YALE, THE COLLEGE AND UNIVERSITY. 221 to frequent, almost daily, tests of the faithfulness with which he performs those tasks. " Such a system has its disadvantages. Where three or four hundred men are forced through the same course of study, regardless of their individual preferences or tastes, there results a kind of collective or mass individuality. The large divi- sions in which men are necessarily handled and the impos- sibility of individual treatment by the instructor, encourage mass intellectual plays. Genius suffers, of course, but learns the great lesson of standing shoulder to shoulder with fellow men, a lesson worth all it ever costs. And so this lower under- graduate life at Yale fosters mass movements of every kind ; keeps alive the old ' class-spirit,' with all its objectionable rival- ries and petty collisions ; brings out crowds of noisy boys to fires, processions, celebrations, and open air functions of every kind. We all know the tendency of a crowd to fall to the level of the lowest member of it. We know the cruelty and coward- ice and meanness of a crowd. A man will do in a crowd what he would never forgive himself for doing by himself. "These objectionable mass tendencies are nowhere more plainly seen than in our compulsory chapel services, from which not even the two upper classes are yet exempt, though they otherwise breathe the air of university election. The coughing and hawking, which makes the place suggest a large bench show ; the contagiousness of the idiotic laugh, or of the mis- chievous reminder of the flight of time ; all the acts and pos- tures and garbs which make the judicious among us grieve, are the result of this mass coherence which is so highly developed during the first two years of college requirements. " But there is a bright side to all this. Such responsiveness to good, soul-stirring leadership, such glorious momentum in good causes, such collective loyalty and enthusiasm, such energy in all the manifold enterprises of our undergraduate life, such slowly gathering but grandly culminating demands of public sentiment, and, even in chapel, such collective tributes to the really true and 222 YALE. great and simple and pure — where else can they be found ? Besides, it is not in groups and squads and crowds that idleness thrives. And vice, as the late Lord Laureate said, ' vice some- times appears to me as the shadow of idleness.' Whatever else may thrive at Yale, idleness does not. Everybody belongs somewhere and is doing something. The work may not be entirely the work of the curriculum, but ' fervet opus. ' " Out of this old-fashioned college-period of close supervision in the performance of allotted tasks, the student is gradually, not abruptly, transferred into the larger and freer air of university election. Full university freedom in the continental sense he cannot have before the graduate departments ; but university election of courses, and university methods of instruction, and enlarged freedom in attendance, he can have in Junior and Senior years. " To this freedom he comes with no jaded appetite and with no distorted powers. The cohesive habits of the college period continue to exert their force, and to prevent that isolation in individual achievement which the smaller groups, the multiply- ing intellectual interests, and the larger freedom of the lecture and the examination, instead of the lesson and the recitation, would naturally bring. ' Class spirit ' continues, much to our surprise, and mass movements are apparently as popular, but tempered now with growing dignity. There is increased oppor- tunity for idleness and shirking, but increased susceptibility to nobler stimulus. The sense of increased freedom brings with it an increased sense of responsibility, more surely than if the freedom had not been, as it were, struggled for and won. " Yale is such a unique combination of college and university. It is an evolution, and, until now, a necessity. Whether the university freedom of the two upper years shall be extended into the two earlier years is the greatest question of the future. Much would undoubtedly be gained. Many of the exuberant follies that now characterize our undergraduate life might dis- appear. There would be less and less survival of the old-time YALE, THE COLLEGE AND UNIVERSITY. 223 feeling of resistance to the imparting of knowledge. The baffled look of the student, whom some unexpected Socratic device of the teacher has decoyed into learning something, would be less common. But more might be lost than gained. The secret of the much-heralded ' Yale democracy ' lies in this combina- tion. That power of adjustment to the needs of the community in which he puts himself, which now so pre-eminently character- izes the Yale man, might slowly disappear. The higher disci- plines even might pall on minds less hardened and exercised by required work performed in widest competition within the Uni- versity itself. The present administration I understand to be committed to the combination." The chapters which immediately follow show the particular ideals and methods of the several depart- ments of the University, as they are at present con- stituted. Here and there the record of the past is considerably drawn upon in order to make more clear the present; but the mass of historical facts is reserved for the statistical tables at the close, which are arranged in a condensed chronological form for purposes of reference. CHAPTER II. YALE COLLEGE. THE course of study laid down for the student in Yale College, that is, in the Academic Depart- ment of the University, has always aimed to provide the foundation of a liberal education. The many changes which the curriculum has undergone have not obscured this main object. In the mean time the requirements for admission to the College have been constantly raised ; new departments of knowledge have been dis- covered and their educational tools utilized ; new meth- ods of study and of instruction have been developed ; and successive college generations, as the}'' pass out into active life, are distributing themselves among the vari- ous vocations in widely differing proportions, gradually neglecting the learned professions, especially the minis- try, for the opportunities a business career offers. In 1766 a Freshman, on being admitted, was assumed to be familiar with Cicero's Orations, with Vergil, and the Greek Testament, and to be proficient in common arithmetic. In. 1822 a prospective Freshman in Yale College was examined in Cicero's Orations, Sallust, and Vergil; in Latin composition, grammar, and prosody; in Greek grammar and composition, and in the Greek Testament; also in arithmetic. By 1853 a part of Xenophon had been added to the list of requirements for admission; also higher arithmetic, algebra as far as Welch Hall Osborn Hall YALE COLLEGE. 225 quadratic equations, geography, and English grammar. Thirty years later Caesar, Ovid, and Homer had been added to the list; also Roman and Greek history in the place of geography and English grammar, while plane geometry had been added to the mathematical studies required. Finally, at the present time, a knowledge of either French or German is required of every candidate; he is also examined in English, and the requirements in the above classical and mathematical subjects have been materially enlarged. The progressive development of the college curricu- lum is better shown by the increase in the number of subjects studied, and in their difficulty. So, for in- stance, a Yale student of about 1720 studied the ancient languages, including Hebrew, as well as logic during his first two years. In Junior year he added the study of physics, and in Senior year that of metaphysics and mathematics. During his entire course he was obliged to attend rhetorical exercises, converse in Latin with his fellow-students, and receive instruction in divinity, pre- sumably what later was called " evidences of Christi- anity." In the forties of the last century, the study of mathematics had been extended to geometry and as- tronomy, and geography and natural philosophy had been added. By 1766 some further additions to the curriculum had been made, and by 1778, at the acces- sion of President Stiles, the curriculum was arranged as follows : Freshman year: Vergil, Cicero's Orations, the Greek Testament, and arithmetic. Sophomore year: Horace and the Greek Testament, English grammar and rhet- oric, algebra, geometry and geography, and the " West- 15 226 YALE. minster Catechism." Junior year: Cicero De Oratore and the Greek Testament, trigonometry and philosophy. Senior year: Locke's " Human Understanding," ethics and natural theology, and, as heretofore, the Greek Testament. The Freshman of half a century later, say in the twenties of this century, studied some Greek; he read Livy, wrote Latin composition and dipped into Roman antiquities, mastered the principles of arithmetic and the simpler ones of algebra, and perfected himself in geography and English grammar. The Sophomores of that time continued the study of geography, — which included some general history, — advanced in their mathematical studies to Euclid, conic sections, and spherical geometry. The classical authors read were Horace, Cicero, and Homer, and exercises in rhetoric and English composition were required. The Junior class continued the study of Cicero, and also read Tacitus. Some Greek authors were also read, for which, however, the study of Hebrew could be substi- tuted, presumably by prospective theologians. In math- ematics the class took up spherical trigonometry, the calculus, and astronomy. The study of history was also begun, and the rhetorical and English exercises of the previous year were continued. In the fourth and last year of the course the classics gave way to logic, psychology and philosophy, ethics, natural theology, and evidences of Christianity, which, together with the usual rhetorical exercises and occasional lectures in the natural sciences, comprised the course of study of the Senior class. In the fifties many of the above studies had been pushed forward a year, and others had been added. YALE COLLEGE. 227 The Freshman then read Livy and Horace, Homer and Herodotus, also the Greek Testament; he stud- ied Greek and Roman history and antiquities, and in mathematics he mastered algebra and Euclid. In Sophomore year the works of Horace and three of the philosophical works of Cicero were read ; in Greek, Xenophon's " Memorabilia," the orations of Isocrates, and the plays of Euripides and vEschylus. The mathe- matical studies included logarithms and the calculus, plane trigonometry, analytical and spherical geometry, navigation, and surveying. In Junior year Cicero and Tacitus were read ; also Plato and Thucydides. Applied mathematics were studied under the head of mechanics, physics, surveying, and astronomy; some natural phi- losophy was also studied, and mental philosophy begun. As Seniors the students made further advances in astronomy and natural philosophy; they rounded off their classical education with a dash of Demosthenes, and were, as formerly, thoroughly trained in psychology, ethics, natural theology, and the evidences of Chris- tianity. In addition, the more modern subjects of study, and especially those in which President Woolsey distinguished himself, were taken up by the Seniors. Such were political science, economics, and interna- tional law. Rhetorical and similar exercises were re- quired during the entire course. Thirty years later some further progress had been made in the required course of study. In 1883-4, the year before the present system of elective courses was adopted, a Freshman read one book of Herodotus and five of the Odyssey, one of Livy, an oration and a phil- osophical work of Cicero, and selections from Ovid. He also studied Greek and Latin composition and 228 YALE. Roman history. In the mathematical line he mastered Euclid and finished Chauvenet, and was introduced to analytical geometry and plane trigonometry. Rhetori- cal exercises were required of him, and also attendance on some well-intentioned lectures upon hygiene. The Sophomores in 1883 read some of Demosthenes' ora- tions, — which their fathers did in Senior year, — a few Greek tragedies, some of Plato's works, and Xenophon's " Memorabilia," and among the Latin authors, Horace and Juvenal, Tacitus and Cicero De Officiis. The Sophomores continued the study of analytical geometry and trigonometry (plane and spherical), and took up surveying, navigation, and mechanics. The exercises in rhetoric and English composition were con- tinued. In Junior year the dead languages yielded to the modern languages, and the study of German as well as of English was required. The Juniors in 1883 also studied astronomy, physics, and chemistry, and began United States history and logic. The Seniors studied about what their fathers had studied in the fifties, namely, mental and moral philosophy, natural theology and evidences of Christianity, political science and eco- nomics, European history and elementary law; also some natural science. However great the changes in the curriculum were down to the early eighties, its contents remained meagre as compared with the wealth of educational material which the newly developed lines of thought were bring- ing to light. It continued to lay the greatest stress on the study of the classics, formal and applied mathe- matics, and on mental and moral philosophy, while it gave but scant attention to the natural sciences, and even less to the historical and political sciences. A YALE COLLEGE. 229 radically new step was taken when the study of a mod- ern language was required. This was in 1867, when the Juniors were required to study German one term ; after 1875 this was extended through the whole of Junior year. However, down to the recent great changes in the curriculum by the adoption of the elective system and the corresponding changes in the requirements for admission, the study of the modern languages was prac- tically confined to teaching the elements of those languages. In 1884 the foundations of the present elective sys- tem were laid. To be sure, a meagre beginning with so-called elective courses had been made sixty odd years before. Then a Junior could choose during one term between Greek and Hebrew. Little by little the students' range of choice was widened, French being added in 1825. By the middle of the fifties a Sopho- more could choose during his third term analytical geometry in the place of the regular mathematical work ; a Junior could substitute the calculus for the an- cient languages during two thirds of the year, and dur- ing the other third he was allowed to add a course in the classics, modern languages, or in applied mathe- matics to his regular work. In 1870 a Junior could substitute the calculus for his courses in Greek and Latin during two thirds of the year, and German for Greek during the other third ; during the first term of Senior year German could be substituted for Latin or astronomy. From 1876 on, the principle of elective courses was systematized, and four exercises a week were required of the Juniors and Seniors, to be elected from a variety of courses in philology, history and political science, mathematics, pure and applied, and 2 3 o VALE. the natural sciences ; courses in philosophy were added in 1877, and in the fine arts in 1879. Such, then, was the college curriculum in 1884, when the important changes were "begun that have led up to the present arrangement of studies. Eighty-seven per cent of a student's work was in prescribed courses, largely along the lines which the curriculum had fol- lowed since time immemorial; thirteen per cent of his work the student could choose from among a limited number of courses in a few departments of learning. The change in 1804 aimed at enlarging the amount of elective work in Junior and Senior years, and at pushing back the study of the modern languages into the first two years of the course. At first, the required courses retained in Junior and Senior years covered the natural sciences, astronomy, and mental and moral sci- ence. The first two were in a few years changed into elective courses, and mental and moral science has re- mained since 1893 the only required study during the last two years of the course. A further important change was made in 1893, by which the Sophomores were allowed to drop one of the six subjects, Greek, Latin, English, the modern languages (German or French), mathematics, or physics, pursuing the other five studies. To sum up the changes in the curriculum of Yale College during the past two centuries : from a rigid sys- tem prescribing all the studies of the students and divid- ing their time among the classics, mathematics, and philosophy, the present curriculum has been evolved, which requires that at least 12 per cent of a student's work during his four years shall be in the classics, -fe- rn philosophy, 6 per cent in mathematics, ^ in either YALE COLLEGE. 231 French or German, and g 1 ^ in English ; the remaining two thirds of his time he is at liberty to divide as he chooses among a variety of courses which he may be fit to attend, provided only that in Sophomore year he chooses five of the six studies offered. These radical changes in the curriculum, which are certainly not final and will inevitably be followed by similar ones, can only be interpreted to mean that, while the aim of the college education is still the same, to provide the foundation for a liberal education, this goal can be reached by a variety of paths. The foun- dation of each student's liberal education was formerly of identical material ; now it is constructed of a variety of materials. Formerly most importance was put upon what a student acquired, nowadays upon how he ac- quires knowledge ; and it is now an accepted principle that, with the large and growing variety of educational tools offered us in the widening sphere of human knowl- edge, their selection may within reasonable limits be left to the good sense of the student. It is fair to say that this truth was not accepted at the outset, and did not lead to the adoption of the prin- ciple of elective studies. These were the necessary result of the circumstance that, with the growth of the number of instructors and the multiplication of lines of scientific investigation, the instructors themselves, ad- vancing along their special lines of study, felt the incen- tive to broaden their teaching; and inasmuch as all students could no longer be required to study along all these lines, the problem was solved by inviting all the students to study along some of them. In 1822 the Academic Faculty consisted of the President; a pro- fessor of chemistry, mineralogy, and geology ; a pro- 232 YALE. fessor of Hebrew, Greek, and Latin; a professor of mathematics, natural philosophy, and astronomy; a pro- fessor of rhetoric; a professor of divinity; and six or seven tutors, who were the jacks-of-all-trades of the time. As compared with these thirteen teachers comprising the Faculty in 1822, their present number is over one hundred, divided among the various departments as follows: natural science, 21; ancient languages, 17; political science and law, 10; mathematics, 10; Eng- lish, 10; modern languages, 8; history, 7; philosophy, 7 ; art, 3 ; music, 3 ; biblical literature, 3 ; physical culture, 2; military science, 1. While the Faculty in- creased eightfold, the number of students in the college increased from 371 to 1241, or something over 3 -|- times. This relatively and absolutely rapid increase of the teaching force enabled and encouraged it to open and utilize fields of instruction formerly untouched, and to greatly extend the old fields. As compared with the meagre opportunities for study offered in former years, the Juniors and Seniors alone are now offered courses of instruction, by lecture, recitation, or in the labora- tories, aggregating over three hundred hours per week; enough to keep them busy twenty years, if they under- took to attend all courses. The hours per week of instruction offered in the various departments during the year 1898-9 is as follows: Modern languages . ... 51 History 22 Mental and moral science . 39 Biblical literature .... 18 Ancient languages . . . . 3S Music 10 Natural science 36 Art 8 Political science and law . 27 Physical culture 2 English 25 Military science I Mathematics 24 Total 301 hours per week. YALE COLLEGE. 233 With this great increase of instructors and the widen- ing of the sphere of instruction have gone hand in hand great changes in the methods of instruction. While the old-fashioned recitation is still retained in some lines of study, especially in the lower years, other depart- ments have been driven, by the size of their classes or the nature of their subjects, to give their instruction by means of lectures ; still other lines of work are carried on in the laboratories or in the equally intimate associ- ation with the instructor in small courses for special research. In adapting themselves to these various con- ditions three types of courses have been evolved. There is, first, the large course of from two to three hundred men, generally the beginners in some subject, whom the instructor lectures to in a body, supplement- ing his lectures with occasional examinations, or with regular written exercises. Such a course is Professor Hadley's in elementary economics and Professor Sum- ner's in the science of society, covering elementary anthropology and sociology. The former course is offered to Juniors, the latter to Seniors. The second type of courses is the one containing sometimes but a handful of students working under the personal and constant direction of their instructor, who directs their reading and supervises their investigations. It goes without saying that these courses are among the most valuable to the earnest students. Typical courses of this kind are the famous one of Professor Chittenden and his assistants on biology, taken by prospective medical students, and the courses for special research offered in the departments of history, philosophy, and the ancient languages. The third type of course com- bines in a way the advantages of the other two. It 234 YALE. seeks to retain the intimate relation of the second, and the possibility of breadth of treatment of the first type. Professor Smith's courses in American history, Profes- sor Wheeler's in European history, and, in general, the courses in the lower classes containing usually from twenty to thirty men, illustrate this type. In it recita- tions are given more or less importance, according to the nature of the subject or the preference of the instructor, and are supplemented by formal or informal lectures. In the development of the large courses — in 1898 there were eleven containing over one hundred Juniors and Seniors each — a serious problem is met. With the growing difficulty of properly preparing oneself for teaching one of the newer subjects, and with the in- creased demands made upon the teacher in the way of breadth of treatment, he finds it often physically im- possible to do justice to his subject and at the same time to come into personal and intimate relations with his scholars. If he attempts to teach by means of care- fully prepared lectures, which the size of his class often compels him to do, he has to give up the more direct method of teaching by question and answer. The stu- dent, on the other hand, is tempted to relax his efforts, if he is merely required to attend these lectures with a distant examination on their contents in view. To remedy this difficulty, a beginning has been made in more or less limiting the professors' activity to lecturing and in general supervising the study and reading of the students, and in leaving it to the younger instructors and assistants to follow up this by more personal and direct instruction, meeting the students individually or in small bodies. This method was adopted long YALE COLLEGE. 2 35 ago with success in the professional schools, where the quiz-master occupies an important and well-recognized position. It is interesting to note that this method of economizing the efforts of the teaching force, and of combining the experience of the older with the enthu- siasm of the younger teachers, was foreshadowed in the famous Report on a course of liberal education, made in 1829 by the college authorities. Another outgrowth of the modern conditions which surround the college education is the so-called Special Honor System, which is intended to encourage the students who distinguish themselves during Junior and Senior years in some one particular line of study. In former times, when all the students studied practically the same subjects, his position on the appointment list at graduation was not an unfair mark of each student's success as a scholar. But nowadays, when few students pursue exactly the same course, this system is distinctly unfair. In consequence the appointment list has lost much of its former importance, while the valedictorian and salutatorian have disappeared altogether. In the place of the incentive to good work with their books and in the class-room offered by the old ranking sys- tem, has come the special honor system, under which four hundred and fifty men in the past thirteen classes, or about 17 per cent of their members, have devoted at least a third of their time, in their Senior or in their Senior and Junior years, to work in one particular line, and have written theses sufficiently meritorious to warrant their being given honorable mention on the program of their Commencement exercises. A sketch of the present course of study would read as follows : On entering the College, the Freshman is 236 YALE. given no choice in selecting the studies of his first year, except that he can choose between German or French, one of which he studies, being assigned to a class ap- propriate to his knowledge of the language. In Greek he reads five books of the Odyssey, the " Apology " of Plato, and selections from Herodotus. In Latin he reads two books of Livy, the comedies of Terence, and selections from other prose writers and poets ; he also is practised in Latin prose composition. In mathe- matics he studies plane and solid geometry, trigonom- etry, and mechanics. In English he reads six plays of Shakespeare. In Sophomore year, as already explained, a student chooses five of the following six courses : I. Greek — reading of three tragedies and one com- edy, with lectures on the Greek drama and theatre. II. Latin — reading of Horace, Tacitus, and some plays of Plautus. III. German or French — a variety of advanced and elementary courses adapted to the needs of the student. IV. English — reading of Spenser, Shakespeare, Milton, Addison, Swift, Pope, and Gray, with an outline history of English literature ; also rhetorical exercises. V. Physics — a general course, using Ganot's " Phy- sics " as a text-book. VI. Mathematics — either the study of analytical geometry and elementary calculus, or the study of trig- onometry, surveying, navigation, and practical astronomy. Since 1893, when the above scheme for the work in Sophomore year went into effect, on an average over 98 percent of the class have chosen German or French; a little less than 98 per cent, English ; 92 per cent, Latin ; YALE COLLEGE. 237 84 per cent, physics; 70 per cent, Greek, and 55 per cent, mathematics, which figures roughly indicate the relative popularity of these studies. Beginning with his Junior year the student chooses freely from among the large number of elective courses open to him, provided only he take the courses in logic, psychology, and ethics. Nine tenths of the class nowa- days choose the course in elementary economics under Professors Hadley and Fisher ; the same fraction of the class choosing one or more courses in history, especially Professor Adams' course in mediaeval history. Two thirds of the class usually continue their study of French or German ; the same fraction taking advanced courses in English, especially under Professors Beers, Lewis, and W. L. Phelps. One third or more of the Junior class take one or more courses in the natural sciences, es- pecially in chemistry under Professor Gooch, or in physiology under Professor Chittenden. A smaller pro- portion of the class chooses courses in mathematics, in mental and moral science, in the ancient languages, and in Biblical literature, in art, and in music. In Senior year each student is now required to take one of a number of two-hour (per week) courses in philosophy. The rest of his time he divides at will among the large number and variety of elective courses open to him. Over nine tenths of each Senior class uniformly take one or more courses in political science, the favorite ones being Professor Sumner's on the science of society and Prof. E. J. Phelps' on constitutional and international law. Something less than nine tenths choose work in history, the favorite course being Pro- fessor Wheeler's well-known one in modern European history. History and political science have become 238 YALE. pre-eminently the studies of Senior year, while the courses in the other departments are selected by a much smaller fraction of the class. During the past six years English courses have been chosen by a fraction of the class varying between 18 per cent and 60 per cent, ac- cording to the character of the courses offered and the popularity of the instructor. From a fifth to a third usually choose work in the natural sciences, the most important course being the one in biology mentioned above ; similar figures apply to the courses in mental and moral science, and in the modern languages. A much smaller number of Seniors enroll themselves in the remaining departments. As was intimated, the popularity of an individual in- structor will swell the attendance on a course, and, therefore increase the relative importance given by the students in their selection of courses to one particular department. Still, the changes in the personnel of the various departmental Faculties have not been as de- cisive in determining the choice of elective courses as the character of those courses, and the development of the newer fields of study. These newer studies have, no doubt, crowded back the older ones. So, for in- stance, in the purely elective work of the last two years, the attendance of courses in political science has in- creased fourfold since 1884; that on courses in history has increased one-half. The elective work in the classics, mathematics, and natural sciences, on the other hand, has fallen off. However, a fairer picture of the relative importance of each line of study is given by taking into account all four years of the academic course, the re- quired as well as the elective work. Here we see that the two classes, 1886 and 1899, are compared as follows YALE COLLEGE. 239 in the relative importance of the ingredients of their college education : Class of 18! Per cent. 35 19 10 9 9 7 7 4 o o-5 o o o Class of 1899. Per cent. Ancient languages ... 22 Mathematics 10 Modern languages ... 13 English 12 Philosophy 10 Natural sciences .... 8 History 11 Political science .... 13 Biblical literature . . . 0.8 Art 0.3 Music o.r Military science . . . . 0.1 Physical culture .... 0.05 It is seen from these figures that, since the establish- ment of the present elective system, the relative im- portance in the curriculum of the ancient languages has fallen off one fifth, that of mathematics nearly one half, while that of all the others has increased, to a slight extent in the case of philosophy and the natural sciences, to a considerable extent in the case of the modern lan- guages, including English, and that of history, and to the greatest extent in the case of political science. Moreover, some new departments of study have been originated and are being exploited, such as Biblical literature and military science. Taking the figures for the classes of 1895 to 1899, it may be said that the typical graduate of Yale College has enjoyed an academic education, consisting, one quarter of training in the classics ; one seventh in the modern languages ; about one tenth each in history, political science, English, mathematics, and philosophy; 240 * YALE. about one fourteenth in the natural sciences, and the rest a seasoning of Biblical literature, art, music, with a trace of physical culture and military science. A similar table of the ingredients of the typical Harvard College graduate's educational outfit shows that in Cambridge the ancient languages receive but a third as much at- tention, mathematics a little more than a third ; but the modern languages, history, the natural sciences, and English half as much again ; political science about the same, and philosophy about two thirds as much. The difference between the typical Yale and Harvard collegiate education is only to a small extent explained by the accidental differences in the popularity of cer- tain courses. The difference is more fully explained by the wider extension of the elective system at Harvard, and the consequently greater amount of " re- quired " studies at Yale. The greatest disparity is shown in the classics and in mathematics, in the teach- ing of which Yale far excels Harvard ; and in these two departments the amount of " required " instruction received by a class at Yale is larger than in any other department. Of all the instruction the class of 1898 received in the classics, 95 per cent was required, and only 5 per cent elective ; in mathematics, the figures were 91 per cent and 9 percent. The Yale and Har- vard figures are most nearly alike in the departments of history and political science, the two leading depart- ments in which there are no required courses at Yale. What was said above about a typical college educa- tion would be vitiated if that type were the result of. averaging a number of extreme cases ; and the rela- tive importance of the ingredients of a typical educa- tional outfit would mean nothing if it were based on YALE COLLEGE. 241 the distribution of their work by a large number of students, one devoting all his time to the classics, another to the natural sciences. The question sug- gests itself, then, to what extent do the students of to-day specialize their work and devote themselves exclusively to one line of study, which, no doubt, the modern curriculum enables them to do. After satis- fying the requirements of Freshman and Sophomore years, they are at liberty to divide their time among thirteen departments, and get a general view of a variety of lines of study ; or they can devote all their energies to one or two lines of study, always provided they enroll themselves in the philosophical courses required of Juniors and Seniors. It is noticeable that an insignificant number of Juniors and Seniors limit their attention to as few as even three departments. And then it is usually the case of a student to whom the college education is the preparation for his profession of teaching, and who is, therefore, devoting all his time to mastering the classics or mathematics, no doubt to his future pecuniary advantage, but also to the loss of a well- rounded liberal education. However, these are rare exceptions. During the past ten years about nine tenths of the Juniors are found in five or more depart- ments, and about one half the Seniors are equally widely distributed. In fact, there are on record the names of nine Juniors who were so comprehensive in their yearning for knowledge that they enrolled them- selves in eight courses in as many different lines of work. A solitary Senior, during the years since 1884, was equally ubiquitous. It would have been unfortunate if the curriculum, 16 2 42 YALE. as it has been evolved of late years, had come to merely anticipate the work of the professional schools, the law and medical schools, the seminaries and the graduate schools, and had encouraged the college students to follow but one line of study, and neglect the rest. Such a curriculum might perhaps have enabled the student to earn his medical or legal fee, his teacher's or minister's salary, a few years sooner. It is to be hoped that Yale College will not be influ- enced by such bread-and-butter motives, but, however she changes her curriculum, will always aim to educate her sons with a view to developing their full intellectual manhood, and enabling them to maintain their honored position in the realm of thought and action, not so much by supplying them with a means of livelihood, as by teaching them to think correctly, broadly, and deeply. The need of such a broad college education is emphasized when we consider the fact that from being merely a preparation for one of the learned profes- sions, especially the ministry, a college education has come to fit men for a much wider variety of pursuits. Of the first fifteen classes graduated at Yale College (1704-18) an average of 78 per cent studied for the ministry; the figure for the first fifty classes (1704- 1753) is 52 per cent; for the first one hundred classes ( 1 704-1 803), 40 per cent. The average fraction of a class that studied theology remained fairly constant (at between one quarter and one third) from the middle of the last to the middle of this century ; since the forties, however, the fraction has permanently and rapidly declined to below one tenth. The fraction of a class which enters one of the learned professions, law, the ministry, medicine, teaching, and science, has YALE COLLEGE. 243 fallen from 80 or 90 per cent during the first third of this century to nearly 60 per cent in recent years. Though the law still uniformly attracts about one third of each class, and medicine one tenth, and teaching and the pursuit of science also about one tenth, — somewhat more than they did at the beginning of the century, — the defections from the clerical pro- fession and the enormous increase of the part of each class devoting itself to business, have greatly changed the distribution of the college graduates among various vocations. The law and business promise to perma- nently enlist two thirds or more of the members of each class. The typical Yale College graduate of the future will be a man who deals with men; whose education will fit him to assume leadership in the affairs of the nation and of the community. The tables following put into mathematical form some of the statements of this chapter : — Composition of the Faculty of Yale College, 1898. Natural Science .... Ancient Languages . . Political Science and Law Mathematics English Modern Languages . . History Philosophy Art Music Biblical literature . . . Physical culture .... Military science .... Total Professors. 45 Assistant Professors. Tutors, In- structors, or Assistants. 47 Total. 1/ 10 10 10 8 7 7 3 3 3 244 YALE. o >< "1 t-«.00 M N I- 1 « CO w M >5 VD ON O O ""NO ii Tf N w °^ ton 1- r-. >-> a ^ ro N r^ i-i v^iVO "IMmO M ' i-i V3 *r^ M h oo w . O 05 u 3 • 'u "S .rrt jy C ° . CQ 5 "+5 .s s . CO ON ONMD 00 PO n O m c^ 5§MforoMHdcf»N66ddd M M w w w in oo no\H nn« h . "^ N . " *■: l_l CO S^. m' 6 ■*■ 6 po b\ d\od m d 6 ' M pj W H M 11 w -f t^ h N^-N h N N ^ "^" PI O O CO &5- ■<£ pi "*od d d didiH dodo M M _, hh H H O VO CON r>w m lO 1-^ t)- ""> PI H N 00 ^fi 64citi ci\ oSod m ci d d d PI H H PI H in nn "lfiUi 00 POVO ro w m CO 5^ r^ m «i-od dd\roNHdddO M w ii ii M ro "*■ VO 00 vo vo u-i t^-vO CO h PI m O oo ^-od cK po t>. oSod -*>o pi 6 d d o PI M W i-^ ro PO C\ ""> PO PI PI CO t^-On u- CO S^od oo fivo dod 4d 6 d d o o o M PI H n M w a o oo tj-^ "~> c\ pi oo r^co pi S~^ t^. t^. tj-oo oSco -3-co do o o PI H M IH ON r^ ""> O t|- p'ih^n H 5^-^d cd i d d\oo -^t-cd i o o o P) H M H o ON Q\ PO CO ^- pi vo r^ to S^co cd pi oo r^. OS !ood " o O O O PI W PI pi ON pp ONVO "ItsnuiN o CO ^~- r^-t^piod Nti ioish d o o b PI n n n CO VO h co^i "3-00 PO CO s^. d vo r-^ pi od dvd cK o o o o o CO Pi Pi t"^ C\ rooq toiOhivo >-n 00 ^ p! -4 t^. pi vd d t-^co" o o o o o H PO H M H u-) CO O oq *o « n hoo ■* q CO 5~^ 4roo oSn o\oo tv. o d o o o PO M PI tn to $ . « . . . <° . s c 3 • • • • y 15 • • s y Lang Sciei Lang ihy atics Scier Liter Cult Sciei Ancient Political Modern English History Philosop Mathem Natural Biblical Art . Music Physical Military 246 YALE. Relative Importance of Various Studies* in the Curriculum of some American Colleges. Colleges. Yale, 1895-9. Chicago, 1896-7. Princeton, 1896-7. Harvard, • 1895-7. Ancient Languages Modern Languages % 237 14. 11.6 11.6 10. 10.4 9-5 7-i % 28.3 13.8 IO.7 I0.2 "•5 8. 6. 11. % 20.9 7.2 1.6 8.5 2.7 14.1 14.1 16.6 % 8. 22.4 14-3 11. 16. Political Science Mathematics . . 4-3 6. Natural Sciences . 11. * Art, music, and other minor studies are omitted. CHAPTER III. THE SCIENTIFIC SCHOOL. THE Sheffield Scientific School stands to-day, among the other departments of Yale University, as a recognition of the rights of science to equal rank with other disciplines in a collegiate training. But no keen- ness of vision could have seen its present position and importance foreshadowed in the simple act of the Cor- poration which gave it birth. In its simplicity and modesty, the establishment of the School was not un- like that of the College itself. It was in its initiation little more than an opportunity and a hope ; but though in resources infinitely inferior, its ideals have always been no less lofty than those of the great foundations with which its founders and early promoters were familiar. The formal opening of the School is thus modestly announced in the catalogue of 1847: "Professors Silli- man and Norton have opened a laboratory on the Col- lege grounds for the purpose of practical instruction in the application of science to the arts and agriculture." Its progress, after a somewhat precarious infancy, was secure, if not rapid. The time was propitious. Its early history fell in the days of the scientific awakening, which in its influences on all phases of life and of edu- cation has made the first part of the present century memorable, and its life spans almost the full period of modern scientific progress and enlightenment. The 248 YALE. firm establishment of the School was assured by the confidence and munificence of the man from whom it gained its first endowment and permanent habitation, and its name. The wisdom of its principles and its ultimate success were assured by the counsel and in- struction of such men as Professors Silliman, Whitney, and Dana, and Presidents Walker and Gilman, and by men still connected with the School, whose counsel has been no less valuable and whose instruction no less scholarly. From this School, which was opened in the old Presi- dent's house on the campus, with two professors, eight students and no funds, has grown an institution which numbers seventeen professors, with forty-five additional instructors, five hundred and seventy-eight students and over two thousand graduates. Its five large and well- equipped halls are additional evidences of growth and stability. It is one of the departments of the University, having its separate funds, instructors, buildings, and regulations, governed like all others by the Corporation, and having equal privileges with other members of the University in the libraries, museums, reading-room, and dining-hall. So much for the position of the School among the other departments of the University. Of its wider in- fluence, President Gilman in his Semi-Centennial Dis- course says: "Not a few [institutions] have adopted the methods here followed or have called to their sup- port those who have here been trained. For one such institution, now celebrating its majority, permit me to acknowledge with filial gratitude, the impulses, lessons, warnings, and encouragements, derived from the Sheffield School, and publicly admit that much of the health and THE SCIENTIFIC SCHOOL. 249 strength of the Johns Hopkins University is due to early and repeated draughts on the life-giving springs of New Haven." To the first course in chemistry nine others have been successively added, as the resources of the School permitted, to investigate the new fields which science has opened and to satisfy the demands for instruction which new industries and pursuits are making on schools of science. But the twofold purpose of investigation and instruction, as exemplified in the first laboratory, has always remained a principle of the School. The announcement of 1847 does not differ in principle from that which for a long series of years has found a promi- nent place in the annual catalogue of the School. " The Sheffield Scientific School is devoted to instruc- tion and researches in the mathematical, physical, and natural sciences, with reference to the promotion and diffusion of science, and also to the preparation of young men for such pursuits as require special profi- ciency in these departments of learning." With this double purpose the School was founded, and by this double service -— the advancement of science and the advancement of knowledge — the School has attained its place among colleges. But though in this depart- ment the study of science predominates, the Scientific School has never in the pursuit of science been forget- ful of the value of letters. A considerable acquaintance with Latin is required for admission. History, economics, the English language and literature, are well represented in the instruction of the School. That the humanities have not been assigned to a position of subordinate value and usefulness may be seen from the fact that for more than two decades the greatest American phil- 250 YALE. ologist was the instructor in modern languages; one of the greatest economists began here that inspiration of youth which later helped to make the Massachusetts School of Technology a worthy rival, and, in the Eng- lish language and literature, the instruction has been given for more than a quarter of a century by one whose works are known to the scholars of both continents. The undergraduate instruction of the Scientific School is arranged in ten distinct and parallel courses, among which the student is free to elect which he shall pursue. These courses are so arranged as to satisfy all the usual demands of young men desiring a scientific education. Each of the groups is a course well rounded out with general studies, each differing from the other only in subjects and instruments, but not in the general aim of a broad and thorough education based chiefly # on discipline in science. For men who are properly equipped and for graduate students, special facilities are offered for scientific study in various directions up to practically any degree of proficiency. This system of group-electives, whereby the student elects the goal of his studies and the Faculty fixes the means by which this may best be compassed, has al- ways been a feature of the Scientific School. It was instituted at a time when the system of electives, now an increasingly important feature of all colleges, was practically unknown. The wisdom of this system of fixed elective courses, analogous in many respects to those of professional schools, has been confirmed by experience. The many problems of unrestricted elec- tives, vexatious alike to Faculty and student, have been solved, and a wise choice is insured. There is no jostling THE SCIENTIFIC SCHOOL. 251 or crowding of subjects, no overloading of the student. Loss of time and unprofitable study, which might result from the choice of studies unclassified and unrelated, is averted. During Freshman year the work is the same for all students. It has a general scientific basis of physics, chemistry, and mathematics, accompanied by the study of English and the modern languages, fitting the stu- dent alike for all courses and preparing him to choose intelligently his later special line of study. At the end of the first year the student elects the particular course to which he will devote himself. But though his time and interests are from now on chiefly given to the elected science or sciences, no conflict between these and the allied branches is allowed. No student gains promotion who neglects the latter. For every under- graduate course, however special, aims not so much to make a specialist in science, as through science to lay the broad foundations for a future career. A system of general studies, both scientific and literary, runs through all courses. Among these the study of the English language, both historical and critical, forms an important factor. Nor is linguistic training ignored. Both French and German are studied for two years by every member of the school, with the purpose not only of equipping the student for research in his special line of study, but also of obtaining through these languages some of that linguistic discipline which in academical schools is found in the study of Latin and Greek. One course — the Select — differs quite materially from the other courses, in that its training is more general in character and does not lead with the same directness toward any particular career. It is planned 252 YALE. for those students who desire a liberal education based chiefly on discipline in science, but who do not as yet wish to specialize in any particular branch. It is elected by students who desire a general preparation for more special study later or for business. In this course the literary, historical, and economic studies predominate, but in connection with these there is a thorough train- ing in the more general sciences, — chemistry, physics, geology, zoology, botany, astronomy, and sanitary sci- ence. With this course, from its initiation, have been associated some of the ablest members of the Faculty, and many of the graduates, who have gained eminence in the various walks of life, were enrolled in this course. The course of undergraduate study extends over a period of three years. Additional entrance requirements and the better equipment of preparatory schools have increased the proficiency of the student on entering, and with the advanced starting point, and the consequent increase in the maturity of the student, together with the improvement in the means of instruction, it has been possible to continually increase the requirements for the baccalaureate degree without lengthening the course. The ample and varied provisions for further study in the graduate courses offer abundant opportunity and incentive for the continuance of study, and many graduates of this and other colleges avail themselves of the facilities here offered for more special profes- sional training in the natural and physical sciences and their applications. The Scientific School was a pioneer in graduate instruction. In the facilities and incentives offered for research work it has always been very strong, and a large proportion of its students have been enrolled in the graduate courses. South Sheffield Hall THE SCIENTIFIC SCHOOL. 253 The degrees offered in the graduate courses are those of Civil Engineer, Mechanical Engineer, Master of Science, and Doctor of Philosophy. The degree of Civil or Mechanical Engineer is conferred upon those who follow the prescribed courses of higher study, and acquire, under the supervision of the head of the Department, the requisite professional training. Those who engage in studies of a less technical character may become candidates for the degree of Master of Science or Doctor of Philosophy. The former degree will re- quire at least one year of resident graduate study, the latter three years. The requirements for the latter degree do not differ from those of the other sections of the Department of Philosophy and Arts. Provision is made also for special students not candi- dates for a degree, who have already acquired con- siderable proficiency in some department of science and who desire to pursue certain special studies under the persona] direction of the head of one of the departments. The methods of instruction in the Scientific School are somewhat analogous both to the professional school and to the College. The instruction is based on the recognition of the importance, in all future callings, of habits of accurate thought and expression, exact analy- sis and observation, accurate computation and deduc- tion. The various laboratories form one of the chief features of instruction. Here the student is, as early as possible, made acquainted with the instruments and methods of research, and taught to investigate and ob- serve. He learns to judge independently and at first hand, and to extend and perfect his knowledge. His instruction is throughout scientific, rather than tech- 254 YALE. nical. The objects of his investigation and study are the principles of science and the laws of its application which underlie all professional and technical pursuits. In the general studies the men of the different courses recite in common. This discourages a too exclusive course spirit by keeping men of all courses in close touch, and it further encourages a healthy rivalry among the various courses. One of the ways in which good scholarship is recog- nized and rewarded is by the awarding of honors. At the end of Junior year and again at the end of the course, students who have shown especial proficiency in all the subjects of the course are awarded general honors. Those who have distinguished themselves in any particular study or studies receive special honors. An additional requisite for final honors is a meritorious thesis on some subject approved by the head of the department. In the discipline of the School little is heard of rules and regulations. It has never had any of those agents of compulsory virtue, — marks, proctors, dormitories, or chapel. Yet nothing is heard of rebellion against au- thority, or of disagreement between Faculty and students. There has always been a manly spirit and a high moral tone in the student body, and an entire absence of fric- tion between this and other departments of the Uni- versity. The traditions, the surroundings, and the spirit of the School all tell the student that he is here for a serious purpose, and that irregularity in his class- room work or in his life without the halls is not tol- erated. These agencies, most of them intangible and indefinable, foster both inside and outside the class- room a manly and upright spirit. But the strongest ml > *-*_« fc- ./•Ban/ StUitiu.i %*■ THE SCIENTIFIC SCHOOL. 255 agency for good is the moral tone of the undergraduate world itself. The sentiment which pervades this body is a law which no student infringes upon with impunity. Its penalties are severe and its rewards are more highly prized than any other form of college honor. The judgment of his peers has accomplished and will accomplish what is entirely beyond the control or in- fluence of faculty laws and regulations. The unwritten but strictly enforced laws of the student world are the most potent promoters of good order and high ideals. With the School's increasing age and numbers have come reputation and prestige. With half a century of history looking down upon him, the student feels a pride in the traditions and spirit of the School, and in all that which distinguishes the representative Yale man he will be found no whit behind his academic brother. In social and athletic honors there is no distinction. All men are born into the undergraduate world free and equal. At the end of their course they will, like all Yale men, be rated according to their merits and accomplishments, in that intricate, but to an unusual degree, infallible, undergraduate honor system. CHAPTER IV. THE DIVINITY SCHOOL. MOST young men look forward to the professional school as a step, the final one perhaps, toward their chosen lifework. Few look back upon it without feeling that it was more than a stepping-stone, more than something to be gone through with for the sake of that which lay beyond. Especially does the graduate of the Yale Divinity School revert to his three or four years there as a distinct period of his life. Failure to train its students in the practical work of the profession would debar the Department from the right to call itself a professional school. But the thor- oughly successful application of this idea does not con- stitute the whole aim of the institution. The success of its other idea, the development of theological science, has proved the school's ability to do well two things at once. And while the two ideas seem discordant in theory, no one who has seen and felt the practical har- mony between them, as it is manifested by the instruc- tors, can refuse to discount the theoretical objection. The successful development of this second idea has led some to look askance at the School and to distrust its teaching. But this attitude in most instances follows that -small degree of knowledge which is recognized as dangerous. The School is progressive; yet its friends know that it is rather conservative than radical, if one must describe it in no other terms than these. George B. Stevens, Divight Professor oj Systematic Theology Samuel Harris, Divight Projessor of Systematic Theology , Emeritus. George P. Fisher, Titus Street Professor of Ecclesiastical History and Dean of the Divinity School. Lewis O. Brastow, George E. Day, Professor of Homiletics and the Holmes Professor of the Hebrew Language Pastoral Charge. and Literature, Emeritus. THE DIVINITY SCHOOL. 257 But it is conservative with that liberality which dares to prove all things, and hold fast that which is good. No scholarly interpretation, ancient or modern, is flouted, and the daring theories of brilliant speculators are gen- erously treated, and, if faulty, are courteously set aside for the more excellent way. It is an axiom of the School that the truth lies somewhere between the two extremes ; tradition does not contain the whole of it, nor are the results of critical investigation absolutely without it. So instead of holding to the one, right or wrong, and rejecting the other, wrong or right, the truth is the goal, sought in truest sympathy and in utter fear- lessness, and the incidental setting is wisely disregarded. Therefore the School has felt no shiver of apprehension at the announcement that the higher critics are in full retreat, nor has it felt bound to raise its voice in the slogan, " Back to Tradition ! " As it has never ad- vanced beyond the point of reasonable certainty or de- serted that which was felt to be true, no retreat is necessary or possible. It is well fitted to train a man to maintain an even balance and open mind. Take, for example, the work in Hebrew. This is the first work that impresses itself upon a Junior's mind ; for he toils at it four or five hours a day for the first few weeks, and about the only bright spots in the early part of the Hebrew course are the few moments each day when the instructor gives the results of Hexateuchal criticism of the passage before the class. The reading begins with the first chapter of Genesis, and the ideas about the creation of the world and of man, and the Garden of Eden, cherished from childhood, are trans- formed into the more accurate knowledge of adult age, yet withal so gradually and gently, that one feels no 17 258 YALE. shock save that of surprise at his own ignorance. For the instructor speaks of all as reverently as if he were preaching the Evangel of Christ. There is no pride of attainment or display of learning. One man in each class is expected to love his Hebrew more than food and sleep, and to pursue it even unto Leipzig or Heidelberg. But the rest of the class wres- tle with it as best they can, learn their pages of word- lists, and hope devoutly that they are doing their duty. To the surprise of the men and the credit of the instruc- tor they come in time to a considerable fluency, and if they do elect the English optional at Christmas of the second year, with something of that feeling of relief that comes over a law student when he has finished Black- stone, every man of them is glad that he can, if neces- sary, go back of the "original English;" and better than that, each may carry away with him the positive assurance that a practical working harmony between the spirit of evangelical piety and that of scholarly investigation is possible ; for he has seen it. The work on the Greek of the New Testament also begins at the opening of the Junior year, and the ac- quaintance with the language made in college, and the familiarity of the subject-matter, free this course of the weights that burdened the beginner in Hebrew. The study is critical in method, but evangelical in purpose. The spirit of investigation is keen, but there is no attempt to read into the text a meaning that was not intended by the writer, or to read out what was meant to be under- stood. The same reverent spirit that characterizes the study of the Old Testament in the original tongue is to be found here, and one feels that he has gained, not a different, but a larger view of the Gospels and Epistles. THE DIVINITY SCHOOL. 259 There is something very familiar, too, about the course in philosophy which opens with the Junior year, although the study now specializes in the interest of re- ligion instead of dealing with the varied abstractions of the undergraduate courses. The old doubts and ques- tionings are revived, and new ones added ; some are answered, some are confessed unanswerable, and more have to be treated according to the advice of the dear old man who used to tell the class to hang the intellec- tual difficulties away out of sight for awhile, and when they were taken down for inspection they would be found much shrunken. New truths are seen and old truths in new lights, and with most faith grows stronger, and a God and a divine plan appeal more strongly to the reason. So that when, in the Middle year, this course takes up the various doctrines of Christianity, and the old and new controversies are discussed, one is stronger to grapple with the problems, and with good hope of coming to some solution. There is no course in dogmatic theology in this School ; partly, perhaps, because there is no creed by which the School is bound, its Faculty being inde- pendent of any ecclesiastical body; but more directly because of that fairness of mind and freedom from prejudice that pervades the whole place. Practically every shade of interpretation of the Scriptural basis for each doctrine is given with perfect impartiality, and whatever one's personal prejudices he is forced to admit the strong argument of opposite views, presented with a weight and clearness that seem to stamp them as the instructor's own beliefs — if one did not know better. From all this, each man takes what he believes to be true, and the fact that representatives of four or five 260 YALE. denominations find the course wonderfully helpful, is the strongest proof of the wisdom of the method and of its able and generous conduct. A subject that is generally supposed to be dry and uninteresting is made as fascinating as an experimental course in physics. And every man feels a genuine regret when the course ends, for each has learned from the kindly treatment of opposed views a lesson of Christian courtesy and respect for differing opinions. The strictly practical side of the profession is pressed through the three years. And from first to last there is held before the class an ideal of duty and privilege and possibility that at once discourages by its im- mensity and inspires by its beauty. Preachers who are gone, but at whom the world still wonders, are the models studied; the men make their first attempts at sermon-writing and delivery, and are criticised, un- mercifully by the class and with gentlest consideration by the instructor. The chances are that every bit of advice that was so kindly given will be treasured up and confidently employed to the extent of each man's ability. And many a young pastor will feel that his success in meeting the difficulties and solving the problems of his parish is due to the wise teaching and kindly patience of the professor of homiletics. Another part of the practical side of the preparation is the training of body and voice accurately to express the thought of the mind. This course is planned with a care that has not often met with proper appreciation. There has been no intention in the use of the word " practical," in the preceding paragraphs, to allow the inference that the other courses are unpractical. The subject-matter of a sermon is certainly not the least Frank K. Sanders, Benjamin W. Bacon, IVoohey Professor of Biblical Buckingham Professor of New 'Testament Literature. Criticism and Interpretation. Edward L. Curtis, Holmes Professor of the Hebrew Language and Literature . Frank C. Porter, Winkley Professor of -Biblical Theology. William F. Blackman, Professor of Christian Ethics. THE DIVINITY SCHOOL. 261 important part of the product, and it is difficult to imagine a sermon that owed nothing to the teaching of the instructor in Biblical theology. It seems a large undertaking to attempt in two years to get a clear conception of the religious institutions and ideas and teachings of the whole Bible. Such a course of study must of necessity be general. Only the outline is sketched for one, but it is drawn with bold, confident strokes, that preserve the fair contour indelible in spite of the many erasures that mark the repeated failures to fill in the exquisite details. The course runs far into the realm of theological science, dealing with all sorts of knotty questions and profound speculations; and yet there seems to be no hesitation on the part of him who leads, and the students follow with a confidence that is humanly perfect. One who fights God's battles needs to study previous campaigns. The course in church history in the Middle year, together with its sequel in the history of Christian doctrine in the Senior year, give one such knowledge of the ways and means, the struggles and opportunities of the Christian Church in the past, and trace a development that tends strongly to faith in its ultimate triumph. Without such happy outlook the sociological work of the Senior year would darken the whole future. The hideous and threatening and saddening features of the darker sides of modern life and modern society are put before the men in a stronger light than they have before seen them ; not only stated as facts and supported by statistics, but actually seen in a visit to the charity and correctional institutions of New York. 262 YALE. There is optional work for those who find time for it, — private criticism of sermons, extra work in Hebrew and Greek and in German theology, a course in apologetics, readings from the Apocryphal writings, and an exercise in hymnology. Besides which, all the courses in the Undergraduate and Graduate Depart- ments are open to members of the Divinity School. The variety of opportunities might prove a tempta- tion to slight the regular work of the school, and, recognizing this, the Faculty, while placing no other restriction upon the choice of electives than that such extra work shall not conflict with that of the regular course, rightly refuse to allow such studies to count toward the B. D. degree. But for those who are strong enough to use aright these opportunities, the close connection with the University is another point in favor of the school. For those who desire to pursue theological study beyond the prescribed course there is a Graduate or Fourth Year Class, to which candidates are admitted by vote of the Faculty. The course is fully abreast of current thought, and the same spirit of free discussion and impartial statement prevails here as in the regular course. To speak of the courses of study alone would be to omit some of the strongest formative influences. The lectures by men who are making church history to-day ; the quiet, sincere talks in the weekly prayer meetings; the united efforts at the jail, the Hospital, and the City Missions ; the work together in the Library, the time spent in the Music Room at the social hour after supper and at the frequent receptions when student and professor meet; the friendships that bind men THE DIVINITY SCHOOL. 263 together as College friendships can, — these are influ- ences whose force one cannot reckon. But those whose lives and characters have been shaped by them look back to those three years with inexpressible pleasure, and join as heartily as any in the common labor of love, " for God, for country, and for Yale." CHAPTER V. THE MEDICAL SCHOOL. IN the fall of 1896 the Yale Medical School, for not the first time, demonstrated its progressive spirit by extending its term of instruction from a three to a four years' course. It is a matter of congratulation that the change was made without interrupting the usual yearly growth of the School. Chartered in 18 10, the Medical School becomes the oldest of the professional departments of Yale Univer- sity, and fifth in point of age among the medical schools now existing in the United States. For many years the School was affiliated with the Connecticut Medical Society, the professors being appointed by the College from nominations made by the Society, while a com- mittee from the Society acted jointly with the Faculty in examining candidates for graduation. The character of the work of a medical school has changed greatly since those early days. Then the stu- dent studied in the office of his preceptor, and received all his practical training from him. The Medical School had to furnish only a systematic presentation of the medical subjects, and to provide for anatomical dissec- tions. So for many years the work of the Yale Medical Department was carried on by a system of didactic lec- tures, extending only through the winter months, but well adapted to supplement the instructions of the pre- ceptor; and when the medical training began to de- Medical School THE MEDICAL SCHOOL. 265 velop, the Yale School was one of the first to add to the winter lectures a spring course of recitations and laboratory work in chemistry and microscopy. Identified with the School during its early years were such men as ^Eneas Munson, Jonathan Knight, William Tully, Nathan Smith, Henry Bronson, and Benjamin Silliman. That the Faculty and curriculum of the Yale School were well adapted to the requirements of the times in which it was founded, is evident from the position which it occupied; but changes early took place in the character of the work required of a medical school, which materially affected its prosperity. The preceptor system passed out, and in its wake came a demand upon the schools to furnish clinical instructions. This condi- tion could at that time be most easily and fully met in the larger cities. The increased facilities for transporta- tion further favored the movement to such schools as those of Boston and New York. Another element in the situation which acted unfavorably upon the prosperity of the Yale School in the forties and fifties, was furnished by the multiplication of similar institutions just at that time. Through all these years, however, the Medical School maintained its standard, and among the addi- tions to its Faculty list at that time were such names' as David P. Smith, Francis Bacon, James K. Thacher, Charles A. Lindsley, and Moses C. White. The Medical School of to-day began in 1879, when, in advance of all the medical schools in this part of the country except Harvard, a graded three years' course was instituted, the year lengthened to nine months, and a system of matriculation examinations established. This change so far led rather than followed the demands 266 YALE. of the profession, that the attendance was at once dimin- ished over sixty per cent. As other schools advanced their requirements to a like level, the relative severity of Yale's requirements was less marked, the numbers grew again, and Yale was ready for the next step which her standard should require. For medical science has in these last two decades pushed out so far into what were then scarcely discovered regions; the specialties have so multiplied, and the demands of the public for more knowledge and experience on the part of their physicians have so increased, that the three years of undergraduate work were found all too short. In 1896 the course was lengthened to four years, the require- ments broadened, and the facilities for observing and treating disease materially augmented. The Faculty now consists of fifteen professors and assistant professors, ten instructors and lecturers, and sixteen clinical assistants. The clinical instruction of the School is supplied principally by the New Haven Dispensary, whose buildings are situated upon the School grounds, and whose principal attending physi- cians and surgeons are professors or instructors in the School. During the year 1897-98, this institution treated a total of 16,300 patients, of whom over 5,000 were new cases, and dispensed more than 20,000 pre- scriptions. The Dispensary requires the services of ten clinical professors, heads of departments, with twenty- four assistants. The new Dispensary building, whose early completion is promised, will aid materially in better utilizing this great store of clinical material. The building is to contain a commodious clinical lecture room, an operating theatre, and separate apartments for each of the specialties. Herbert E. Smith, Professor of Chemistry and Dean of the Medical School. William H. Carmalt, Professor of the Principles and Practice of Surgery. Thomas H. Russell, Professor of Clinical Surgery and Surgical Anatomy. Charles A. Lindsley, Professor of the Theory and Practice of Medicine, Emeritus. THE MEDICAL SCHOOL. 267 Under the present system of instruction, the first two years are mainly spent in teaching methods of study, and in acquiring the mass of facts from minute and gross anatomy, physiology, and chemistry, which are necessary as a basis for the theoretical and practical work of the later years. Anatomy naturally claims a large share of attention for the whole of the first two years. Dissec- tions of the cadaver occupy the winter months of both years, and strict quizzes are required on the work done. In physiology, the student is given a recitation course for the first term, covering the elements of the whole subject. This is intended to familiarize him with the ground-work of the vital processes of the body, and to better enable him to comprehend the importance and application of other branches simultaneously pursued. During the rest of the first two years, lectures upon minute physiology are given, and profusely illustrated by all the more important physiological experiments. For this purpose the Department has an excellent equipment of apparatus. Chemistry occupies a still larger amount of time for the first year, and the course is made to include gene- ral, analytical, organic, and physiological chemistry. A large amount of experimental laboratory work is re- quired, which supplements a thorough course of recita- tions and lectures. The student is taught not only the common reactions of the metals, but also to identify and separate them from mixtures. Histology and embryology complete the studies of the first year. These subjects are taught by recitations, lecture and laboratory work. Each student is person- ally taught the use of the microscope, and methods of preparing specimens for microscopical study, 268 YALE. Anatomy and physiology are continued through the second year. The student also makes the acquaintance of materia medica, which course is conducted for the first term in the laboratory, where personal instruction is given in preparing the more common drugs for medicinal use. Later, a short term in the prescription department of the Dispensary gives an excellent idea of how prescriptions are compounded and dispensed. Pathology occupies a good share of attention during this year; and the course includes recitations, lectures, microscopical work, and attendance on autopsies at the morgue. The immensely important subject of bacteriology is taken up in a lecture and laboratory course, in which all the common bacteria are cultivated, and their cultu- ral peculiarities observed. They are later stained and studied under the microscope. With the opening of the third year the instruction changes. The student then takes up those branches which more directly apply to the practice of medicine and surgery. The treatment of disease is approached from three standpoints. Under medicine, the study of the etiology, symptoms, physical signs, course, and treatment of all the diseases is pursued. Under thera- peutics, the materia medica are again discussed, as well as the other remedial agents. Best of all, in the clinics of the Dispensary, each student is personally instructed in the art of physical diagnosis, of utilizing all his senses in recognizing the different diseased conditions, and, in general, of identifying not so much the name of the dis- ease, as the exact pathological condition, and applying to it the rational corrective. The extensive subject of surgery is covered by a James Campbell, Oliver T. Osborne, Professor of Obstetrics and the Diseases Professor of Materia Medica and of Women and Childrett. Therapeutics. John S. Ely, Professor of the Theory and Practice of Medicine. Harry B. Ferris, Moses C. White, Professor of Anatomy. Professor of Pathology. THE MEDICAL SCHOOL. 269 course of lectures extending over the whole of the last two years, by an extensive experience in the Dispensary, and by attendance at operations and ward clinics at the hospital. The New Haven Hospital is situated conven- iently near the School, and is naturally an invaluable adjunct to the department. In its amphitheatre oper- ating-room 283 major operations were performed in 1897. In the hospital 1,154 cases received treatment. On its attending, visiting, and consulting staff are twenty- six of the most prominent physicians and surgeons of the city. During the last two years attendance is re- quired here on both surgical and medical clinics, in which all surgical procedures and therapeutical measures receive ample illustration. Obstetrics and gynecology are taught during this year by a course of recitations, and preparation is made for the practical training to follow. With the Senior year the student is no longer a spec- tator at the clinics, but becomes an active assistant of the several physicians and surgeons, and often, under their supervision, is allowed the entire handling of cases. He serves in rotation on medical and surgical clinics, as well as on those for the skin, nose, throat, ear, and eye. The clinics for children — in which babies make up seventy-five per cent of the cases — are especially large and instructive. Over thirteen hundred cases were treated in this clinic alone during the last year. He also serves on the gynecology clinic. Finally, residence is required of each student for a considerable length of time in the Dispensary building, where they serve as assistants in the midwifery service, under the supervision of the head of that department. Each man is required to attend and present a written 270 YALE. report of at least two confinements. The specialties are all taken up in their order and thoroughly taught, not only by recitation and lecture, but by abundant clini- cal demonstration. The work of Senior year is thus almost entirely practical clinical experience. Lectures are, however, continued in surgery and therapeutics, while sanitary science, medico-legal jurisprudence, and insanity are also taken up. To recapitulate : the Yale Medical School strives for the first two years to lay a solid foundation, by incul- cating that great mass of facts which every physician must have at his command, and by cultivating a men- tal fitness for the acquirement of medical knowledge ; in the third year, to ground her students in the sound theory of the practice of medicine and surgery; and, while continuing these theories in the fourth year, to also furnish ample clinical facilities for observing and treating the actual disease, and putting all the theories to the test. As to the standard of the School, the Medical Depart- ment has always prided itself on one point: that, while the requirements were high and the examinations rigid, the course of instruction was more than sufficient to qualify the pupils for them. Quizzing outside the course, and other similar helps outside the class-rooms, are rated as unnecessary, and are distinctly discouraged. CHAPTER VI. THE LAW SCHOOL. THE Yale Law School is a school of direct instruc- tion. But it blends in instruction and instructors the scholarship of the law and the hard and the strong points of its application. It would fit the student to do the actual work of the lawyer as soon as he may. But it has not hesitated in these latter years, with their peculiar demands, to add another year to its course and to raise its standard of admission. The year 1898 saw a graduating class of Yale LL. B.'s who had spent three full years in study. The reasons for this lengthening of the course are quite familiar to any one who has at all familiarized himself with the prob- lems of a legal education. The increase in the amount of material to which a lawyer of to-day must have ready access, and the necessary elaboration of that system by which he is brought to it most quickly and most directly, have made a longer course of preparation absolutely in- dispensable. It is naturally better for some reasons that this additional year has been required, for it is apt to be true that at the end of the second year the student has acquired a legal taste and has formed habits of thought which enable him to read law more rapidly and intelli- gently. The system of jurisprudence has come more nearly within his grasp, and much more readily does he assign each topic to its subordinate position. From this 272 YALE. point of view, the last year is more valued than the two previous. To describe the nature of the Yale legal education, — its way of getting at the point, — one might use the word " practical " in the best sense. The personnel of the Faculty most clearly illustrates the method of instruction. The majority of the Faculty and instructors are either judges or practising lawyers. There are to-day, on the teaching staff, two judges of the highest Court of Appeals in Connecticut and one judge of the United States Court, — all holding recitations in regular class-room work cov- ering ten subjects in the curriculum. The subtle science of pleading is taught by a judge of the highest court of original jurisdiction in the State. Besides the twenty- two professors and instructors who actually teach, the system of legal education at Yale is re-enforced by the most helpful and often inspiring presence of additional lecturers, who now number twelve, and who include such men as Edward J. Phelps, late Minister to England, and the Hon. Nathaniel Shipman, of the United States Circuit Court of Appeals. As a considerable number of men in each class always intend to practise in the State of New York, the School offers a course in the New York code of civil procedure which is taught by a New York lawyer in active practice. A very distinctive feature of the School, and one quite in line with its general principle of practical in- struction, is seen in the intimate relations between the instructor and student. This is illustrated almost con- stantly at the close of recitations, when the students gather in groups about the instructor's desk, receiving that personal and more minute direction which fastens on the mind theories promulgated in the general ex- Francis Wayland, Simeon E. Baldwin, Dean of the Law School and Professor Professor of Constitutional Law, of English Constitutional Law. Corporations, and Wills. Morris F. Tyler, Professor of General Jurisprude7ice ■ William K. Townsend, Edward J. Phelps, Edward J. Phelps Professor of Contracts Kent Professor of Law. THE LAW SCHOOL. 273 position. Besides this, the courses include a very high percentage of recitations. The regular courses and lectures are supplemented by a series of addresses each year in the Storrs founda- tion. This course calls jurists of particular eminence from this country and abroad. It is the belief of the Faculty that the work of the first year should be chiefly confined to the study of text- books which treat of the main subdivisions of law. In addition there are prepared and printed by the School a carefully selected set of leading cases to accompany each separate subject, which must be read and recited upon in connection with the regular lesson. Daily reci- tations are held and every man is called up in each subject at least once every other time. In the Middle and Senior years reference to cases is constantly made during a recitation. Others are spe- cially assigned for study, and the students are encour- aged to read the reports freely. The School has an excellent library open both day and night, and students have free access to the shelves. Yale was the first school in the country to offer a graduate course in law. In 1898 the M. L. class num- bered twenty-three men. The School is still the only one to offer a four years' course culminating in the degree of Doctor of Civil Law. This course, in addi- tion to other subjects, requires a thorough study of Roman law and the French code. The mere raw bones of the history of the School shows its great increase in popularity in latter years. Another plain evidence of its substantial growth is its occupation of its new quarters on Elm Street, a building most excellently adapted to its purposes, making the 274 YALE. conduct of all its exercises far more easy, pleasant, and effective. The building is a few doors below College, fronting on the Green. This is the School's first home of its own. In a very practical way again the working part of the School has been attended to in this building before that which was not absolutely necessary. The building, as it now stands, is yet without its front, but there is not a little reason to hope that this condition will not continue long. The plan of the building is most convenient. On the ground floor is a large recreation room for the students, and another room containing lockers for the whole School, and lavatories. The first and second floors contain recitation rooms and smaller rooms which are used by the executive officers and by the debating and quiz clubs. The entire third story is given up to the library and reading room, the latter equipped with long oak tables. The outlook is pleasant; the light is perfect. The Yale Law School has always given a great deal of attention to debate. The Kent Club, dating back to 1863, is the oldest living institution of its kind at the University. It is the public debating club of the School, holds weekly meetings in the School building, and is open to all classes. These debates take a wide range and are warmly contested. The smaller debating clubs are very valuable. They contain from eight to twelve members, and are usually presided over by a professor. They meet weekly, and each member is obliged to make a five minute speech off hand. The Junior class in the fall term is organized into clubs of twelve men each who meet weekly under the charge of the younger instructors, who conduct the --<* Theodore S. Woolsey, Professor of International Law. John Wurts, Professor of Elementary Law, Real Property, and Trusts. George D. Watrous, Prof essor of Contracts, Torts, and Estates. David Torrance, Professor of Evidence. THE LAW SCHOOL. 275 quizzes and review the work which has already been covered in the classroom. As the year advances, their programme is varied by moot courts. A printed state- ment of facts is given out, the counsel are appointed, briefs are prepared, and at the end of two weeks argu- ments are made and decision rendered. These clubs are carried on during the following years. A moot court for the whole school is convened each Tuesday. It is presided over by one of the Faculty, with whom are associated as judges two or more mem- bers of the Senior class. The clerk and other court officers are students. Cases are assigned to members of the lower classes for preparation for trial and argu- ment. The argument is conducted with all the formali- ties of a regularly constituted court. The decision is made by the presiding officer and the opinions are written by the associate judges. The character of the court is sometimes changed and the experience varied by jury trials, conducted with due regard to all details of such proceedings. In 1 89 1 the Yale Law Journal was established. It is a student publication, controlled by a permanent board. The latter provision gives it character and reliability, and at the same time does not detract from the excellent effect upon the students themselves of con- ducting an enterprise of this sort. It commands contri- butions from leading graduates from all over the country, and is becoming the organ of the Connecticut Bar. It is not an uninteresting feature of the School that its secret societies are so healthfully conducted as to furnish much aid to the members in their studies. CHAPTER VII. THE SCHOOL OF FINE ARTS. THIS department of Yale University was founded by Augustus R. and Caroline M. Street, in 1864. A distinct department of the Fine Arts in the Univer- sity was a new feature in the general scheme of educa- tion which Yale has the credit of inaugurating in this country. Indeed, this step preceded the founding of chairs of instruction in the Fine Arts in similar insti- tutions abroad, a practice now become quite common. Yale had before this enjoyed the distinction of being the first institution of learning in this country to establish an art collection. In 183 1, a building was erected on the campus for the display of the paintings of Colonel Trumbull, which had been secured to the insti- tution by purchase. This collection consisted of several of the most important of Colonel Trumbull's works, in- cluding the " Signing of the Declaration of Independ- ence," " The Battle of Bunker Hill," and " The Death of Montgomery at Quebec," besides a collection of historical portraits and miniatures. When Mr. Street came forward with the proposition to found in Yale College a distinct Department of the Fine Arts, his aim was not simply to found a museum, but to establish " a school for practical instruction, open to both sexes, for such as proposed to follow art as a profession ; and to awaken and cultivate a THE SCHOOL OF FINE ARTS. 277 taste for the Fine Arts among the undergraduates and others." A large and costly edifice was erected by Mr. Street, consisting of two main wings, one 34x80 feet, and the other 72x24 feet, connected by a central structure 45x3 5 feet. The basement provides drawing and modelling class-rooms; the first story contains studios, libraries, a lecture room, and other class-rooms ; the second story comprises fine galleries for the purposes of an art museum, and the third story has additional rooms for the " nude-life class " and an etching studio fitted up with a printing-press and necessary appliances of the etcher's art. The general property-value of the institu- tion, including endowments, is something above four hundred thousand dollars. In 1869, Mr. John F. Weir was elected Professor of Painting and Director of the School. To him was in- trusted the task of shaping and directing all the affairs of the School, including its course of instruction. At the same time, Mr. D. Cady Eaton was elected Pro- fessor of the History of Art, which chair, however, he resigned without having entered upon his duties in the School. In 1 87 1 a foundation for a Professorship of Drawing was added through the liberality of Mr. Street, and Mr. John H. Niemeyer was appointed to fill this chair. In 1879 Professor James M. Hoppin was ap- pointed Professor of the History of Art. Other in- structors who have been, or are still, connected with the School, are : Dr. John P. C. Foster, Instructor in Anatomy; Harrison W. Lindsley, Instructor in Archi- tecture [deceased] ; Frederic R. Honey, Instructor" in Perspective [resigned] ; Miles A. Pond, Assistant in Drawing, and George H. Langzettel, Clerk. 278 YALE. When Professor Weir was called to take charge of the development of the School, the institution was with- out funds for immediate application ; but drawing-classes were opened, occasional lectures given, and the general plan of the School was definitely shaped. Funds were raised from various sources for equipping the class- rooms with the requisite material for instruction. The Trumbull Collection had been removed to the Art School, and the now celebrated Jarves Collection of early Italian art was deposited in the School, filling one of the large galleries. With the profits of a series of im- portant exhibitions, made up of masterpieces owned by private collectors in New York, Professor Weir secured funds for furnishing and equipping the class-rooms and for the purchase of casts. In 1872 a large purchase of casts was made in Europe, which has since been added to from time to time. A collection of Braun's " Auto- types " from the works of the masters was also formed, together with collections of etchings and engravings. Eventually, a small but valuable collection of original sketches by the old masters was secured, including Rembrandt's famous " Hundred-guilder print," while the library of art-works and technical hand-books grew rapidly. It was the intention of the founders, strongly empha- sized in conformity with the best professional advice and endorsed by the Board of Trustees, that the Yale School of Fine Arts should be, first of all, a professional art school, affording technical instruction in the arts of design — namely, painting, sculpture, and architecture, — including all that relates to the history, literature, and criticism of these arts. It was recognized at the start, and distinctly emphasized in the gift, that art is a THE SCHOOL OF FINE ARTS. 279 liberal profession, and all its methods are an intellectual process. The School has attained its position by the thorough manner in which this governing idea has shaped its organization and development. As thus associated in the general university scheme, the School of Fine Arts takes its place with the other professional schools, and is accorded the same privileges. While providing for the technical instruction in art, the studio-practice is supplemented by courses of lectures in the history and criticism of art and related topics, while courses of illus- trated public lectures have contributed to broaden the scope of its instruction and usefulness as a department of the University. The technical instruction is given in the antique class, painting classes for portrait and still-life, nude-life class, modelling and composition classes, with courses of illustrated lectures in anatomy, perspective, com- position, and in the history of art. Among the prizes is a fellowship prize of fifteen hundred dollars [the William Wirt Winchester Scholar- ship] offered for competition once every two years, which enables the successful competitor to pass two years in study abroad. The degree of Bachelor of Fine Arts is conferred by the University upon ad- vanced professional students, who are recommended by the Faculty for marked ability, and who, having ful- filled the' requisite elementary course in this or some other Art School, have passed satisfactorily an addi- tional course of advanced studies in the Yale Art School, covering two years, and who have produced an approved original composition in painting or sculp- ture, and a satisfactory thesis on some topic relating 2 8o YALE. to the fine arts. Certificates bearing the signatures of the members of the Art Faculty are given to all those who fulfil the requirements of the elementary course of three years in the Art School. In addition to its own corps of instructors, the Faculty invite, from time to time, representative men in the various professions to assist in the instruction, to criti- cise the work of the composition class, to deliver lec- tures, and to exhibit their works in this connection, — thus bringing the students in touch with the profes- sional life of the day. Many of our most distinguished artists have assisted in this way. At the close of the college year, an exhibition of the work of the students in the various departments of the School is held and prizes are awarded. These exhibi- tions illustrate the two characteristics of the School, — the academic system employed in the earlier part of the course, and the individuality that is promoted among the advanced pupils, the latter feature being especially emphasized in the painting and composition classes. But that which gives the Yale Art School its peculiar prestige is the breadth of its course for the equipment of the professional student, the technical course being supplemented by that which aims to inform the pupil with all that relates to the history and literature of art. Courses of illustrated lectures are open to the under- graduates and the public. The class-rooms are equipped with suitable material for instruction, and for the life- classes three or four models are employed daily through- out the college year. The walls of the class-room for the nude life are hung with original studies by some of the most distinguished pupils of the Ecole des Beaux Arts, including studies by Bastien le Page and Dagnan- . ;;; %.p ; l ^ .« ^ R § I* 8 W C| ^ £ <-> « v*s £M < r<=! V L) ffl "W w f* ^ ^ p k w «o % ft. THE CLASSICS. 331 and Genesis and Growth of an Alexander myth. He has published also an edition of Caesar's Civil War, and two volumes of a college edition of the Odyssey, as well as a commentary for the use of schools on eight books of the Odyssey. His important graduate courses are one on Thucydides and the historical tradition of the Pen- tekontaetia, a similar course on Herodotus, another on the Alexander tradition, and one on Pausanias. Prof. Thomas D. Goodell, Yale, 'yy, came to Yale as assistant professor in 1888, and was advanced to a full professorship in 1893. During the year 1894-95 he had leave of absence in order to serve as Professor of the American School of Classical Studies at Athens. He has published a book entitled Greek in English, and Greek Lessons, and articles on the Use of the Genitive in Sophocles, Quantity in English Verse, the Order of Words in Greek, Aristotle and the Athenian Arbitrators, Ddrpfeld's book on the Greek Theatre, and some special work in the Journal of Archaeology. His Graduate courses are on Sophocles, and Greek Art. Prof. Horatio M. Reynolds, Yale, '80, has taught Greek at Yale since 1883, being advanced to a full pro- fessorship in 1893. He has devoted himself particu- larly to literary themes. His most important courses for graduates are on Aristotle's Poetics, Late Greek Poetry, and Euripides, and a course with Professor Oertel on Greek Inscriptions. The Rev. Cornelius L. Kitchel, Yale, '62, has taught in all at Yale about thirteen years. He has edited Plato's Apology and Crito. He offers a course on the Choephori of yEschylus, the Electra of Sophocles, and the Electra of Euripides. 332 YALE. Dr. T. Woolsey Heermance, Yale, '93, offers a course in Modern Greek. He studied for two years in connec- tion with the American School at Athens, and has pub- lished several articles in the American Journal of Archaeology. Dr. Thomas C. Stearns, Yale, '86, who has had several years of study of this subject at Yale and in Germany, offers two courses in Greek Philosophy. In Indo-Iranian Philology and Linguistics, Prof. E. Washburn Hopkins, Columbia, '78, after graduate study in Germany, and service as a teacher at Colum- bia and at Bryn Mawr, was called to Yale as Professor Whitney's successor in 1895. He has published a large work on the Religions of India, and many papers in the Journal of the American Oriental Society, and in other learned periodicals. He gives instruction not only in Sanskrit, Sanskrit Literature, the Avestan Lan- guage and Literature, and Pali, but also in Comparative Syntax. Professor Oertel, in addition to his courses on Greek inscriptions, and in connection with the Latin Depart- ment, gives courses of instruction in Linguistics (an in- troduction to the scientific study of language, intended for students of the classics and of modern languages), Phonetics, and on the phonology and morphology of the Latin language. He has published in the Journal of the Oriental Society extensive and important papers as the outgrowth of his studies in Sanskrit, and has published articles on linguistics in the American Journal of Philology. In no other university of America is the field of Indo-Iranian Philology and Linguistics so fully covered as at Yale. In connection with the more formal courses, the less Edward P. Morris, Professor of the Latin Langtiage and Literature. Thomas D. Goodell, Professor of the Greek Language and Literature. Horatio M. Reynolds, Talcott Professor of the Greek Language and Literature. Bernadotte Perrin, Professor of the Greek Language and L Herat ure. THE CLASSICS. 333 formal work of the Classical Club should be mentioned. This is constituted of the instructors and the graduate students of the Department, and has for its headquar- ters the principal room of Phelps Hall. It meets every Saturday, and spends that evening in reading and dis- cussing the work of some classic author, with reports and original papers in the field of Greek and Latin philology. Particularly important for those who are engaged in classical, philological, and archaeological studies, is the apparatus provided by the University library, particu- larly in serial literature. Probably no other library of the country has a better collection of philological peri- odicals and publications of learned bodies, and only one other in America has so good a collection of general classical books. The library of the American Oriental Society is deposited in the Yale University Library, and is at the command of students and all investigators. In addition to this apparatus, the Classical Club has in its large reading-room in Phelps Hall more than twenty-five hundred volumes of texts, commentaries, works on antiquities, etc., as a depart- mental library, which are at all times ready to be used by the advanced student, and which furnish to him the advantages of an excellent private library. Few col- lege libraries of America are richer in the important works of this Department than this special library of the Classical Club. CHAPTER XV. MODERN LANGUAGES. THE development of the teaching of Modern Lan- guages into a consistent, thoroughly organized department of instruction at Yale has been accom- plished since 1890. Up to that time friends of the Department felt that it was receiving unusually scant appropriation of . University resources and insufficient attention in the development of the University curri- culum. Judged by the ambition of members of its staff it is not yet what it should be. But of what de- partment may that not be said? The Department of Modern Languages is well organized, with high stand- ards and an unusually even excellence of instruction. It is strongest in the undergraduate work, which is arranged with particular reference to the general needs, and carries out its ideas very successfully. In its graduate department, the students are not as num- erous as in some other branches, but are increasing, while the courses are extending and covering more and more thoroughly the field of European languages and literature. That it is a progressive department, is shown by the appointment last spring of Dr. Andreen to the instructorship of the Scandinavian Department, with a leave of absence for two years for courses at Upsala and Christiania, and is also indicated by the plan to establish in the near future a German sem- MODERN LANGUAGES. 335 inary with an excellent working library for advanced students. The department is called a young one. So it is if rated from the time of its thorough organization. But for more than seventy years Modern Languages have been taught as a part of the curriculum at Yale, though with a good deal of irregularity. Before 1825 provi- sion was made for instruction, though no official recog- nition of such instruction occurs. In that year the catalogue officially recognizes the Modern Languages, and instruction is offered in French during the third term of Junior year. This course was optional with Fluxions, Greek, or Hebrew. The next year an in- structor, M. Charles Roux, was appointed in French and Spanish, and one of these two languages might be taken as an optional in the third term of Junior year. The next step was in the year 1831-32, when Julius Meier was appointed to an instructorship in French and German. No provision was made, however, at the time for the study of German in the curriculum. Though French and Spanish were continued as op- tional, it was not until 1841 that German was added to the choice of optionals in the third term of Junior year. In the following year Italian was added. Instruction by regularly appointed instructors in French was given from this time on with the excep- tion of one or two years, but in Spanish and Italian there were long intervals of suspended animation. German was taken care of by special instructors from the year 1843 to 1847, but not again after that until 1854, when William D. Whitney was appointed Pro- fessor of Sanskrit and Instructor of German. . 336 YALE. Important steps were taken in 1857, when the onus of extra expense to the student for instruction in Ger- man and French was removed. These studies remained as optional for the third term of Junior year. The next move was in 1864, when Dr. E. B. Coe returned as Street Professor of Modern Languages. At that time French was taught in the third term of Sopho- more year as a required study, and German in the second term of Junior year, also as a part of the re- quired curriculum, with an elective added in advanced German during the first term of Senior year. The next year, 1868, French was required for two terms, the last term of Freshman and the first term of Sophomore year. In the year immediately following this, the curricu- lum widened out considerably in both German and French. Soon after the appointment of Franklin Carter, now President of Williams, as Professor of German, in 1872, there came a very marked develop- ment. German was soon required for the entire Junior year, with an optional of four hours a week in Senior year, with lectures as well during the first term of the last year. An optional of four hours a week in both Junior and Senior years was offered in French. The appointment of Professor Knapp in 1879 marks a further extension of instruction in the Romance lan- guages. But Professor Carter retired in 1881, and for ten years thereafter the chair of German was left un- filled. The work in that language was most fortunately in charge of Assistant Professor Ripley, an instructor of unusual ability, who brought the Department to an excellent condition and is still one of its most loyal friends. His departure in 1888 to accept a business position in Boston caused very sincere regret. Arthur H. Palmer, Professor of the Germa?i Language and Literature. Jules Luquiens, Street Professor of the Romance Lan- guages and Literatures. Gustav Gruener, Professor of German. Henry R. Lang, Professor of Romance Philology. MODERN LANGUAGES. 337 The year 1891 marks the beginning of a determined and successful effort for the development of the Depart- ment. In that year Professor Palmer was called to the chair of German in the Academic Department, while A. Guyot Cameron was made Assistant Professor of French, in charge of the instruction in that language in the Scientific School, a position which he held until 1897, when he left to accept a position at Princeton, his alma mater. During that time he aroused extraor- dinary enthusiasm in his classes by the spirited quality of his instruction and his lectures, as well as by his personality, and his departure from the school was made the occasion of an unusual demonstration by both students and graduates. The appointment of Pro- fessor Palmer and of Assistant Professor Cameron in 1 891 was followed, in 1892, by the appointment of Pro- fessor Luquiens to the chair of Romance Languages and Literature, to make good the vacancy caused by the resignation of Professor Knapp. In that same year, 1892, Dr. Henry R. Lang was made instructor in Romance languages, and has since been made Professor of Romance Philology. Between 1884, which marks the beginning of the optional system, and the year 1891, the only changes in the system worth noting were the placing of the study of Modern Languages in Freshman and Sopho- more year, and a final reorganization which confined both elementary French and German to the first two terms of the curriculum. As to advanced graduate work, the year 1891 was the beginning of carefully organized departments and a systematic development of graduate study and teaching. This is sketching only the Academic Department. 338 YALE. In the Scientific School, from almost the beginning, a knowledge of French and German was required for the degree of Ph.B., and in the year i860, in the es- tablishment of a fixed course of studies there for the attainment of this degree, both languages were in- cluded in the curriculum, of which they form an im- portant part at present. The two main divisions in the scheme of study of Modern Languages at Yale are, first, Romance ; second, Germanic. The Romance is sub-divided into French proper, and, secondly, other Romance languages. The Germanic Department is subdivided into German and Scandinavian. The first department of the Romance studies is under Professor Luquiens. Professor Luquiens received his doctor's degree from Yale, and was formerly Professor at the Massachusetts Institute of Technology. He has also been one of the lecturers of the Lowell Institute, has edited a number of text-books, and has contributed critical studies of French literature. His courses cover French literature from the earliest period to modern times, and include linguistic work in early and later French. The other Romance languages are under the direc- tion of Professor Lang, a Ph.D. of Strassburg, whose name is particularly associated with scientific contribu- tions to romance philology and folk lore. He is the editor of " The Song Book of King Denis of Portugal," and is an authority on Portuguese and Provencal. His courses cover Spanish and Italian, with special courses in Dante and Petrarch, in Provencal and Low Latin, — a complete gradation of courses covering Romance philology from the earliest times. MODERN LANGUAGES. 339 Among the other graduate and undergraduate courses may be mentioned those of Mr. R. L. Taylor in the masterpieces of French literature, and also in Nine- teenth Century French Literature. The French of the first two years is in charge of Mr. Taylor, with whom is associated Mr. Holbrook, who has returned to Yale as tutor of Romance languages after studying three years in Europe, chiefly in Paris. The more elementary work is done by Messrs. F. O. Robbins, Yale, '96, and Mr. M. A. Colton, also a Yale graduate. Besides good library facilities, the work of this De- partment is supplemented by the French Club, com- posed of students and instructors, and the Modern Language Club, whose meetings and papers offer their peculiar stimulus to the student. The first division of the Germanic languages, Ger- man, is under Prof. A. H. Palmer, who formerly occu- pied a chair in Western Reserve. Professor Palmer's writings have been confined to text-books and articles on German literature. He gives courses in German Philology, including Old Norse, Gothic, and Old High German, together with comparative Germanic grammar, and also advanced undergraduate courses covering the history of German literature. Prof. Gustav Gruener is associated with Professor Palmer. He received both his bachelor's and doctor's degree from Yale, has edited text-books, and contri- buted articles on German literature. His particular part of the instruction covers the Middle High Ger- man and the Reformation periods, together with ad- vanced undergraduate courses in modern German literature. Professor Corwin, of the Scientific School, also offers 340 YALE. graduate instruction in German literary criticism, and Dr. W. A. Adams offers courses in modern German literature. Mr. H. A. Fair, Yale, '96, has charge of the elementary work in German. The complete system covers the history and development of the German language and literature from the Gothic to the present time, forming a full course in German, with detailed study of particular periods. The method of instruction combines lectures and recitations. The particular value of the Library facilities is in the valuable texts and complete sets of periodicals, well supplemented by general literature and scientific monographs. German in the Scientific School is under the direc- tion of Assistant Prof. Robert N. Corwin, whose doc- tor's degree was taken at Heidelberg. He is assisted by Dr. Herbert D. Carrington, also a Ph.D. of Heidel- berg, and by Mr. F. B. Luquiens, Yale, '97. The French and Spanish of the School are taught by Mr. William Henry Bishop, the novelist, and Mr. Charles C. Clarke, who took up his work in 1898, after spending many years in Paris. Mr. O. G. Bunnell, Yale, '92, is associ- ated with them. The courses in the two branches are systematic and well arranged, designed to give a prac- tical knowledge of these languages for use in advanced work, and to give the students some philological train- ing. The instruction is well adapted to these ends, and has been very successful. The instructors are broad in their sympathies and in close affiliation with the College and University work. The Scandinavian division is at present in charge of Professor Palmer, whose courses include Old Norse and modern Scandinavian. As indicated earlier in this chapter, the plans at present writing promise early de- MODERN LANGUAGES. 341 velopment of this Department, which is to be placed in charge of Dr. Andreen, who has been sent abroad to complete his preparation for the work. The plans cover systematic study and instruction in Old Norse and the modern Scandinavian, both language and lit- erature, together with Germanic Mythology and An- tiquities. For this work in Scandinavian the Yale Library is particularly valuable on account of its re- cent acquisition of the library of Count Riant, which is the most valuable collection of books of its kind in America. I CHAPTER XVI. ENGLISH. N 1848 (just half a century before a most aggressive fighter among Yale graduates made his fierce as- sault upon its English Department), all instruction in the language and literature of our mother tongue at Yale was given by Professor Larned. Professor Goodrich gave a course in Eloquence, but did not properly belong to the Academic Faculty. The courses of English in Fresh- man year consisted of " Lectures on the Structure of the Language, and Composition; " in Sophomore year, " Elocution, Declamation, and Composition; " in Senior year, " Forensic Disputations." One looks in vain for announcements of courses in Shakespeare and the Drama, in Milton and his contemporaries, and in our Modern Poetry; in short, for what we call to-day literary courses. On the other hand, in the field of language, Yale was building up a very strong reputation. Her peculiar con- tribution in the field of English was Noah Webster's American Dictionary of the English Language, com- piled by a graduate of the Class of 1778, which has kept its character as a Yale production by successive revis- ions by Professor Goodrich, and later by Professor Por- ter, while Professors Thacher, Hadley, Dana, Gilman, and Whitney were conspicuous contributors to it. The selection of Professor Whitney for the editorship of the Century Dictionary, and his subsequent work, added a <) pq >« .<•> «i <*} >< "fe * G 1—1 ^v to ^ ENGINEERING. 375 1873. He studied mining at Freiburg in Saxony, and from 1875 to 1877 was professor of Civil and Mechani- cal Engineering at Lehigh. His work, entitled " Stresses in Framed Structures," is an almost universal authority for engineers and builders. He has also published an extensive work on " Theoretical Mechanics." The many translations, made by Professor DuBois, of for- eign works on engineering subjects have furnished text-books which are used in nearly all engineering schools. The Civil Engineering Department includes at the present time about sixty students. To the staff in this Department was added, in 1895, Assistant Professor Barney, who was graduated from the School in '79 and received the Civil Engineering degree in 1885, and who has had much outside experience in western railroads. John C. Tracy, a graduate of the School of '90, who received his civil engineering degree in 1892, is also an instructor in this Department. The head of the Department of Mechanical Engineer- ing, Prof. Charles B. Richards, was elected at the February meeting of the Corporation in 1884. The School, in making this selection, filled the chair with one who had demonstrated his mastery of principle and practice in the conduct of large industrial undertakings. Mr. Richards was connected for more than thirty years with some of the largest engineering works of the country. For ten years he was superintending engineer of the Colt Works at Hartford; and from 1880 until the time of his call to Yale, he occupied the same position in the Southwark Foundry and Machine Com- pany of Philadelphia. He had served also as consult- ing engineer in the construction of a number of public 376 YALE. buildings, devoting himself particularly to the problems of warming and ventilation. In i860 he made a very notable improvement in the steam engine in- dicator. His invention made possible further investiga- tions, greatly stimulating the study of the steam engine and initiating a series of rapid developments in its efficiency. Professor Richards served as one of the United States Commissioners at the last Paris Exposition. He is one cf the revisers of the Webster's Dictionary, and has published sundry reports and monographs. At the present time, four instructors, all graduates of the Scientific School, assist Professor Richards. They are William Wallace Nichols, M. E., Edwin H. Lock- wood, M. E., George P. Starkweather, M. E., Ph.D., and William C. Marshall, M. E. Mr. Starkweather is principally occupied with the Mathematics of the De- partment. Mr. Nichols has had seven or eight years of practical experience, and Messrs. Lockwood and Marshall have both also had experience outside. The Department of Electrical Engineering is under Prof. Charles S. Hastings, a graduate of the Scien- tific School in 1870. He received his doctor's degree from Yale in 1873, went abroad for study in Germany and France, and returned in 1875 to accept a position of Associate in Physics in Johns Hopkins University, where he was made Associate Professor of Physics in 1882. He came to Yale in 1884. Something further of Professor Hastings' record has been given in the chapter on Natural Science. He is assisted in the Electrical Engineering work by Dr. Henr)' A. Bum- stead, who graduated at Johns Hopkins in 1891 and received the doctor's degree from Yale in 1897. ENGINEERING. 377 As has already been implied, the system of instruc- tion in the Engineering Department has been developed on the plan of thoroughly grounding the student in the sciences on which engineering as a profession is based. This plan opposes any undue expansion towards in- struction in the practice of the various handicrafts with which the engineer is brought into contact after entering upon his professional work. This does not mean that the instruction is in pure theory, without that knowledge of the practical side which makes the mastery of principle of value. The civil engineering student is very carefully taught the use of the instruments in field work and road location, and in the designing of structures. In the Mechanical Engineering and the Electrical Engineering Depart- ments very careful attention is given to machine drawing and design, and to practice in experimental processes and investigations, through the use of machinery and apparatus in the engineering laboratories. In these respects the courses have been greatly improved and largely developed in late years. The generous gift of the late Mrs. Winchester made a peculiarly valuable addition to the laboratory facilities, Winchester Hall containing an instructive collection of machines and apparatus. The libraries of the Engineering Department are lib- erally supplied with current periodicals, and with many series of bound volumes of great value. Besides this, the Engineers' Club of the School, which is an active or- ganization, gives an opportunity to both graduate and undergraduate students of listening to lectures on techni- cal subjects by professional experts from different parts of the country, who represent a great variety of industries. 378 YALE. The relative numerical importance of the Engineering Department may be estimated from the fact that the courses contain only a little less than one half of all the students in the Junior and Senior classes of the Scien- tific School. Astronomy. In Astronomy at Yale, emphasis has been laid on investigation and practical work. The teaching of it, however, has not by any means been neglected. As far back as i825,Denison Olmsted, later professor of Mathe- matics and Natural Philosophy, taught Astronomy. At the 'time of the great meteoric shower of 1833, Pro- fessor Olmsted of Yale and Professor Twining, a Yale alumnus, were the first to recognize the significance of the radiant point as showing meteors to be not terres- trial or atmospheric, but truly cosmical bodies, travel- ling in swarms about the sun. This suggested what has since been confirmed, namely, the close connection between comets and meteors. Later, Professor Her- rick of Yale was the first to notice the disintegration of Biela's Comet in 1846, a discovery which went a long way toward confirming the theory of Olmsted and Twining. Then Prof. H. A. Newton took up the subject in i860. His investigations led to the discovery of the thirty-three year period for star showers, radiating like the shower of 1833 from the constellation Leo. He pre- dicted that there would be another display in 1866 or 1867, a prediction which was grandly realized. Professor Newton's contributions to the study of comets and meteors, particularly the latter, formed an epoch in the history of the advance of astronomical science. The Late Hubert A. Newton Professor of Mathematics ASTRONOMY. 379 In 1874, Professor Lyman of Yale added another valu- able contribution to the science by discovering the luminous ring encircling the planet Venus at the time of a transit. In 1858, Mrs. Cornelia L. Hillhouse gave Yale a tract of land on Prospect Hill for an astronomical observatory. In 1870, Oliver F. Winchester deeded to the College twenty acres of land adjoining this as an endowment for the Observatory. The present building was erected in 1882, largely through the energy of Professor Newton, who was made the first director, and who served as act- ing director until a short time before his death, which occurred in 1896. One of Professor Newton's last acts for the Observatory was to procure the appointment, as Director, in 1896, of Dr. Elkin, the Astronomer of the Observatory. Mr. Robert F. Brown, Yale, '57, has held the position of secretary since the erection of the present building in 1882. It was the Yale idea at the outset, and a character- istic one, to provide herself with an equipment which would enable her to do better work along certain lines than could be done elsewhere in America. Accordingly there was ordered of the Repsolds of Hamburg a new heliometer, which should be the finest and most im- proved instrument of its kind that had up to that time been produced. Two years later, that is, in 1884, Dr. W. L. Elkin, who received his doctorate at Strassburg in 1880, was called from the Royal Observatory of the Cape of Good Hope to the Yale Observatory. Under his able direction the Observatory has performed some of the most refined work in parallax and proper motion that has yet been executed. The larger problems, that have been com- 380 YALE. pleted and are now in print in the volumes of Transac- tions of Yale University Observatory, include the fol- lowing: A Triangulation of the Principal Stars in the Group of the Pleiades, by Dr. W. L. Elkin; the Orbit of Titan and Mass of Saturn, by Dr. Asaph Hall, Jr., formerly assistant astronomer of Yale ; A Triangulation of the Principal Stars about the North Pole, by Dr. Elkin; the Orbit of Mitchell's Comet, by Dr. Margaretta Palmer, the paper being her thesis for a doctor's degree, one of the first to be given to a woman by Yale ; A Trian- gulation of the Principal Stars in the Coma Berenices Cluster, by Dr. F. L. Chase. Dr. Chase graduated at the University of Colorado in 1886, received the doctor's degree at Yale in 1891, and has been connected with the Observatory since 1890. A considerable number of short papers have been published from the Observa- tory in the Astronomical Journals. Dr. Elkin has also completed, from a very extended series of observations, a determination of the parallax of the ten first-magnitude stars in the northern celestial hemisphere. The work is largely through the press. The Observatory took an important part in the recent elaborate determination of the solar parallax, from ob- servations of three of the minor planets. The work on this was in co-operation with the Royal Observatory at the Cape of Good Hope and with several of the foremost German observatories. Since 1892, both Dr. Elkin and Dr. Chase have been engaged upon an investigation of the parallaxes of a number of stars which have the largest proper motions, with the hope of finding among them some comparatively near neighbors of the solar system. Dr. Elkin has ob- served thirteen of these stars and Dr. Chase eighty- Yale Observatory. William L. Elkin, Director of the Observatory. Frederick L. Chase, A ssistaiit A stronomer. ASTRONOMY. 381 five of them. Over four thousand observations have been made, and the work of observation and discussion is well under way. In addition to investigations with the heliometer, the Observatory has been the first to take up systematically the photography of meteors. It has for this purpose an instrument of unique design, carrying eight cameras, the lenses being of six to eight inches in diameter, and directed to slightly different regions of the sky and with an area of about twenty degrees square. All are carried by a single driving clock. Very recently a somewhat smaller instrument of similar design was constructed. This carries four cameras, and is mounted in a small new building in Hamden, about two and a half miles distant from the Observatory. The use of these two instruments, at different stations, makes it possible to ascertain the parallax of the meteors photographed. The Observatory has a very good eight-inch Grubb equatorial and a transit instrument. It has for a num- ber of years maintained a time service, furnishing accu- rate time to the New York, New Haven & Hartford R. R. and to the Standard Electric Time Co. One of the best illustrations of the quality of the photographic work done at this Observatory, was the discovery, by the examination of the plates made of the meteoric shower of November, 1898, of the Chase comet, so called from the name of the assistant astrono- mer of Yale, whose eye first caught it. The comet was so far distant as to be very difficult of observation by the strongest glass. Besides this, the Academic and Scientific Departments each possess a good telescope for class-room work. 382 YALE. The work of teaching, it should be recorded, was carried on after Professor Olmsted's death by Prof. Elias Loomis, who served from i860 till the time of his death in 1889. Professor Loomis directed by his will that his entire fortune of $300,000 should ultimately be used for the support of the Observatory. It is held in trust by the University, and the income from one third of it is now available. Elementary elective courses in Astronomy are now offered in the Academic Department by Professor Beebe and in the Scientific School by Dr. Chase, while a course in determination of latitude, particularly designed for civil engineers, is given by Professor Barney. And here, as in other fields, Yale has the advan- tage of very scholarly investigations by Prof. J. Willard Gibbs. His work for Astronomy has been principally in improved methods of computation of orbits, the theory of perturbations, and kindred subjects. Thus it will be seen that in this Department, in which the work has been very quietly carried on, Yale has done and is doing work of no mean order. And as her Observatory comes into possession of several bequests which have been made, still further expansion may be expected. CHAPTER XIX. THE LIBRARY. YALE poverties have been exploited so frequently and with such moving eloquence, that a part of the public, at least, is sometimes sceptical as to the con- dition of the petitioner. It will probably be always a puzzle why the receipt of more moneys means that still more moneys are wanted. But Yale ambitions and actual needs grow with every increase of possession. The more good things the present shows, so much the more is it right to expect the future to give, in order that that already in hand may be the more effective. In 1896 Yale's friends began to take counsel with themselves, — not always quietly, — as to the resources of the Library. It was, of course, assumed that they were not at all what they should be, and the case proved to be a more than ordinary illustration of Yale need. Following in the wake of an intelligent and serious dis- cussion of the problem, came an act of the Corporation laying aside for the uses of the Library a very generous bequest from the estate of a very generous Yale bene- factor, the late Thomas C. Sloane, Yale '68. This sum, netting $190,000, following a number of other smaller contributions, makes the present funds for the mainte- nance and development of the Library something over $300,000. The friends of the Library want as much more or twice as much more, and it should really come to them soon. But the danger point has been passed, and 384 YALE. assurance is given that the collection of books, gathered with rare discretion and discrimination, shall not lose any of its value by the insufficiency of present resources. The careful work of the past may now be carried out and developments on new lines are possible. The point was freely emphasized in the discussion, that the Library was the heart of the University, — a truism which cannot be too often repeated. In other chapters some directions are mentioned in which this great central organ of university life is able to dis- charge its functions particularly well. Only a few special points will be here taken up to suggest the value of its general contents. The University Library is divided into two depart- ments. The smaller of these was formed by the libra- ries of the Linonia and Brothers Societies, which were made a part of the University Library in 1871. These Society collections form a library of general literature, as opposed to a library of research ; a library for circu- lation, rather than for reference. It is naturally strong in modern English literature, including fiction, and in periodical literature. It is a custom of the University Library to keep the collection of books in this depart- ment at about twenty-five thousand. When they in- crease much beyond the latter point, the older volumes, which have ceased to circulate generally, are transferred to the shelves of the University Library proper. Including this collection, the University Library con- tained in 1898 about 265,000 volumes. This does not take account of the libraries of the schools and depart- ments, which would add 25,000 more volumes, making 290,000 in all. Of the various special collections in the Yale Library, THE LIBRARY, 385 which are of peculiar value, the one which is to be first mentioned bears the name of one of the Library's most generous friends. It is the Salisbury Collection of Oriental Languages and Literature. It has 4,500 vol- umes, containing sets of the leading Oriental journals and large works on Egypt by Champollion, Rossellini, and Lepsius. It has also a large collection of Ara- bic and Sanskrit texts and about 100 Arabic manuscripts. Besides these there is a special collection of Chinese Literature, of about 3,500 volumes, from the Honorable Yung Wing, Mr. F. W. Williams, Yale '79, and Mr. F. E. Woodruff, Yale '64. This collection includes a full set of the dynastic histories of China in 217 volumes. There is also a special collection of Japanese Literature of 4,500 volumes, the gift of Prof. O. C. Marsh, Yale '60, and Mr. F. W. Stevens, Yale '58. In the department of Congregational History and Polity and the History of the Pilgrims, the Library is immensely strengthened by the Dexter Collection of 1,850 volumes, the gift of the Rev. Dr. H. M. Dexter, Yale '40. Dr. Dexter was in a peculiarly good position for gathering this collection, and spent a great deal of money upon it. Many of these books are beyond price to-day. A friend of Yale, whose name has never been given, has added very greatly to the strength of the Library in Russian Literature by a collection of 7,000 volumes, including periodicals and society publications, and covering literature, history, geography, language, and bibliography. The Riant Library was recently acquired through the generosity of Mrs. Henry Farnam. It is made up of some 5,000 volumes, relating to Scandinavia, and is a 25 3 86 YALE. collection not equalled in this country. Besides the books, there are theses by Scandinavian students to the number of not less than 15,000. In the department of the Drama, the Library has made particular efforts, and not without considerable success. The collection of English plays is particularly good. In French Drama it has the collection once pos- sessed by Charles Reade, containing nearly 6,000 differ- ent plays. These were all separately published, and are outside of the works of the great French dramatists, which would naturally be on the shelves of any com- plete library. The Yale Library is rich in its collections of the pub- lications of learned societies and scientific journals. A good deal of work has also been done in gathering the English periodicals, particularly those of the last cen- tury, of which there are something like two hundred sets in the Library. Probably nine tenths of the English periodicals mentioned in Poole's Index are also to be found on the Yale shelves. In American History and American Genealogy also, the Library contains collec- tions of rather unusual completeness and value. They include the United States Congressional documents complete since 1825, as well as a great many before that time. In the department of Meteorology the library of the late Professor Loomis makes an important feature. And going outside of the Library proper, two collec- tions of the Divinity School would be especially worthy of mention, — the Lowell Mason Library, devoted to music, and the Foreign Missions Library, which is of unusual completeness. The Library now increases annually about seven or eight thousand volumes, though special acquisitions THE LIBRARY. 387 often swell this total very materially. Such an increase is equal in number to all the books that came to Yale in the first one hundred and twenty-five years of her life. In 1743 the number of volumes in the Library was 2,600. Twelve years later it had reached 3,000. In 1766 the total was 4,000, but in 1791 it had dropped back to 2,700. The Library was removed to the central part of the State during the Revolution for greater safety, and a great many of the volumes did not find their way back. The totals at certain points in the present century are as follows: 1808, 4,700; 1823, 6,500; 1835, 10,000; 1850, 21,000; i860, 35,000; 1870, 55,000; 1880, 120,000; 1890, 180,000; 1898, 265,000. The present Librarian of Yale, Mr. Addison Van Name, has served since 1865, or during the period when its Library increased from about 40,000 volumes to its present size. Prof. Franklin B. Dexter has been Assistant Librarian since 1869, and Mr. J. Sumner Smith has served in a similar capacity since 1876. Until 1894, when Mr. Borden took up that particular work, Mr. Smith devoted himself mainly to the care of the Linonia and Brothers Library. For a great many years the Library's income was chiefly furnished by the frequent gifts of comparatively small amounts from the constant friends of Yale. Since 1833 gifts of $5,000 or more for the permanent funds have been received as follows : In 1833, Mr. John T. Norton, $5,000; 1836, Dr. Alfred E.Perkins, $10,000; 1849, Addin Lewis, $5,000; i86y-y6, Dr. Jared Linsly, $5,000; 1877, Mrs. William A. Larned, $5,000; 1890, Hon. James E. English, $10,000; 1890, Mr. Geo. Gabriel, $10,000; 1892, Mr. Henry W. Scott, $5,000; 3 88 • YALE. 1893, Mrs. Azariah Eldridge, $15,000; 1895, Prof. Henry W. Farnam, $10,000; 1895, Mr. M. C. D. Borden, $6,000. These and many other gifts of less amounts, together with the Sloane fund, made the total perma- nent funds of the Library in the fall of 1898, $306,000. CHAPTER XX. MONEYS AND BUILDINGS. THESE developments, touched on in the pages that have preceded, have meant the income and outlay of great funds. In 1896, President Dwight, re- viewing in a Commencement address the record of a decade, told of gifts in that time of four millions of dollars, and a doubling of the invested funds of the University. Those funds in 1886 were estimated at two millions of dollars. The reports of Mr. Farnam, the treasurer, for the two years following 1896, have shown an increase of nearly half a million dollars in the funds. In these figures is included no part of the Lampson bequest, which has been estimated at upwards of four hundred thousand dollars and which, despite litigation and long and laborious processes of settlement, seems sure to come in full to the Univer- sity Treasury. Not only have very generous gifts been received by Yale in this time, but the funds of the Uni- versity, it is universally admitted, have been handled by the Treasury with discretion and success. President Dwight, early in his administration, had practically the entire responsibility for this matter, the treasurership having been left vacant by the sudden death, in De- cember, 1886, of Mr. Henry C. Kingsley, who had served for nearly twenty-five years,- In 1888, however, the care of the funds was again assumed by an officer appointed for that purpose, Mr. W. W. Farnam, Yale ■jpo YALE. '66, the present University treasurer, taking his position at that time. The maturing of bonds of a high rate of interest is one of the unpleasant features of the pres- ent financial condition of Yale — and indeed of many other educational institutions. This University has also, in recent years, been seriously threatened by the town, in tax suits, and by the legislature in hostile acts. The defence has been successful, but legal processes are costly. The statistics printed in another part of this volume tell the particulars of the special generosities of Yale's friends in recent times — as well as in ancient times. It has been possible to give, in the chapters that precede, but a passing reference to the increase of the Univer- sity's equipment in the past twelve years, which has included the addition of fifteen new buildings (whose erection is also' recorded in the abridged histories of the different departments of Yale), and the substantial enlargement of several others. But what is being done in the way of Yale education in these new quarters of the University has been at least suggested, except in the case of the work in the new Gymnasium, which should have a chapter of its own. The careful and systematic and scientific care which is here put on the undergraduates of Yale, by way of examination and direction in proper physical training, makes an important part of a scheme which contemplates a sound mind in a sound body. But if mention is made of new buildings, the writer cannot forbear to speak of old buildings. An English university man of letters and distinction, visiting New Haven a few years ago and wandering about the college buildings, asked the most of his MONEYS AND BUILDINGS. 391 questions and spent most of his time before old South Middle. Indeed, it was the only bit of Yale architecture which seemed to arouse in him any great interest. He admired much in the material equipment which the last fifteen years have brought, and doubtless wondered at it all, and counted it a typical American development. But the point which really touched his spirit, as a man who came from a university with a past of glorious centuries, was this simple monument of the earliest days of Yale, of which any such record in brick and mortar remains. At home, he would have counted it a young enough build- ing, almost an upstart in the college group ; but he realized its relative character, and seemed for the first time impressed with the personality of the institution, as he stood under the shadow of this dormitory. Yale had been fifty years established when this was constructed ; but for all this, South Middle's history reached back to the early days of Yale, and the view of it brought in upon him, as it has upon a hundred others who have thoughtfully gone through the unkempt cam- pus, the fact that the history of New Haven's college is woven in with almost the earliest history of its country; that it began to send out men to fill their parts in the new world when the great republic was yet to be born; that while the colonies grew and fought and won, and thereafter through all the wonderful years of the na- tion's life, Yale's sons were doing their work in that life ; that for two hundred years her teachers have been here, impressing upon the civilization of a young country the standards of a high education in things of mind and spirit. I do not know whether this visitor entered South Middle. He would have been interested if he had; 392 YALE. though I would not be sure what his comments might have been. He must needs, had he entered, have found himself in the Yale Co-operative store. It would have been not a little of a shock to his historical remini- scences to have found in this monument of the past one of these modern academic department stores, by which the students of great colleges supply themselves with almost all of their needs, from lead pencils to spiked shoes. It is an interesting institution, and were the space at hand we would like to describe its growth from very humble beginnings to its present very considerable mer- cantile dimensions, and its independent command of a large and profitable corner of the New Haven market. What a rough and ready way Yale has of using her historical relics, not to mention the disposing of them ! This instance is even more interesting than the turning of the old Gymnasium, associated with the triumphs of scores of years of Yale's athletic life, into a general eat- ing house or commons, where that which sustains the student's inner life can be had with more or less satis- faction for $4 a week. The old Gymnasium was not so very old, and it is a good deal better adapted to a com- mons than it ever was to a gymnasium. South Middle is very old — old for America. To hammer it to pieces inside to make clumsy quarters for a lively commercial institution does not, in the minds of a great many people, suggest an attitude which is very promising as to the future. But it is one of the many signs of the present disposition of Yale towards the visible things of the past. It is one of the points around which a very lively dis- cussion has taken place. Those who believe that the past of an institution — its old life, and achievements, MONEYS AND BUILDINGS. 393 and heroes — are a tangible part of its assets as an educator, and are made a hundred-fold more accessible and effective when they are represented by such memor- ials as South Middle, count it a remarkable waste of the resources of Yale to remove it. Harvard's tender care of the old brick structures that have lived through her storied past, with the resultant air of age and prestige which their presence imparts to the college yard, are adduced as an evidence of the folly of the threatened course of Yale. One of the most effective addresses ever made at an alumni meeting, was that of Wallace Bruce in 1896, when, speaking for the alumni, or at least, he said, for the Class of '67, he offered almost any price in money or in labor to save South Middle. If the relentless exigen- cies of light and air, or the demands of a decently ar- tistic treatment of the quadrangle, made it no longer possible that South Middle should stand, the alumni of Yale would bear it tenderly, brick by brick, to some other point on the soil of Yale, and there rebuild it. Alumni Hall answered with applause that shook its walls. The Bi-Centennial, which will be the great rallying time for all the sons as well as the friends of Yale, ought to see, if we may be pardoned a little editorial writing, a substantial agreement among those who man- age Yale and Yale's friends, as to just what relation is to be held between the past and the present, — between the development of Yale University and the preservation of Yale College, materially, socially, and spiritually. South Middle is only the most patent illustration of the whole problem. The University must grow, as a university. The work of research, advancing on this or that line the 394 YALE. world's knowledge, must be more and more the noble opportunity of Yale ; but shall it be any less a sacred trust to preserve all those ways and means of the older time, which made Yale College a close community, and the social progress through it an education in character? The imposing ceremonies of the new Commencement are the insignia of Yale the University. The ancient dormitory, lifting its simple brick walls close to the towers of Vanderbilt, and linking the old and new, wit- nesses among the glories of the present, the glory of the past, which may still be the glory and the strength of the present, — the simplicity and the wholesomeness of the College community, the Yale democracy. fel hi 4y^T""\ IT""* i ^"t v— <>•' " »64 IF- Efti %\ • «il gpiu pi! 1 ».t aE SB; g > A) - APPENDICES. I. IN the tables immediately following, the main points of the history of the different departments of the Uni- versity are given in condensed form in chronological order. In disputed dates, we have tried to follow the authority of Prof. F. B. Dexter, using his history of the University, published in 1886, and the records contained in such convenient and condensed form in his triennial catalogue. The reports of President Dwight have fur- nished facts for the history of the last administration. The record of the Professorship of Divinity, a chair which has always included the care of the College Church, and which has been vacant since the retirement of Dr. Barbour in 1887, is placed in the historical table of the Divinity School. Where not otherwise stated, the date of the erection of a building means the date when its erection was begun. YALE COLLEGE. 1597. Rev. John Davenport, the originator of the College scheme, born in Coventry, England. 1647. A tract °f * an d called " College Land " was set apart for the purpose of a collegiate school, and a house (stand- 396 APPENDICES. ing where the New Haven House now stands), was offered to the authorities for use in this connection. 1655. A subscription was taken up amounting to .£54.0 for the purpose of a collegiate school. 1657. Fact made known of Governor Eaton's delivery to Mr. Davenport of books for college use. 1660. Bequest from Governor Hopkins. 1700. The College founded as a collegiate school. Ten of the principal ministers were selected " to stand as trustees or undertakers to found, erect, and govern the College." These Trustees met in New Haven and formed themselves into a body, and to their next meeting, in this or the following year, at Branford, each member brought books which he presented to the body for the foundation of a college in the Colony. 1 701. October 16, (probably) a college charter was obtained from the legislature and an annual subsidy of £60 granted from the State treasury. On November 1 1, the first meeting of the trustees at Saybrook was held, and Rev. Abraham Pierson was chosen Rector, students to receive instruction at his house at Kenilworth. 1702. March. Jacob Heminway, the first student, entered the College. September. First Commencement held at the house of Rev. Mr. Buckingham at Saybrook. Eight students in the College. Mr. Daniel Hooker, a graduate of Harvard, elected tutor. 1707. March 5, Rector Pierson died. Rev. Samuel Andrew of Milford put in nominal charge as Rector. Senior class assembled at Milford. The other classes were put under two tutors at Saybrook. Library removed from Kenilworth to Saybrook. 1716. Oct. 17, trustees voted to remove the College to New Haven. Rival school started at Wethersfield. YALE COLLEGE. 397 1717. September 11, first Commencement exercises at New Haven, conducted by Rector Andrew. October 8, frame of new college hall erected. 1 718. Governor Yale sent to the College East India goods which sold for ^562 12s.; also three hundred books, and a portrait of the King (the latter still preserved). The name Yale College bestowed at Commencement upon the institution in recognition of the bounty of Governor Yale. 1 719. March 24, Rev. Timothy Cutler chosen Rector. Wethersfield school adjourned to New Haven in June. 172 1. July 8, Governor Yale died. 1722. Rector Cutler dismissed on account of his strong ten- dency toward the Church of England. Test of theo- logical soundness on part of officers adopted thereafter and retained until 1823. President's house built. 1722-26. College without a Rector. 1726. September 13, Rev. Elisha Williams made permanent Rector. 1732-33. Bishop Berkeley made gifts of books, ninety-six acres of land, and a house, to the College. 1739. Rector Williams resigned. 1740. April 2, Rev. Thomas Clap installed as Rector. 1745. May. New college charter obtained. The name Yale College became a legal title, and the Rector was called the President and the Trustees the Fellows. 1750. South Middle erected. 1 761. New chapel, afterwards known as Athenaeum, begun. 1763. New chapel opened. 1766. September 10, President Clap resigned. October 22, Rev. Naphtali Daggett elected to the Presidency pro tempore. 1767. January, President Clap died. 177 1. Professorship in Mathematics and Natural Philosophy 398 APPENDICES.. established. Rev. Nehemiah Strong appointed to fill the position. 1777. March 25, Dr. Daggett resigned. July 20, Senior class dismissed without public exami- nation or exhibition, owing to the conditions of war. 1778. June 23, Rev. Ezra Stiles, D.D., made President. In- augurated July 8. 1780. Dr. Daggett died from the effects of wounds received in resisting the advance of the British on New Haven. Public commencement resumed. November. The Phi Beta Kappa Society, Alpha of Connecticut, organized among the students. 1 781. Rev. Nehemiah Strong resigned on account of friction over his Tory views. 1782. First Dining Hall built. Mr. James Hillhouse made treasurer of the College. He served for fifty years. 1794. Mr. Josiah Meigs appointed to the chair of Mathe- matics and Natural Philosophy. 1793-4. Union Hall, afterwards known as South College, erected. 1795. May 12, President Stiles died. Rev. Timothy Dwight of Greenfield Hill elected to succeed him, and inaugu- rated September 8. 1798. Dining Hall enlarged. New President's house begun on the college square. 1799. President Dwight took part in establishing the Con- necticut Academy of Arts and Sciences. 1800. Berkeley Hall (afterwards known as North Middle), and Lyceum, erected. 1 80 1. Rev. Jeremiah Day elected to succeed Professor Meigs, who resigned the chair of Mathematics and Natural Philosophy. 1802. Mr. Benjamin Silliman made Professor of Chemistry YALE COLLEGE. 399 and Natural History, serving until 1853, when he was made Professor Emeritus. 1804. Fagging abolished. System of fines for punishment disappeared a little later. 1805. Mr. James L. Kingsley appointed Professor of Languages. 1807. Perkins' and Gibbs' collections of mineralogical speci- mens obtained by the College. 181 7. Jan. 17, President D wight died. July 23, Professor Day inaugurated President. Rev. C. A. Goodrich elected Professor of Rhetoric and Oratory. Mr. Alexander M. Fisher succeeded Professor Day in the chair of Mathematics and Natural Philosophy, serving as adjunct professor until 1820, when he was made full professor. 1 819. New Dining Hall erected. Old Dining Hall fitted up as a chemical laboratory. Cabinet Building erected. 1820. North College built. 1822. Professor Fisher lost his life by shipwreck. Rev. Matthew R. Dutton succeeded him. 1823-4. A new chapel built. Old chapel used for recitation rooms. 1825. Mr. Denison Olmsted chosen to succeed Professor Dutton, who died July 17. Gibbs' cabinet purchased. 1826. A gymnasium fitted up on the College grounds. Judge David Daggett made Professor of Law, serving until 1848. Chair made Kent professorship in 1833. 1828. Bread and Butter Rebellion. 1830. Conic Sections Rebellion. 183 1. Professorship of Languages divided. Professor Kings- ley made Professor of Latin, and Mr. Theodore D. Woolsey Professor of Greek. Colonel Trumbull presented his collection of paintings of the American Revolution to the College. 400 APPENDICES. Trumbull Gallery, now known as the Treasury Building, erected. 1833. Mr. Wyllys Warner made Treasurer of the College and served until 1852. 1836. Chair of Mathematics and Natural Philosophy divided. Professor Olmsted took Natural Philosophy and Mr. A. D. Stanley was made Professor of Mathematics. 1839. Prof. Chauncey A. Goodrich transferred to Divinity School as Professor of Pastoral Charge. Mr. W. A. Larned made Professor of Rhetoric and English Language. 1841. Mr. Edward E. Salisbury appointed Professor of Arabic and Sanskrit Languages and Literature. 1844. Prizes for best original composition in the English language (Townsend premiums) first given. Library building erected. 1846. President Day resigned. Prof. Theodore D. Woolsey chosen President, and began his duties in October. Rev. Noah Porter of Springfield elected to the chair of Moral Philosophy and Metaphysics. 1847. Gov. Clark Bissell and Hon. Henry Dutton made Kent Professors of Law. 1848. Mr. James Hadley made Assistant Professor of the Greek Language and Literature, to succeed President Woosley. Made full professor in 185 1. 1850. Mr. James D. Dana became Professor of Geology and Mineralogy. 185 1. Prof. James L. Kingsley made Emeritus Professor of Greek. Asst. Prof. Thomas A. Thacher made Professor of Latin. 1852. De Forest prize for speaking first awarded. Death of Prof. James L. Kingsley. Mr. E. C. Herrick made Treasurer, serving until 1862. 1853. Alumni Hall erected. Professor Stanley died. YALE COLLEGE. 401 1854. Mr. William D. Whitney elected Professor of Sanskrit Language and Literature and Comparative Philology. 1855. Mr. Hubert A. Newton elected Professor of Mathematics. 1859. Old Gymnasium — now the University Dining Hall — erected. i860. Mr. Elias Loomis made Professor of Natural Philosophy and Astronomy. 1862. Mr. H. C. Kingsley made Treasurer, serving until 1886. Prof. W. A. Larned died. 1863. Mr. Cyrus Northrop made Professor of Rhetoric and English Literature. Asst. Prof. Lewis R. Packard made Professor of Greek Language and Literature. 1864. Rev. Edward B. Coe elected Professor of Modern Languages. Professor Silliman died. Mr. Addison Verrill made Professor of Zoology. 1865. Mr. Arthur M. Wheeler elected Professor of History. Mr. Addison Van Name made Librarian of the University. 1867. August 22, President Day died. 1870. Farnam Hall erected. 1 87 1. Act passed substituting in the Corporation six alumni for the six senior members of the State Senate. President Woolsey resigned. Oct. 11, Prof. Noah Porter succeeded President Woolsey. Dr. J. Willard Gibbs made Professor of Mathematical Physics. Dr. Arthur W. Wright made Professor of Chemistry and Molecular Physics. Durfee Hall erected. 187 1-2. The books of the Linonia and Brothers' libraries were brought together as a branch of the College library. 1872. Chairs of German and Political and Social Science 26 4 o2 APPENDICES. founded, with Mr. Franklin Carter in the first and Rev. William G. Sumner in the second. Prof. James Hadley died. 1874-6. Peabody Museum erected. Battell Chapel erected. Asst. Prof. Henry P. Wright made Dunham Professor of Latin. 1877. Mr. Franklin B. Dexter made Professor of American History. Dr. Samuel Wells Williams made Professor ot Chinese Language and Literature. 1879. Professor Coe resigned, succeeded by Prof. W. I. Knapp. Mr. E. S. Dana made Professor of Natural Philosophy and Astronomy. Dr. F. D. Allen made Professor of Greek Language and Literature, resigning in 1880. 1880. Prof. Tracy Peck made Professor of the Latin Language and Literature, Prof. T. D. Seymour made Hillhouse Professor of Greek. Asst. Prof. H. A. Beers made Professor of English Lit- erature. 188 1. Hon. E. J. Phelps made Kent Professor of Law. Prof. George T. Ladd made Professor of Mental and Moral Philosophy. Professor Carter called to the Presidency of Williams. 1882. Observatory Buildings on Prospect St. begun. Sloane Physical Laboratory erected. 1884. Professor Northrop called to the Presidency of the University of Minnesota. Professor Packard died. Prof. S. W. Williams died. Prof. H. P. Wright made Dean of the Academical Department. 1885. Dr. Frank A. Gooch made Professor of Chemistry. Dwight Hall erected. Lawrence Hall erected. YALE COLLEGE. 403 1886. Professor Thacher died. Mr. Arthur T. Hadley appointed Professor of Political Science. Dr. Wm. R. Harper made Professor of the Semitic Languages. July 1, President Porter's resignation took effect. Prof. Timothy Dwight elected President in May and inducted into office July 1 . Dec. 19, Mr. Henry C. Kingsley, treasurer for twenty-five years, died. 1887. March, the College was legally made a university. Kent Chemical Laboratory erected. 1888. New Library erected. Nov. 8, Mr. W. W. Farnam elected Treasurer of the Uni- versity. Old Laboratory Building removed. Professor Dexter resigned the Professorship of American History. Prof. George B. Adams succeeded him. Henry James Ten Eyck Prizes established for Junior exhibition. First competed for the following year. Osborn Hall erected. 1889. July 5, Ex-President Woolsey died. New gymnasium begun ; completed in 1892. Prof. W. R. Harper made Woolsey Professor of Biblical Literature. Prof. A. S. Cook made Professor of the English Lan- guage and Literature. August 15, Prof. Elias Loomis died. Waterman scholarships founded. 1890. Cabinet Building removed. Prof. Charles H. Smith made Professor of American History. Asst. Prof. E. S. Dana made Professor of Physics. Prof. Gustave J. Stoeckel made Battell Professor of Music. 4 o4 APPENDICES. 1 89 1. Prof. W. R. Harper resigned to accept the Presidency of Chicago University. Prof. Arthur H. Palmer made Professor of German. Prof. E. P. Morris made Professor of Latin. Asst. Profs. A. W. Phillips and E. L. Richards made Professors of Mathematics. Welch Hall erected. 1892. Yale Infirmary erected. March 4, Ex-President Porter died. Prof. H. S. Williams made Professor of Geology. Prof. W. I. Knapp resigned ; succeeded by Prof. Jules Luquiens. Professor Hadley made Dean of the Graduate Department. 1893. Asst. Prof. E. T. McLaughlin made Professor of Rheto- ric and Belles Lettres. He died in the summer of this year. Prof. Bernadotte Perrin made Professor of Greek. Asst. Profs. T. D. Goodell and H. M. Reynolds made full Professors of Greek. Vanderbilt Hall erected. South College and Athenaeum demolished. 1894. White and Berkeley Halls erected. June 7, Prof. W. D. Whitney died. Prof. J. D. Dana made Professor Emeritus. Prof. Gustave J. Stoeckel resigned from the Battell Pro- fessorship of Music and was made Professor Emeritus. Mr. H. W. Parker made Battell Professor of the Theory of Music, and Mr. S. S. Sanford, Professor of Applied Music. Dean's office on Elm St. opened. Asst. Prof. G. M. Duncan made Professor of Philos- ophy. Asst. Prof. F. K. Sanders made Professor of Biblical Literature. North Middle demolished. YALE COLLEGE. 405 1895. Phelps Memorial Gateway erected. Whitman Gateway erected. April 13, Prof. J. D. Dana died. . June 29, Prof. Daniel C. Eaton died. Professor Hadley resigned as Dean of the Graduate Department, and Professor Phillips succeeded him. Prof. E. W. Hopkins elected to succeed Professor Whitney. Prof. E. G. Bourne made Professor of History. 1896. Pierson Hall erected. Old Chapel demolished. August i2, Prof. H. A. Newton died. President Woolsey's statue dedicated at Commencement. Dr. H. R. Lang made Professor of Romance Philology. 1897. Asst. Prof. Gustav Gruener made Professor of German. 1898. Asst. Prof. John C. Schwab made Professor of Political Economy. Asst. Prof. E. H. Sneath made Professor of Philosophy. Asst. Prof. Irving Fisher made Professor of Political Science. Nov. 17, President D wight announced his resignation, to take effect at end of academic year. Asst. Prof. William Beebe made Professor of Mathe- matics. Asst. Prof. J. P. Pierpont made Professor of Mathe- matics. II. THE SHEFFIELD SCIENTIFIC SCHOOL. 1847. Commencement Day, Department of Philosophy and the Arts established at Yale, and eight students enrolled. Opening of fall term, John P. Norton, the Professor of Agricultural Chemistry, and Benjamin Silliman, Jr., Professor of Applied Chemistry, both having been appointed in 1846, became associated in the opening of a Chemical Laboratory, established in a dwelling house on the College campus long occupied as the President's residence. 1849. Removal of Professor Silliman, who went to the Medical School at Louisville, Ky. 1852. September 5, Prof. J. P. Norton died. Prof. W. A. Norton, a graduate of West Point, made Professor of Civil Engineering, thus establishing a School of Engineering. Graduation of the first class which had completed a course of Scientific study, and a degree of Ph. B. given to six by the Corporation of Yale, George J. Brush and William H. Brewer among this number. Prof. John A. Porter made Professor of Agricultural and Analytical Chemistry. 1854. Classes in Chemistry and Engineering associated under the name of the Yale Scientific School. 1855. Prof. James D. Dana of the Academical Department made an instructor in the School. Mr. George J. Brush made Professor of Metallurgy. THE SHEFFIELD SCIENTIFIC SCHOOL. 407 1856. Prof. John A. Porter changed to chair of Organic Chemistry. Samuel W. Johnson made Professor of Agricultural Chemistry. 1859. Joseph E. Sheffield purchased the building corner of Grove and Prospect Streets, enlarged and refitted it for the School, and gave $50,000 for the endowment of Professorships of Chemistry, Engineering, and Metallurgy. In recognition of this the Corporation gave his name to the School. Entrance examination first required. Rev. C. S. Lyman appointed Professor of Industrial Mechanics and Physics. i860. The new building (Sheffield Hall) occupied. The select course of study was established, and Prof. W. D. Whitney invited to instruct in modern languages. 1863. The State devoted income of government grant of $135,000 to the School. Mr. Daniel C. Gilman appointed Professor of Physical and Political Geography. 1864. Mr. W. H. Brewer, Mr. S. C. Eaton, and Mr. A. E. Ver- rill were appointed to the chairs of Agriculture, Bot- any, and Zoology respectively. Prof. George J. Brush made Professor of Mineralogy. Prof. John A. Porter resigned on account of his health. 1865. Mr. A. P. Rockwell was elected Professor of Mining. Sheffield Hall was further enlarged, through the gen- erosity of Mr. Sheffield. 1866. Prof. John A. Porter died. Mr. O. C. Marsh made Professor of Palaeontology. 1868. Professor Rockwell resigned. 1870. The Higgin Professorship of Dynamical Engineering was endowed by Mrs. Susan K. Higgin, of Liver- pool, with ,£5,000, and William P. Trowbridge was called to the chair. 4 o8 APPENDICES. 187 1. Mr. Thomas R. Lounsbury made Professor of English Language and Literature. Mr. Oscar D. Allen made Professor of Metallurgy. 1872. Mr. Erancis A. Walker elected to the chair of Political Economy and History. Professor Gilman resigned. Professor Brush made Director, having resigned his chair of Metallurgy in 1871. 1872-73. North Sheffield Hall, costing over $100,000, com- pleted and presented to the School by Mr. Sheffield. 1872. The title of the Professorship of Industrial Mechanics and Physics changed to the Sheffield Professorship of Astronomy and Physics, this chair being occupied by Prof. C. S. Lyman. 18 73. Mr. John E. Clark appointed to the Chair of Mathematics. 1874. Mr. Samuel W. Johnson made Professor of Theoretical and Agricultural Chemistry. 1875. Mr. Sidney I. Smith elected Professor of Comparative Anatomy. Mr. William G. Mixter made Professor of Chemistry. 1877. Resignation of Professor Trowbridge, who went to Columbia College. Mr. A. Jay DuBois appointed Professor of Dynamical Engineering, succeeding Professor Trowbridge. 1880. Resignation of Professor Walker to become President of Massachusetts Institute of Technology. Mr. Henry W. Farnam succeeded Professor Walker. 1882. Chair of Physiological Chemistry founded, and Prof. Russell H. Chittenden appointed to fill it. Death of Joseph E. Sheffield. 1883. Death of Prof. W. A. Norton. Prof. A. Jay DuBois transferred from the Department of Mechanical Engineering to the Department of Civil Engineering. 1884. Mr. Charles B. Richards appointed to the chair of Mechanical Engineering. THE SHEFFIELD SCIENTIFIC SCHOOL. 409 The chair of Physics and Astronomy (Professor Ly- man) divided. Prof. Charles S. Hastings elected, to the Professorship of Physics. 1887. Prof. Oscar D. Allen resigned. 1889. Death of Mrs. Joseph E. Sheffield. Sheffield homestead on Hillhouse Avenue transformed into a Biological Laboratory. Professor Lyman made Emeritus Professor. 1890. January 29, death of Prof. Chester S. Lyman (chair of Astronomy). 189 1. Winchester Hall erected. 1892. Government appropriations withdrawn by Legislature. Asst. Prof. Samuel L. Penfield appointed Professor of Mineralogy. Asst. Prof. Horace L. Wells appointed Professor of Analytical Chemistry and Metallurgy, succeeding Pro- fessor Allen in the latter chair. 1894. Chemical Laboratory erected. 1895. J une 2 9> Prof. Daniel C. Eaton died. 1896. Prof. S. W. Johnson resigned from chair of Agricultural Chemistry, after forty years' service. Professor Johnson made Emeritus Professor. Land grant controversy between State of Connecticut and the Scientific School permanently settled. $154,604 damages adjudged as due to the School. 1897. Asst. Prof. Charles E. Beecher appointed Professor of Historical Geology. Asst. Prof. Louis V. Pirsson appointed Professor of Physical Geology. 1898. November, Prof. George J. Brush declined a re-election as Director, and Prof. Russell H. Chittenden was made Director. Professor Brush resigned his Professorship, and was made Emeritus Professor. III. YALE DIVINITY SCHOOL. 1755. Dr. Naphtali Daggett, the first Professor of Divinity, ap- pointed. 1 766. Prof. Naphtali Daggett succeeded Thomas Clap as Presi- dent, and continued as Professor of Divinity also. 1777. Dr. Naphtali Daggett resigned as President but con- tinued his professorship. 1778. Dr. Ezra Stiles made Professor of Ecclesiastical History. 1780. Professor Daggett died. 1782. Rev. Samuel Wales of Milford elected to succeed Dr. Daggett as Professor of Divinity. 1793. Professor Wales retired. 1795. President Stiles died. Prof. Timothy Dwight, who suc- ceeded him, acted as Professor of Divinity. 1805. President Dwight made Professor of Divinity. 1806. President Dwight took first steps towards the establish- ment of a separate Theological Department. 1817. January n, President Dwight died. Rev. Eleazar T. Fitch succeeded President Dwight as Professor of Divinity. 1822. First distinct Theological class organized, composed of fifteen students. Chair of Didactic Theology established, and Rev. Nathaniel W. Taylor (from Center Church) was ap- pointed to this chair. 1826. Mr. Josiah W. Gibbs appointed Professor of Sacred Literature. 1836. First building of the Theological Department completed, and called Divinity College. (On the present site of Durfee Hall.) YALE DIVINITY SCHOOL. 411 1839. Rev. Chauncey A. Goodrich, Professor of Rhetoric and Oratory, transferred to the Divinity School, as Pro- fessor of the Pastoral Charge. 1852. Professor Fitch resigned. 1854. Rev. George P. Fisher appointed to succeed Dr. Fitch. 1858. Death of Prof. Nathaniel W. Taylor. Mr. Timothy Dwight made Professor of Sacred Liter- ature. i860. Prof. Chauncey A. Goodrich died. 1 86 1. Prof. Geo. P. Fisher transferred to the chair of Ecclesi- astical History. Prof. Josiah W. Gibbs died. Prof. James M. Hoppin elected Professor of the Pastoral Charge. Mr. Henry H. Hadley appointed to the chair of Hebrew, but remained only one year. 1863. Rev. W. B. Clarke made Professor of Divinity. Professor Fitch made Emeritus Professor. 1866. Prof. George E. Day made Professor of Hebrew Lan- guage and Literature. Professor Clarke resigned. 1867. Rev. O. E. Daggett made Professor of Divinity. 1870. East Divinity Hall completed in September. Professor Daggett resigned. 1 87 1. Rev. Samuel Harris, D.D., elected Professor of Sys- tematic Theology. Lectureship on preaching established, by gift of Henry W. Sage. Marquand Chapel, the gift of Mr. Frederick Marquand, built on Elm Street. Professor Fitch died. 1874. West Divinity Hall completed. 1876. Graduate Fellowship endowment received. (Memorial of Mrs. Hooker.) 4 i2 APPENDICES. 1877. Rev. Dr. Wm. M. Barbour, of Bangor Theological Seminary, appointed Professor of Divinity. 1879. Professor Hoppin resigned from the chair of the Pas- toral Charge. 1880. A course in Elocution established in this Department. 1 88 1. Erection of Bacon Memorial Library. 1885. Rev. Dr. Lewis O. Brastow appointed to the chair of Homiletics and the Pastoral Charge. Lyman Beecher Course of Lectures on Preaching established. Mr. John E. Russell appointed to the Winkley chair of Biblical Theology. 1886. Prof. G. B. Stevens made Professor of New Testament Criticism and Interpretation. 1887. Professor Barbour resigned from chair of Divinity. 1888. Professor Day appointed Dean of the Theological Faculty. 1889. Prof. John E. Russell resigned from the chair of Biblical Theology, to go to Williams College. 1890. Provision made by Hon. Robbins Battell, for special instruction in music in this Department. 189 1 . A Foreign Missionary Library started in this Department. Resignation of Professor Day from the Holmes Profes- sorship of the Hebrew Language and Literature. Professor Day requested to continue as Dean of the De- partment, and to give instruction in the Encyclopedia of Theology. Rev. Edward L. Curtis, Ph.D., D.D., chosen to fill the Holmes Professorship. Dr. Frank C. Porter elected to the Winkley Professor- ship of Biblical Theology, in which he had previously given instruction. East Divinity Hall badly damaged by fire. 1893. Professorship of Christian Ethics established, through the generosity of Mr. J. H. Whittemore, of Nauga- YALE DIVINITY SCHOOL. 413 tuck, and Rev., William F. Blackman appointed to the chair. 1895. P r °f- George E. Day resigned as Dean of the Theologi- cal Faculty. Made Emeritus Professor. Prof. Samuel Harris resigned from the Dwight Profes- sorship of Systematic Theology. Made Emeritus Professor. Prof. George B. Stevens transferred from the chair of New Testament Criticism and Interpretation to the Dwight Professorship of Systematic Theology, suc- ceeding Professor Harris. Prof. George P. Fisher elected Dean of the Theological Faculty, succeeding Professor Day in that capacity. 1897. Rev. Benjamin Wisner Bacon, D.D., elected to the Buckingham Professorship of New Testament Criticism and Interpretation, originally called the Professorship of Sacred Literature. Society for Sacred Music and Liturgies established. IV. THE MEDICAL SCHOOL. 1806. The question of the foundation of a medical Professor- ship in the college first agitated by Rev. Dr. Nathan Strong. 18 10. President Dvvight and Professor Silliman obtain the charter .for the Medical School from the General Assembly. 18 12. April, Dr. Mason F. Cogswell of Hartford made Pro- fessor of Surgery and Anatomy, and Dr. Jonathan Knight Assistant Professor in the same Department. Dr. Cogswell never entered upon his duties. September, ^neas Munson, M.D., made Professor of Materia Medica and Botany. Nathan Smith, M.D., made Professor of the Theory and Practice of Surgery and Obstetrics. Eli Ives, M.D., made Professor of the Theory and Practice of Physic. Benjamin Silliman, M.D., LL.D., made Professor of Chemistry, Pharmacy, Geology, and Mineralogy. Jonathan Knight, M.D., made Professor of Anatomy and Physiology. 18 1 3. October, Medical School opened with thirty-one stu- dents in a building on Grove Street near College. 18 1 5. The first student, Dr. Jared P. Kirtland, matriculated. 1826. Dr. vEneas Munson died. 1829. Dr. Thomas Hubbard made Professor of Surgery and Obstetrics. THE MEDICAL SCHOOL. 415 Dr. Nathan Smith died. Dr. Eli Ives was transferred to the Professorship of Theory and Practice of Medicine, and Dr. William Tully succeeded to Dr. Ives' former position. 1830. Dr. Timothy P. Beers made Professor of Obstetrics. 1838. Dr. Hubbard died. Dr. Knight was transferred from the Professorship of Anatomy to succeed Dr. Hubbard. Dr. Charles Hooker took Dr. Knight's place. 1842. Dr. Bronson elected Professor of Materia Medica and Therapeutics in place of Dr. Tully. 1852. Dr. Ives made Professor Emeritus of Materia Medica. Dr. Worthington Hooker made Professor of Theory and Practice to succeed Dr. Ives. 1853. Dr. Charles Hooker made Dean of the Medical School. 1855. Dr. T. P. Beers resigned. Dr. Jewett succeeded Dr. Beers. 1858. September 22, Dr. Beers died. 1859. Dr. Tully died. i860. Medical Hall erected. Dr. Chas. A. Lindsley succeeded Dr. Bronson. 1 86 1. Dr. Eli Ives died. 1863. Dr. Hooker died. Dr. Lindsley made Dean of the Medical School in place of Dr. Hooker. Dr. L. J. Sanford elected to succeed Dr. Hooker in his professorship. Dr. Jewett resigned. 1864. Drs. Knight and Silliman died. Dr. Francis Bacon succeeded Dr. Knight. Dr. Stephen J. Hubbard succeeded Dr. Jewett. 1867. Dr. Moses C. White made Professor of Pathology and Microscopy. Dr. George F. Barker made Professor of Physiological Chemistry and Toxicology. Dr. Charles L. Ives elected to succeed Dr. Hooker. 4 i 6 APPENDICES. 1873. Dr. Ives resigned. Dr. David P. Smith succeeded Dr. Ives. Dr. Barker resigned. 1877. Dr. Bacon resigned. Dr. D. P. Smith transferred to Professorship of Surgery. Dr. Lucian S. Wilcox appointed to succeed Dr. Smith. 1879. Dr. Sanford transferred to Professorship of Anatomy. Dr. James K. Thacher made Professor of Physiology. Dr. William H. Carmalt made Professor of Ophthal- mology and Otology. The course was changed from - a lecture course to one in personal training and laboratory work. From this time three years of study and a final examination were required. 1880. Dr. Hubbard resigned. Dr. F. E. Beckwith succeeded Dr. Hubbard. Dr. Smith died. 1 88 1. Dr. Carmalt resigned his Professorship to succeed Dr. Smith as Professor of Principles and Practice of Surgery. 1883. Dr. Lindsley resigned his Professorship. Dr. Thomas H. Russell succeeded Dr. Lindsley. 1885. Dr. Lindsley resigned the position of Dean. Dr. Lindsley succeeded by Dr. Herbert E. Smith, who was also made Professor of Chemistry. Dr. Frank E. Beckwith made Professor of Clinical Gynecology. 1886. Dr. James Campbell made Professor of Obstetrics. 1888. Dr. Sanford resigned and was succeeded by Dr. S. W. Williston. Medical School Alumni Association founded. 1890. Dr. Beckwith and Dr. Williston resigned. Dr. Talcott presented his valuable medical library to the School. THE MEDICAL SCHOOL. 417 1 89 1. Dr. Thomas H. Russell made Professor of Clinical Surgery and Surgical Anatomy. Dr. Thacher died. 1893. New Laboratory Building erected. 1895. Dr. Henry L. Swain made Professor of Diseases of Throat and Ear. Dr. Harry B. Ferris made Professor of Anatomy. Dr. Graham Lusk made Professor of Physiology. Dr. Oliver S. Osborne made Professor of Materia Medica and Therapeutics. Dr. Louis S. De Forest made Professor of Theory and Practice of Surgery. Course of study lengthened from three years to four. 1896. December 12, Dr. Sanford died. 1897. Dr. John S. Ely made Professor of Theory and Practice of Medicine. Dr. Lindsley made Emeritus Professor. 1898. Prof. Graham Lusk resigned. 27 V. GRADUATE SCHOOL. 1 841. First step taken toward the organization of graduate instruction. Appointment of Edward E. Salisbury to the chair of Arabic and Sanskrit. 1846. Establishment of a Professorship in Agricultural Chem- istry (or the Application of Science to Agriculture), with Prof. John P. Norton as incumbent. Establishment of Professorship in Practical or Applied Chemistry (or Chemistry, Mineralogy, and Geology) with Professor Benjamin Silliman as incumbent. 1847. Formal establishment of this new Department, called the Department of Philosophy and the Arts. Courses of instruction offered in Greek, Latin, Mathe- matics, Philosophy, and Science. Chemical Laboratory opened for the Graduate Depart- ment in the building previously used as the President's house. 1852. Degree of Bachelor of Philosophy first conferred, after two years' study in this Department. Chair of Civil Engineering established, with Prof. Wil- liam A. Norton as incumbent. 1854. Establishment of a separate Professorship in Sanskrit, and Mr. William D. Whitney appointed. Instruction in Chemistry and Engineering separated from other instruction in the Graduate Department, and designated the Yale Scientific School. 1866. Chair of Paleontology established, with Prof. Othniel C. Marsh as incumbent. GRADUATE SCHOOL. 419 Degree of Doctor of Philosophy first conferred. (Upon Eugene Schuyler, LL.D., James Morris Whiton, and Arthur Williams Wright.) Women first admitted to the Graduate Department. An office of Dean of the Graduate Department created, and Prof. Arthur T. Hadley elected to the position. The second floor of the house, corner of Elm and High Streets, furnished for the use of young women in this Department. , Professor Hadley resigned as Dean of this Department. Prof. Andrew W. Phillips elected to succeed Professor Hadley, as Dean of the Graduate Department. Formal organization effected, with Administrative Com- mittee of twelve, and a Dean's office opened at 90 High Street. VI. THE LAW SCHOOL. THIRST instruction in Law in New Haven conducted by ■■• Hon. Seth P. Staples (Yale,* 1797), early in the present century. 1 80 1. Professorship in Law established at Yale by President Dwight, more for the purpose of lectures than pre- paration for practice, and Hon. Elizur Goodrich ap- pointed to the chair. 1810. Resignation of Professor Goodrich, because of pressure of other duties. 1822. Samuel J. Hitchcock invited to assist Hon. S. P. Staples in instructing his law pupils. 1824. Mr. Staples removed to New York, leaving Mr. Hitch- cock and Judge Daggett in charge of his school. In this year, names of Mr. Staples' pupils were published in the "College Catalogue." 1826. Connection between Yale College and the private Law School made more distinct through the election of Judge David Daggett to the Kent Professorship of Law at Yale (a professorship established by the friends of Chancellor Kent). 1842. Isaac H. Townsend began instruction in Law. He was appointed full professor in 1846, but died the follow- ing year. During this period also, Judge William L. Storrs and Mr. Henry White assisted in instruction. 1843. The Staples School, conducted by Samuel J. Hitchcock and Judge David Daggett, formally placed under con- trol of the College Corporation. Degree of Bachelor of Laws conferred upon graduates for the first time. THE LAW SCHOOL. 421 1845. Death of Professor Hitchcock. 1846. Judge William L. Storrs appointed Professor of Law, succeeding Judge Hitchcock. 1847. Judge Daggett, Judge Storrs, and Mr. Henry White re- signed. A new Law Faculty formed, consisting of Governor Clark Bissell and Hon. Henry Dutton. 1855. Professor Bissell resigned, and Hon. Thomas B. Osborne appointed to succeed him. 1865. Resignation of Hon. Thomas B. Osborne. 1869. Death of Governor Dutton. Law Department placed in charge of Messrs. Simeon E. Baldwin, William C. Robinson, and Johnson T. Piatt. 187 1. Jewell prizes founded. 1872. Hon. Francis Wayland appointed Professor of Law, and Dean of the School. Messrs. Robinson, Baldwin, and Piatt appointed to full Professorships. The Law School provided with apartments in the County Court House. 1874. Townsend prize founded. 1875. Betts prize founded. 1876. An advanced course in Law and Political Science provided. 1878. A chair of International Law established, and Mr. Theodore S. Woolsey appointed thereto. 1 88 1. A chair of Pleading established, and Mr. Wm. K. Town- send appointed Professor. 1887. Edward J. Phelps professorship founded. 1888. The Edward J. Phelps professorship assigned to Wm. K. Townsend. 1890. January 23, Prof. Johnson T. Piatt died. 1894. Work on the new Law School Building begun in June. 422 APPENDICES. Decision made to lengthen the course of study from two years to three years. Mr. Morris F. Tyler appointed Professor of General Jurisprudence. 1895. The Law School moved into its new building on Elm Street, between Temple and College Streets. Prof. William C. Robinson resigned. Asst. Prof. George D. Watrous elected full Professor of Contracts and Torts. 1897. Asst. Prof. John Wurts elected to full Professorship in Elementary Law, Real Property, and Trusts. Three years course inaugurated. 1898. Hon. David Torrance of the Supreme Court of Errors appointed full Professor of Evidence. VII. YALE SCHOOL OF THE FINE ARTS. 183 1. Trumbull Gallery erected for the exhibition of the paint- ings of Col. Trumbull. 1857-8. A course of Art lectures first given. 1864-66. A building erected on Chapel St. between College and High Sts. 1866. A department added by the Corporation, called the Yale School of the Fine Arts. 1867. Collection of Trumbull paintings transferred from Trum- bull Gallery to the new School of Fine Arts, 1869. Mr. John F. Weir elected Professor of Painting and Design, and Director of the School. Mr. D. Cady Eaton elected Professor of the History of Art. 18 7 1. Mr. John H. Niemeyer elected Professor of Drawing. 1876. Professor Eaton resigned. 1879. James M. Hoppin appointed Professor of the History of Art, succeeding Professor Eaton. Courses of technical instruction provided, and both sexes admitted. 1891. Degree of Bachelor of Fine Arts conferred for the first time, in June. Alice Kimball English prize founded. 1894. A fellowship prize of fifteen hundred dollars established by the Corporation, to be awarded in June, 1897. 1895. William Wirt Winchester Fellowship Prize founded. Preparation of a plaster cast for the statue of President Woolsey, by Professor Weir. 1897. The Winchester prize awarded for the first time. The Alden wood-carvings purchased. VIII. TABLES SHOWING ATTENDANCE OF STUDENTS AT YALE IN EACH YEAR FROM ITS FOUNDATION. IN the following table, in the years from 1710 (at which time the four-year course is known to have been established) to 1796, the attendance is estimated from the number of men in each class at graduation, no other records being available. Year. Academic Dept. Year. Academic Dept. Year. Academic Dept. 1701-1702 I I733-J734 8l 1765-1766 Il6 I 702-I 703 8 1734-1735 82 1 766-1767 98 I 703-I 704 * I 735~ I 73 6 68 1767-1768 93 1704-1705 * I736- J 737 70 1768-1769 87 1705-1706 * I737-I73 8 66 1769-1770 97 I 706-I 707 * i73 8 -!739 68 I 770-1 77 I 108 1707-1708 * i739-!740 82 1771-1772 124 1708-1709 * _i 740-1 741 76 1772-1773 !34 1709-17 10 # 1741-1742 83 1773-1774 154 1710-17II 17 1742-1743 78 1774-1775 164 I7II-I7I2 17 1 743-1 744 82 1775-1776 163 1712-1713 18 1744-1745 103 1776-1777 157* I7I3-I7I4 20 1745^746 99 1777-1778 128 1714-1715 24 1 746-1747 104 1778-1779 114 I7I5-I7I6 2 5 1747-1748 98 1779-1780 122 1716-I717 3 2 1748-1749 76 I 780-I 78 I 147 1717-I718 41 1 749-1 750 70 1781-1782 190 1718-1719 36 1 7 50-1 75 1 69 1782-1783 215 1719-I72O 43 1751-1752 70 1783-1784 231 1720-1721 5i I75 2 -I753 89 1784-1785 214 1721-1722 46 1 7 53- 1 7 54 112 1785-1786 174 1722-1723 61 I7S4-I755 J 39 17S6-1787 147 1723-1724 60 1755-1756 165 1787-1788 116 1724-1725 54 1756-1757 165 1788-I7S9 "5 1725-1726 62 1757-1758' 154 1789-1790 122 I726-I727 57 17 58-1 759 *54 1790-1791 120 1727-1728 60 17 59-1 760 147 1791-1792 126 i 7 28-1 7 29 71 1760-1761 142 1792-1793 126 1729-173° 70 1761-1762 160 1 793-1 794 126 VoO-VS 1 66 1762-1763 !54 1794-1795 125 1731-1732 77 1763-1764 136 1795-1796 118 1732-1733 73 1 764-1 765 137 * Unknown. TABLES OF ATTENDANCE. 425 Unless otherwise stated, the following tables are compiled from catalogues now in existence : Year. Academic Dept. Year. Academic Dept. Year. Academic Dept. 1796-1797 I 797-I 798 I 798-I 799 1799-1800 I 800-I 80 I 1801-1802 "5 123 168 i95 217 217 I 802-I 803 1803-1804 I 804-I 805 1805-1806 I 806-I 807 1807-1808 242 2 33 200 222 204 196 1808-1809 1809-1810 1810-1811 1811-1812 1812-1813 183 228 255 3°S 3*3 Medical Department added, 181 3, and first mention of Resident Graduates, found in 18 14. Year. Academic Resident Medical Total. Department. Graduates. Department. 1813-1814 291 37 328 1814-1815 277 16 57 350 1815-1816 271 17 64 352 1816-1817 251 18 29* 298 1817-1818 262 21 5° ■ 333 1818-1819 265 29 55 349 1819-1820 282 3° 64 376 1820-1821 3 J 9 31 62 412 1821-1822 325 4 78 407 1822-1823 37i 18 92 481 1823-1824 374 28 71 473 * Estimated from records of graduation in triennial catalogue. Theological and Law Departments added. Year. Acad. Res. Medical Theol. Law Total. Twice Net Dept. Grad. Dept. Dept. Dept. Inserted. Total. 1824-1825 349 80 17 J 3 459 1825-1826 356 75 23 16 470 1826-1827 329 4 80 31 10 454 1827-1828 335 5 9i 50 20 5°i 1828-1829 325 7 68 54 20 474 1829-1830 359 6 61 49 21 496 426 APPENDICES. Year. Acad. Res. Medical Theol. Law Total. Twice Net Dept. Grad. Dept. Dept. Dept. Inserted. Total. 1830-1831 346 4 69 5° 33 502 1831-1832 33 1 4 48 42 44 469 1832-1833 354 46* 49 31 480 1833-1834 376 50* 55 39 520 1834-1835 354 S3* 53 43 5°3 1835-1836 413 5 60 63 31 572 1836-1837 411 2 50 7 b 3 1 570 1837-1838 403 2 48 82 33 S68 4 564 1838-1839 411 46 74 32 5 6 3 2 56i I 839-I 840 438 2 45 78 45 608 1840-1841 429 5 2 61 32 574 1841-1842 410 3 47 59 3i 55° 1842-1843 376 3 52 76 3° 537 1843-1844 383 6 60 66 44 559 I 844-I 845 394 5 43 64 36 542 1845-1846 424 5 53 67 39 588 I 846- I 847 422 5 52 53 52 584 * Estimated from records of graduation in triennial catalogue. Department of Philosophy and the Arts added. (Resident Graduates included under head of Philos. and the Arts.) Year. Acad. Dept. Med. Dept. Theolog. Dept. Law Dept. Philos. and the Arts. Total. Twice Inserted. Total. 1847-1848 379 45 44 41 II 520 I 848-I 849 385 38 45 35 14 517 i 849-1 8 50 38b 41 52 33 20 532 I S3* 1850-1851 432 .38 38 26 21 555 1851-1852 440 37 38 27 16 558 1852-1853 446 35 37 39 46 603 1853-1854 443 4i 27 38 45 594 1854-1855 45° 46 24 25 60 605 1855-1856 473 3 2 25 26 63 619 1856-1857 472 27 23 30 46 598 1857-1858 447 29 22 3i 36 565 1858-1859 456 34 21 33 36 580 2 578 1859-1860 502 45 27 28 40 642 I 641 1 860-1 861 521 38 22 30 38 649 1861-1862 462 38 27 28 44 599 1862-1863 460 5 1 25 34 47 617 1863-1864 47i 45 28 3 1 57 632 1864-1865 458 47 23 32 84 644 1865-1866 490 4i 24 35 92 682 TABLES OF ATTENDANCE. 427 The tabulation of students in the Department of Philosophy and the Arts is divided into two parts : I. Graduate students in philosophy, etc., and Special students in same, and II. Graduates . and undergraduates in the Sheffield Scientific School. Year. Acad. Dept. Med. Dept. Theol. Dept. Law Dept. Philos. and the Arts. Sheffield Scientific School. Total. In- serted Twice. Total. 1866-1867 500 3 1 3° 26 3 II 9 709 I 867-1 868 5°5 24 32 16 2 I20 699 1868-1869 519 23 25 17 8 132 . . 724 1869-1870 S I8 28 35 18 2 139 740 4 736 1870-1871 522 33 55 23 2 123 7S8 3 755 1871-1872 5 2 7 26 69 21 27 147 817 8 809 School of Fine Arts added. u rt OQ T3& en -d £< O v °l c j=.S H 1872-1873 517 24 96 36 54 200 13 940 36 904 1873-1874 512 32 IOI 46 b 4 242 6 IOO3 48 955 1874-1875 S37 50 103 53 62 248 21 1074 43 1031 1875-1876 582 42 99 76 63 224 30 IIl6 65 1051 1876-1877 569 36 95 60 69 206 16 1051 3° 1021 1877-1878 577 5« 107 59 So 194 23 1066 27 1039 1878-1879 587 5* 67 68 46 194 30 I050 28 1022 1879-1880 5«i 32 88 74 39 175 39 1028 25 1003 1880-1881 612 25 93 64 29 190 46 1059 22 1037 1881-1882 601 21 97 68 44 185 SO 1066 24 1042 I 882-1 883 611 3° 106 «5 4i 206 40 1119 23 1096 I883-I8S4 612 31 99 69 30 212 49 1 102 10 1092 1884-1885 580 27 107 68 37 249 40 1 108 22 1086 1885-1886 S63 28 no 62 42 251 48 1 104 28 1076 1886-1887 57o 27 108 79 5o 279 44 1 163 29 "34 1887-1888 614 2b 117 94 69 29I S« 1269 24 1245 1888-1889 688 35 1.33 106 79 308 47 1396 3i ^65 I 889-1 890 73^ 54 136 in 81 343 42 I503 26 1477 1890-1891 832 63 139 116 104 379 44 1677 32 1645 1891-1892 888 74 122 J 55 76 461 37 1813 29 1784 428 APPENDICES. Department of Music added. "d o5 18 ft bi . .So. p. "5 = 8 i°l 0. > T3 P< a V SB u •~.c Is 3 a "3 c H Is H 1892-1893 966 76 109 171 I2 5 529 3 1 7 2014 45 1969 1 893-1 894 1086 80 119 188 *43 601 30 9 2256 54 2202 1894-1895 1 150 100 116 195 138 662 41 25 2427 77 2350 1895-1896 1 199 125 «>s 224 176 584 46 53 2512 97 2415 1896-1897 1237 i3« 104 213 227 553 S3 76 2601 106 2495 1 897-1 898 1 241 128 102 198 262 543 78 70 2622 122 2500 1898-1899 1224 no 95 194 283 567 84 76 2633 122 25II These are mentioned in the catalogues but are not included in the totals. 1896-1897 Courses for Teachers 120 1897-1898 " " 145 1898-1899 " " 163 IX. TABLE OF GIFTS. THE following table shows the main sources from which the larger gifts of money and land and books and build- ings have come to Yale since her foundation. This cannot be absolutely complete, for the records, particu- larly of the early times, are far from perfect. It is believed, however, that there are here set forth the main sources of in- come of the earliest time, and all the gifts of considerable amount in latter days. In the case of land and books, it is not always attempted to give the valuation. The great Lampson bequest is not mentioned, being at this time still in litigation. The tabulations in Ebenezer Baldwin's history, the records in Kingsley's "Yale College," and in Dexter's " Yale University," and the tabulations in President Dwight's reports are the sources chiefly used. The table follows : — Administration of Abraham Pierson, 1701-1707. For use of College, by Hon. James Fitch, 1701, six hundred acres in Killingly. Annual subsidy by Legislature, £120 "country pay" which equalled ^60 Small house by Nathaniel Lynde, 1702. Administration of Samuel Andrew, 1707-1719. Seven hundred and twenty volumes " of great value " sent from England by several famous Englishmen, in 17 14. For buildings, by the State, 1715 .£250 Realized from goods sent by Governor Yale, 1718 . . . ^562, 12J For College expenses by Madame Saltonstall, 1717 ^10 For College expenses by Jahaleel Brenton, 17 18 ^50 Several gifts of land by New Haven people. 43° APPENDICES. Administration of Timothy Cutter, 1719-1722. For rector's house by private subscription, about £$2 The General Assembly by impost on rum for the same purpose £n$ Administration of Elisha Williams, 1726-1739. Extra government grants three hundred acres. Estate of Whitehall near Newport, ninety-six acres by George Berkeley, 1733. One thousand choice volumes by George Berkeley, 1733, valued at £400 Subscription for surveying instruments, etc., by Joseph Thompson and sundry other gentlemen ^58 Administration of Thomas Clap, 1740-1766. 1742. General Assembly for a new kitchen and fence about the rector's house, and new covering for the President's house . . „. ^130 South Middle and land on which it stands by Colony Legisla- ture, from a lottery, 1750-1752 (valued at) ,£1,660 Towards fund for Professor of Divinity by Hon. Col. Philip Liv- ingston ,£28, 10s. Land for house for Professor of Divinity by President Clap . ,£40 For house for Professor of Divinity, by subscriptions . . . . ^102 For building the chapel by popular subscriptions £205 By the General Assembly toward finishing the chapel . ^245, ly. Richard Jackson toward finishing the chapel ;£ioo Administration of Naphtali Daggett, 1766-1777. 1770. Governor Trumbull, land $100.00 1777. Mrs. Elizabeth Smith $200.00 Administration of Ezra Stiles, 1 778-1 795. 1781. Towards a fund for endowment of Professorship of He- brew, by Richard Salter, a tract of land, avails now amount to $3,700.00 Permanent fund by Dr. Daniel Lathrop ^5 00 Towards fund for purchase of philosophical apparatus, by Samuel Lockwood ;£ioo For benefit of library by Samuel Lockwood $1,122.33 As a result of a closer union with the State, grants were ob- tained amounting to ^2,500, and South College built, 1793-94; also fund for Professorships started. TABLE OF GIFTS. 431 1807. Hon. Oliver Wolcott for a library fund .... $2,000.00 1813. Nineteen hundred acres of land in Holland, Vt., by Isaac Beers of New Haven. Administration of Timothy Dwight, 1795-1817. Medical School building by the State, 1814 $30,000.00 Administration of Jeremiah Day, 1817-1846. Without conditions, by Noah Linsley $3,000.00 For library fund, by John T. Norton $5,000.00 For library fund, Dr. Alfred E. Perkins $10,000.00 1822. Endowment fund for new Theological Professorship, by popular subscription $27,612.44 Donations to Sacred Literature Professorship $9,229.22 Donations for Theological purposes $1,530.00 Endowment of Professorship of Natural Philosophy, by Israel Munson $15,000.00 1823. For use of College, by Sheldon Clark, property in Ox- ford, Conn., value now about $38,000.00 For use of College, from David C. De Forest $5,000.00 1825. Popular subscription in New Haven and New York to pur- chase " Gibbs Mineralogical Cabinet " $14,300.00 Endowment of Silliman Professorship of Natural History, by Edward E. Salisbury and others upwards of $10,000.00 Arthur Tappar of New York $4,100.00 1831. From the Legislature $7,000.00 Raised by popular subscription, 1831-1836, $100,000.00, of which $82,950.00 was given especially for the support of the Academical Department. 1832. Trumbull Gallery (now Treasury Building) from the State $7,000.00 Fund for indigent students by Solomon Langdon, 1835 . . $4,000.00 Administration of Theodore Dwight Woolsey, 1846-1871. Endowment for the Professorship of Modern Languages by Augustus R. Street $12,560.00 1848. Donation by Mr. Lewis $2,545.85 Four Scholarships for Freshmen by President Woolsey, $1,000.00 each $4,000.00 The Bristed Scholarship for Sophomores and Juniors, so called because given by Charles Astor Bristed, 1848 $1,350.00 Subscriptions started in 1852 and completed in 1854 and called 432 APPENDICES. "Fund of 1854," amounted to $106,390.00 of which $70,000.00 was devoted to Academical Department. 1853-1857. From Linonia and Brothers for Alumni Hall Fund $1 1,099.88 1854. Battell fund for sacred music $5,000.00 1855. Funds for Scientific Agriculture and applied science $15,000.00 Funds for the Theological Department by Chauncey A. Good- rich $10,000.00 Benjamin Hoppin $15,000.00 Miss Lucretia Deming $5,000.00 Legacy of William Burroughs $10,000.00 1859. For the Sheffield Scientific School, J. E. Sheffield purchased and enlarged the old Medical College, and stocked it with apparatus, at an expense of $150,000.00 For fund for endowment of Professorships in the Sheffield Scien- tific School, by J. E. Sheffield $50,000.00 1 861. Fund for Professorship of Modern Languages . . $5>955.6b 1863. Donations for Sanskrit Professorship Fund . . . $12,000.00 1865. Donations for a library fund for Sheffield Scientific School by J. E. Sheffield $10,000.00 1864. Donations to New Chapel Fund $3,000.00 to Professorship of Botany fund $20,000.00 For library fund Academic Department accumulations of legacy bequeathed by Addin Lewis $5,000.00 1864. Root scholarship fund in Theological School . . $18,500.00 Funds for instruction in Theological School by Governor William A. Buckingham $25,000.00 Endowment for the chair of Ecclesiastical History by Augustus R. Street, 1868 $50,000.00 For Sheffield Scientific School, from the State the income of $135,000.00 Museum of Natural History, by George Peabody, 1866 . $150,000.00 Building for School of Fine Arts, by Augustus R. Street (1864) approximately $200,000.00 Endowment and gifts for same by Mr. and Mrs. A. R. Street $117,000.00 Endowment for Professorship of Hebrew, by Samuel Holmes, 1868 $14,000.00 Holmes Scholarship in the Academical Department by Samuel Holmes $1,000.00 East Divinity Hall, by Messrs. A. and C. Benedict, 1870 . $20,000.00 William E. Dodge $10,000.00 Prof. S. F. B. Morse = $10,000.00 Aaron Benedict $10,000.00 By Daniel Hand $10,000.00 other sums amounting to $93,000.00 TABLE OF GIFTS. 433 1871. Marquand Chapel, building, heating apparatus, carpeting, and furniture, by Frederick Marquand, over $27,000.00 A reference library for the Divinity School, by Henry Trow- bridge, 1870, 2,000 volumes. For foundation of a lectureship on Preaching, in the Divinity School by Henry W. Sage $10,000.00 Farnam Hall, by Hon. Henry Farnam $60,000.00 1870. (Total cost of Farnam Hall $125,000.00) Durfee Hall, by Bradford M. C. Durfee, 1871 .... $130,000.00 Endowment for Professorship of Sanskrit, by Edward E. Salis- bury, 1870 ' $50,000.00 Endowment for Professorship of Dynamical Engineering, by Mrs. Susan K. Higgin, Liverpool, England ^5,000 Permanent fund for Endowment of Sheffield Scientific School by J. E. Sheffield $75,000.00 others $55,000.00 For Observatory, by Mrs. James A. Hillhouse and daughters, six acres, 1858. For same purpose, by Hon. O. F. Winchester, 1871, thirty-two acres. Administration of Noah Porter, 1871-1886. West Divinity Hall by Frederick Marquand, one half expense, 1874 $80,000.00 For the same purpose by Charles Benedict $10,000.00 James E. English $5,000.00 Wells Southworth $5,000.00 John De Forest $5,000.00 Eli Curtis $5,000.00 Daniel Hand $7,000.00 Other subscriptions $43,000.00 Soldiers' Memorial Fellowship, by Mrs. Theodosia D. Wheeler, 1875 $10,000.00 Douglas Fellowship, by Mrs. Mary Ann Douglas Miller, 1873 [in- come equals $600]. Foote Fellowship, by H. W. Foote $25,000.00 Fund in Elocution in Divinity School, by Frederick Marquand, 1874 $5,000.00 For musical Library Fund in Divinity School, by Mrs. Irene Bat- tell Larned, 1877 $5,000.00 For same purpose, other subscriptions $18,000.00 Woolsey Fund, by general subscription $168,000.00 Funds for Academical Department, by Dr. T. Dwight Porter, 1878-1880 $115,000.00 28 434 APPENDICES. Without conditions (used for aid of needy students in Academi- cal Department) estate of Henry T. Morgan $86,000.00 Assistance of indigent students, bequest of Hon. Henry L. Ells- worth died in 1858, available first in 1876, now amounts to . $56,000.00 Lawrance Hall by Mr. and Mrs. Francis C. Lawrance, parents of Thomas Garner Lawrance, '84, 1885-1886 $50,000.00 D wight Hall, by Elbert B. Monroe, 1 885-1886 $60,000.00 Battell Chapel, by Hon Joseph Battell, 1874 .... $200,000.00 North Sheffield Hall, by Joseph E. Sheffield, land on which it stands, and building valued at (1875) $100,000.00 Dunham Fund, by Austin Dunham $10,000.00 others $12,623.00 Endowment of chair of Biblical Theology, by Henry Winkley $50,000.00 General Fund of the Divinity School, by Asa Otis . . . $25,000.00 For books for Law School Library, by friends $25,000.00 Permanent library fund for Law School, by James E. Eng- lish $10,000.00 General Fund of Medical School, by John De Forest, 1877 $5,000.00 Endowment of Professorship of Common Law, by Hon. La Fay- ette S. Foster, 1880 $60,000.00 For Department of Comparative Anatomy, by Dr. Henry Bron- son, in 1878 $5,090.00 1880 $5,000.00 1883 $5,000.00 For library funds in the Academical Department, by the Class 1872 $2,095.00 For Leavenworth Scholarship Fund, by Elias W. Leavenworth $5,400.00 For Kent Laboratory, by Albert E. Kent, 1885 .... $30,000.00 Administration of Timothy Dwight, 1886-1898. Professorship of Comparative Anatomy, by Dr. Henry Bronson (in addition to $15,000 previously given) $2,500.00 To increase the De Forest Fund for Mathematical Prizes, by Erastus L. De Forest $4,000.00 For the furtherance of Latin studies, by the daughters of Lucius F. Robinson of Hartford $5,000.00 For Woolsey Fund by Rev. Edgar L. Heermance . . . $1,000.00 For Sloane Laboratory by John Sloane $5,000.00 For Sloane Laboratory by Thomas C. Sloane $3,000.00 For Leavenworth Scholarship Fund, by Hon. Elias W. Leaven- worth, in addition to $5,400.00 previously given $2,500.00 TABLE OF GIFTS. 435 For Kent Laboratory by Albert E. Kent in addition to $30,000.00 previously given $45,000.00 Edward J.Phelps Professorship of Commercial Law and Contracts in the Law Department, by an anonymous donor .... $25,000.00 For general fund of the Theological Department by Morris K. Jesup $2,500.00 Chittenden Library by Hon. Simeon B. Chittenden . . . $100,000.00 Mrs. Miriam Osborn for a new building for lecture and recita- tion rooms $125,000.00 For fund and expenses of the Semitic Professorship, small sums amounting to $7,700.00 For the expenses of the Observatory, a total of ... . $1,850.00 For new gymnasium a total of $5,450.00 Hugh Chamberlin Scholarship, by Hon. Daniel H. Chamber- lin $1,500.00 For the Department of Comparative Astronomy by Dr. Henry Bronson (in addition to previous gifts) $10,500.00 For general purposes by Alexander Duncan $20,000.00 For general purposes from estate of Mrs. Urania Battell Humph- rey $15,000.00 To increase Lamed Scholarship Funds from estate of Mrs. Urania Battell Humphrey $6,000.00 To increase funds for instruction in Music from estate of Mrs. Urania Battell Humphrey $5,000.00 For funds for instruction in Mathematics, by Erastus L. De Forest $10,000.00 Fund for Scholarships from estate of Dr. Charles L. Ives $5,000.00 For foundation of a Professorship of Greek by Dr. Alvan Tal- cott $25,000.00 For Henry J. Ten Eyck Prizes, by the Kingsley Trust Associa- tion $2,600.00 For general purposes by Rev. Dr. Burdett Hart .... $6,388.00 For funds of the University by Oliver B. Jennings . . . $5,000.00 For Recitation Building from the donor an additional . . $35,000.00 For aid of students in the Divinity School, by an anonymous donor $2,000.00 For Professorship of Semitic Languages $3,200.00 For general fund of the Divinity School, by Robert Peck $1,000.00 For the income of the Medical School by an anonymous donor $1,260.00 For the salary of an Assistant in the Department of Semitic Lan- guages, by an anonymous donor $3,000.00 436 APPENDICES. For Chittenden Library, by Hon. Simeon B. Chittenden, in ad- dition to $100,000.00 previously given $25,000.00 Also a memorial window. Avails of the estate of Henry L. Ellsworth .... . $25,000.00 For funds of the Divinity School by Alfred S. Barnes . . $1,000.00 From a friend for the aid of students $1,200.00 For scholarship funds in the Divinity School, by Walter W. Seymour $9,000.00 For John C. Holley Memorial Fund $2,000.00 1888-1889. Funds for Academical Department, from estate of Philip Marrett of New Haven $130,000.00 Avails of the estate of Henry L. Ellsworth $13,641.52 Repairs on Farnam Hall, by Mrs. Henry Farnam . . . $2,000.00 For foundation of Woolsey Professorship of Biblical Literature by "certain gentlemen" $50,000.00 For foundation of the John Sloane Fellowship, by John Sloane, New York $10,000.00 For Department of Comparative Anatomy by Dr. Henry Bronson in addition to $28,090.00 previously given $24,963.65 The George W. Nichols Memorial Fund, by Rev. Dr. George W. Nichols $5,000.00 For foundation of Scott Hurtt Scholarship, in Academic Depart- ment, by classmates and friends of B. Scott Hurtt, '78 . . $5,000.00 For foundation of William L. Storrs Lectureship in the Law De- partment, by the Misses E. T. and M. A. Robinson . . . $5,000.00 For Holmes Professorship of the Hebrew Language and Litera- ture, in the Theological Department, by Samuel Holmes (in addition of $14,000.00 previously given) $11,000.00 For Holmes Scholarships in the Academical Department by Samuel Holmes (in addition to $1,000 formerly given) . . $3,000.00 To the income of the Medical School from two anonymous donors $2,750.00 For Sheffield Scientific School, from estate of Joseph E. Shef- field, real estate, including the Sheffield mansion and grounds, appraised value $182,000.00 For Professorship of Semitic Languages, by Hon. Robbins Battell and Miss Anna Battell $2,000.00 For aid of students in the Divinity School, by "a friend" $1,000.00 For the salary of Assistants in the Department of Semitic Lan- guages, by " two friends of Bible study " $1,500.00 TABLE OF GIFTS. 437 For Osborn Hall, by Mrs. Osborn (in addition to $160,000.00 pre- viously, given) $20,000.00 For Astronomical Observatory, by Prof. Elias Loomis, the income of $100,000.00 For fund for new Gymnasium, contributions (in addition to $12,450.00 previously given) amount to ...... $137,000.00 For Professorship in Semitic Languages, sums amounting to $1,675.00 1889-1890. For Department of Comparative Anatomy, by Dr. Henry Bronson (in addition to $53,053.65 previously given) $27,246.35 For general funds of the University, by Mrs. Harriet T. Leaven- worth $15,000.00 For funds of the University Library, from estate of George Gabriel „ $10,000.00 For scholarship funds of the Theological Department by the same $5,000.00 For a new Dormitory building on the College grounds, for Aca- demical Department, by "a friend" (Pierce N. Welch) . $125,000.00 Salary of Professor of Music, by Mrs. Ellen Battell Eldridge $1,000.00 For Income of the Sheffield Scientific School, by Mrs. Henry Farnam $4,000.00 Improvements at the Sloane Laboratory, byThomas C. Sloane $1,125.71 For aid of students in the Divinity School, by " a friend ". $1,000.00 For the Astronomical Observatory, from estate of Prof. Elias Loomis $12,415.51 For purchase of the Barringer Collection of Egyptian Antiquities by Hon. William Walter Phelps $1,500.00 For the income of the University Library by the same donor $3,000.00 For foundation of Waterman Scholarships in the Academical De- partment, from estate of Thomas Glasby Waterman .... $40,000.00 For Henry Allis Scholarship Fund in the Theological Depart- ment, from estate of Mrs. Emily W. Colton $9,000.00 For organ in Marquand Chapel, by "a friend" $1,750.00 Contributions for new Gymnasium (in addition to $149,450.00 pre- viously mentioned) $28,050.00 Charles Jesup Fund in the Divinity School, by Morris K. Jesup $50,000.00 Contributions to the Alumni University Fund $9,238.60 For books for Kent Laboratory, by Albert E. Kent . . . $1,000.00 From two friends for the salary of Assistants in Semitic Lan- guages $1,500.00 438 APPENDICES. 1890-1891. For general funds of the University, from estate of Daniel B. Fayerweather $74,300.94 For general funds of the Sheffield Scientific School, from estate of Daniel B. Fayerweather $37,150.46 Endowment for Professorship of Mathematics in the Sheffield Sci- entific School, from estate of James E. English $20,000.00 Funds for the University Library, from estate of James E. Eng- lish $10,000.00 New building for Sheffield Scientific School, by Prof. Henry W. Farnam $10,250.00 For income of the University Library, by Hon. William Walter Phelps $3,000.00 For Sloane Laboratory, from estate of Thomas C. Sloane $75,000.00 Salary of Professor of Music, by Mrs. Ellen Battell Eldridge $1,000.00 For Marett Scholarship Fund, from estate of Philip Marett $2,294.95 For Medical Department by Mrs. Henry Farnam . . . $5,000.00 For income of Sheffield Scientific School, by Mrs. Henry Far- nam $2,000.00 For further endowment of the Edward J. Phelps Professorship in the Law School, by J. Pierpont Morgan $25,000.00 For Scholarship fund of the Academical Department, from estate of Joseph A. Christman $22,631.53 Salary of an instructor in English in the Academical Department, by Edward W. Southworth $1,000.00 For Henry W. Allis Scholarship Fund in the Theological Depart- ment, from estate of Mrs. Emily W. Colton (in addition to $9,000.00 previously mentioned) $2,000.00 For the aid of students in the Divinity School .... $1,000.00 For repairs on East Divinity Hall, a total of $6,600.00 For Yale Infirmary, sums amounting to $13,248.00 For the Medical School by Dr. Job Kenyon $1,000.00 For the new building for Sheffield Scientific School, by Prof. George J. Brush $1,000.00 Thomas G. Bennett $1,000.00 A. B. Hill $1,000.00 Contributions to the Alumni University Fund .... $6,499.61 For Sheffield Scientific School, by United States appropria- tions $48,000.00 Contributions to new Gymnasium (in addition to $177,500.00 pre- viously mentioned) $22,071.87 For Susan B. Dwight Fellowship in the Theological Department, by "a friend" $3,500.00 TABLE OF GIFTS. 439 For general funds of the University, from estate of Russell A. Bigelow . $2,000.00 1891-1892. For the Yale Infirmary, by Mrs. William Walter Phelps through Mrs. Cornelius Vanderbilt, Treasurer of the New York Committee of Ladies, by several ladies in Pittsburgh, and by other subscrip- tions $22,150.00 Winchester Hall, by Mrs. Jane E. Winchester .... $130,000.00 Alfred Barnes Palmer Scholarship in the Academical Depart- ment, by Rev. Charles Ray Palmer $5,000.00 Repairs on Farnam Hall, by Mrs. Henry Farnam . . . $1,000.00 Mrs. Henry Farnam for Medical School Building Fund . $1,000.00 For income of Medical School, by Mrs. Henry Farnam . $4,000.00 For Henry W. Allis Scholarship Fund, in the Theological De- partment, from estate of Mrs. Emily W. Colton (in addition to $11,000.00 previously mentioned) $3,043.50 Salary of a stenographer for the University, by Matthew C. D. Borden $1,000.00 From estate of D. B. Fayerweather for funds of University $79,940.65 Sheffield Scientific School $37,970.32 For new building for Sheffield Scientific School, by Hon. William Walter Phelps $5,000.00 For Medical School Building Fund by Hon. William Walter Phelps $1,000.00 three friends $6,000.00 small sums $6,290.00 Mrs. Henry Farnam $1,000.00 For income of the University Library, by Hon. William Walter Phelps $3,000.00 Contributions to the Alumni University Fund .... $6,712.67 of which $5,000.00 was assigned to income of year. To provide for the chair of Professor Sumner, during his absence in Europe, by H. F. Dimock, O. H. Payne, and W. C. Whitney $2,000.00 For aid of students in Divinity School, by " a friend" . . $1,000.00 small sums $1,093.20 For l Sheffield Scientific School, by United States appropria- tion $18,000.00 Salary of Professor of Music, by Mrs. Ellen Battell Eldridge $1,000.00 For aid of students, by " a friend " $1,230.34 Funds for instruction in the Theological Department, from estate of Mrs. Caroline E. Washburn $25,000.00 For new Gymnasium (in addition to $197,571.87 previously men- tioned) $11,919.91 44© APPENDICES. For general fund of the University, from estate of Lyell T. Adams $4,000.00 For purchase of remarkable specimen of meteoric iron, by friends and sons of Professor Loomis $1,250.00 For purchase of furniture for the Infirmary, a total of . . $3,307.00 From estate of Mrs. E. P. Fogg for W. H. Fogg scholarship fund $38,000.00 1892-1893. Vanderbilt Hall, by Mr. and Mrs. Cornelius Vanderbilt. For foundation of Scott Hurtt Fellowship in the Academical De- partment, by Mrs. Sarah I. Hurtt $12,000.00 To found Thacfrer Memorial Prize Fund, by Class of 1842. $3,000.00 Yale Infirmary Endowment fund, by Mrs. Timothy Dwight $1,000.00 White Hall, by Dr. Andrew J. White $150,000.00 For Theological Department, from estate of Mrs. Mary C. L. Fitch $1,000.00 from estate of Ezekiel H. Trowbridge $5,000.00 by small sums $1,656.35 For University Library, by Hon. William Walter Phelps (the in- come of the Phelps legacy) $3,000.00 For income of the Medical Department, by Mrs. Henry Far- nam $3,000.00 For repairs in Farnam Hall $1,000.00 For new building for the Law Department, contributions amount- ing to $53,000.00 Contributions to the Alumni University Fund $7.749- I 5 For Woolsey Fund, payments in liquidation of National Bank of Missouri $1,830.20 For enlargement of Battell Chapel, by Hon. Robbins Battell and Mrs. Ellen Battell Eldridge $27,472.67 Alice Kimball English Prize Fund in Art School, by Mr. and Mrs. Henry F. English $1,000.00 Furniture for the Trophy room, by the Class of 1877 . . $1,500.00 For the new Gymnasium, a total of (in addition to $209,491.78 previously mentioned) $9,013.68 For University Library Fund, from estate of Mrs. Ellen Battell Eldridge $15,000.00 From a friend for poor students in the Divinity School . $1,000.00 For increase of endowment of Battell Professorship of Music, from estate of Mrs. Ellen Battell Eldridge $20,000.00 For the foundation of two graduate scholarships, to be known as TABLE OF GIFTS. 441 the Ellen Battell Eldridge Scholarships, from estate of Mrs. Ellen Battell Eldridge $24,000.00 From Mrs. E. K. Hunt for the Medical School .... $25,000.00 1893-1894. Benedict Fund by Frank W. Benedict $1,000.00 For foundation of Austin F. Howard Scholarship, in Academical Department, from estate of James T. Howard $4,426.81 For part expense of new Steam Heating Plant, by Cornelius Van- derbilt $14,000.00 For photographic apparatus for Observatory, by National Acad- emy of Science (an appropriation from income of a fund bequeathed the Academy by Prof. J. Lawrence Smith) $2,000.00 For White Hall, by Dr. Andrew J. White (in addition to $150,000.00 previously mentioned) $i3i539- 21 For University Library, by Hon. William Walter Phelps . $1,500.00 For income of the University, from Alumni University Fund $12,500.00 For Daniel Lord, Jr., Memorial Scholarship in Academical De- partment, by Daniel Lord $5,000.00 For Medical School Building Fund, by Pierce N. Welch . $1,000.00 For income of the Academical Department by Mrs. Henry Far- nam $1,000.00 For new Chemical Laboratory of Sheffield Scientific School, by Mrs. Henry Farnam $3,000.00 For income of the Medical School, by Mrs. Henry Farnam $1,800.00 For salary of Professor of Christian Ethics, in Theological De- partment, by J. H. Whittemore $2,400.00 For foundation of Mary A. Hotchkiss Scholarship, in Theological Department, by Female Educational Society of New Haven $1,000.00 For income of the Infirmary, small sums amounting to . $3,169.82 Dr. Andrew J. White for White Hall $13,539.21 For new Law School Building, a total of $11,000.00 From M. C. D. Borden for the Borden fund in the University $20,000.00 For aid of students in the Divinity School, a total of . . $1,760.00 From E. C. Billings for Emily Sanford Professorship of Eng- lish $52,500.00 1894-1895. For foundation of William Wirt Winchester Prize Fellowship, in the School of the Fine Arts, by Mrs. Jane E. Winchester . $15,000.00 White Hall, by Dr. Andrew J. White, (in addition to $163,539.21 previously given) $1,754.07 442 APPENDICES. For erection of Whitman Gates, by Mrs. Henry Farnara . $3,500.00 For income of Academical Department, by Mrs. Henry Far- nam $1,000.00 For income of the Medical Department by Mrs. Henry Far- nam $1,500.00 For Emily Sanford Professorship (in addition to $52,500 already given) $17,500.00 For University Library Fund, by Matthew C. D. Borden . $6,000.00 For Henry W. Allis Scholarship Fund, in Theological Department from estate of Mrs. Emily W. Colton (in addition to $15,275.00 previously given) $16,020.00 For University Library, from income of legacy of John J. Phelps $i.3 8 3-33 From estate of Martin S. Eichelberger $40,500.00 For new Gymnasium, a total of . $4,026.89 (in addition to $218,505.48 previously mentioned). For erection of Phelps Hall, from bequest of Hon. William Walter Phelps $50,000.00 by his family $20,000.00 For Theological Department, from estate of Mrs. Emily M. Fitch $30,000.00 For University Library, by Professor Henry W. Farnam . $10,000.00 For income of Theological Department, by J. H. Whittemore $3,200.00 For Elias W. Leavenworth Scholarship Fund, in the Academical Department, from estate of Elias W. Leavenworth .... $1,375.00 For foundation of Learned Scholarship, in the Academical De- partment, by Hon. William Law Learned $2,000.00 For new building for the Law Department, by John W. Hen- drie $5,000.00 Henry F. English $5,000.00 Pierce N. Welch $5,000.00 Prof. Simeon E. Baldwin $1,000.00 Prof. William K. Townsend $1,000.00 small sums $3>997-54 From estate of Daniel B. Fayerweather for general fund of Uni- versity $28,500.00 for funds of Scientific School $14,250.00 1895-1896. To found the Rochfort Fund, from estate of Thomas E. Rochfort, a legacy $1,000.00 To establish a departmental library for use of students in Social Science in Academical Department, by Mrs. Mary Boocock $4,000.00 TABLE OF GIFTS. 443 For immediate use in purchase of books for same, by Mrs. Mary Boocock $1,000.00 For foundation of Susan C. Clarke Scholarship in Theological Department, from estate of Miss Susan C. Clarke .... $5,000.00 For Building Fund in Law Department, by John W. Hendrie (in addition to $15,000.00 previously given) $10,000.00 For income of Theological Department, by J. H. Whittemore $3,200.00 For foundation of Downes Prize Fund, in Theological Depart- ment, by William E. Downes $3,000.00 For University Library by New York City Yale Alumni Associa- tion $1,600.00 For Sheffield Scientific School, by State of Connecticut . $154,604.45 (This sum is the equivalent of the sum constituting the Congres- sional Grant of 1862, together with interest due on same.) From a friend for the Law Department $12,600.00 For purchase of Riant Library, for University Library, by Mrs. Henry Farnam $3,000.00 From estate of Thomas C. Sloane $150,000.00 For income of University Library, by Mrs. Henry Farnam $1,000.00 For repairs on Farnam Hall, by Mrs. Henry Farnam . . $2,000.00 For income of Medical School, by Mrs. Henry Farnam . $1,000.00 For purchase of the Curtius Library, by Joshua M. Sears $5,000.00 To establish The President's Fund, in aid of students of limited means, by Class of 1842 $1,000.00 Funds for University Library, by Junior Promenade Committee of the Class of 1897 $1,500.00 1896-1897. For University Library Funds, from estate of Miss Anna H. Chit- tenden $1,000.00 For Marett Scholarship Fund, in the Academical Department, from estate of Philip Marett $19,789.52 For income of the University, by Treasurer of the Alumni Univer- sity Fund Association $8,709.80 For income of the Theological Department, by J. H. Whitte- more _ $3,200.00 For Medical School, from estate of George Bliss .... $50,000-00 For Building Fund of Law Department, by John W. Hendrie (in addition to $25,000.00 previously given) $25,000.00 For repairs on Farnam Hall, by Mrs. Henry Farnam . . $1,000.00 For income of Medical Department by Mrs. Henry Farnam $900.00 two anonymous donors $2,750.00 444 APPENDICES. For an isolating pavilion in connection with the care of the sick through Mrs. Josephine M. Dodge, Treasurer $8,142.26 For Sheffield Scientific School, from estate of Dr. John P. At- water, a plot of ground with a block of five houses valued at $20,000.00 For Daniel C. Eaton Graduate Scholarship, by Mrs. Caroline K. Eaton $2,000.00 To establish the Daniel C. Leavenworth Memorial Fund in the Medical Department, by Mrs. Daniel C. Leavenworth . . $1,000.00 From estate of D. B. Fayerweather for University funds . $113,467.48 Scientific School #9> 2 33-74 From Thomas C. Sloane estate $40,706.64 X. TABLE OF ADMINISTRATIONS. THE following table shows the number of students at the beginning of each administration and the number of students at the close of the administration. The same is shown of the number of men on the Faculty. The number of students given under the various Adminis- trations down to and including the beginning of the first Timo- thy Dwight' s, were found by adding together the lists of graduates for four successive years, found in the triennial catalogue. P-B 1701-1707 1707-1719 1719-1722 1726-1739 1740-1766 1766-1777 I778-I79S 1795-1817 1817-1846 I 846-1 87 I 1871-1886 1 886-1 898 Abraham Pierson . . . Samuel Andrew {pro tern.) Timothy Cutler .... Elisha Williams .... Thomas Clap .... Naphtali Daggett {pro tern) Ezra Stiles Timothy Dwight . . . Jeremiah Day .... Theodore Dwight Woolsey Noah Porter . . . Timothy Dwight ■*-> 1 <*»<*, HH , d *& CO «< A Sr ■27 feet in length. In 18555 boats of various sizes, and manned by varying numbers of men, were used in the race. Harvard had one boat, an eight-oared barge, 40 feet long, with coxswain, and a four-oared lapstreak, 32 feet long, with frame outrig- gers and without a coxswain. Yale had two boats, both six-oared, with coxswains. In 1858, Harvard used for the first time a pine shell, six-oared, 40 feet long, and weighing 150 pounds. In that year there was no race, owing to the sad accident to one of the Yale crew, Mr. Dunham, who was drowned. In 1859, Harvard's six-oared pine shell won the race. In 1865, Yale went in with a six-oared Spanish cedar shell, 49 feet long, with 22-inch beam and 1 1 inches deep, and weighing 176 pounds. This boat was matched against the Harvard cedar shell, 46 feet long, 25-inch beam, 8 inches deep, with a slight keel, and weighing 195 pounds. The Yale boat won. The time made was 17 minutes 42^- seconds over the mile and a half and return, at Lake Quinsigamond. The weather was fine and the water smooth. Up to this period the best time for the course had been 18 minutes and 53 seconds. Harvard the following year had her shell built 10 feet longer than that of the previous year, and 17 feet longer than Yale's of the previous year. It was 56 feet long, and had a 19-inch beam, and won the race easily. In the following year Harvard increased 462 YALE. the beam and shortened the length, having a 50-foot boat, as in 1865. The year after this Harvard again won in a boat of the same measurements. In 1870, Yale intro- duced the sliding seat, and her boat came in one minute and forty-five seconds ahead of Harvard, but owing to a foul the race was given to Harvard. In 1877, both Yale and Harvard used paper shells built in Troy. In 1881, Yale used the Davis rigging, and, rowing up in the forties, won by a length and a half. The following year Yale extended the Davis ideas to a boat 68 feet long, in which the men sat in pairs. Harvard, in an ordinary boat, won by half a length. The most interesting feature in connection with boat- building of the last thirty years has been the introduc- tion of the sliding seat and the questions thereby raised. It is not absolutely known who invented the sliding seat; but it is certain that the idea came from America, and the invention originated here. It is also positive that Yale was the first college crew to use it. There are two individuals who have been called the inventors, — a cer- tain Captain J. C. Babcock, and Walter Brown, at one time the American champion in single sculls. The greatest number of authorities favor Brown, and he is supposed to have first got the idea of the sliding seat from observing Renforth and Taylor slipping or sliding on their seats when rowing. This was when Brown was in England in training for a race with J. Sadler, in 1869. Sliding seats were first used in England in November, 1 87 1, although they had been tried by Yale in her race with Harvard in 1870. In this English race, which was for the championship of the Tyne, in four-oared boats, Winship's crew, who rode on sliding seats, quite easily beat Chamber's crew, who used the fixed seats. What ROWING AT YALE. 463 seemed at that time to settle the value of the sliding seat was that these same crews met shortly afterward in America, both rowing on fixed seats, and the result was reversed, as in two meetings Chamber's crew beat Winship's, and in the third meeting had a safe lead of 150 yards at the turning point, but lost by going out of their course. A most interesting discussion was carried on in the journals of that day by Mr. Knollys, of Magdalen Col- lege, Oxford, the winner of the Diamond and Wingfield sculls in 1872, and Mr. E. Warre. The gist of the matter was, however, that sliding seats were pretty thor- oughly approved of, although Warre, in one of his final letters, wrote as follows : — "But the advocates of the sliding system must not expect to see sliding crews always victorious over those who use fixed seats. Until I see the Henley course done in seven minutes by the sliding crew, I will not be rash enough to augur that the pace of that fine London crew of 1868, and of the Oxford Etonians of 1870, can be much improved upon by sliding." But, as Mr. Lehmann said to the writer, in dis- cussing some of these points recently, " We have done all that." The only thing that has militated against the slide, and that has tempted men to train crews on fixed seats at Yale and other colleges, — at any rate for a time in the earlier part of their training, — has been the tendency to slide too soon and lose control over the slide; so that there is no fixed point for the catch on the first grip of the water by the blade, and then the slide hesi- tates in its course, and also moves when back. For a long time among English oarsmen there had been a 464 YALE. question as to whether the slide should move quickly or slowly. All saw that it was necessary to feel the water well before sliding, and to get the first part of the stroke on before the seat commenced to move ; but there was much discussion as to whether, then, the slide should shoot back or go back slowly. One of the best authorities summed it up, however, by saying, he would as soon have said in the old system, " Put your weight on very slowly," as he would now, "Slide slowly." It might not pay for a crew to slide with a jerk, but the crew that shoots back after they get the power on will get the greatest drive. American crews have been taking a longer slide than the English crews, but are now shortening up again, and getting more body swing. In fact, all the crews at Poughkeepsie in 1897, and New London in 1898, exhibited a great deal more body swing than we have ever seen in this country since the introduction of the sliding seat. Yale's ideas in this direction, as also probably Cornell's, came from their respective visits to Henley, and the contact with the English system. The type representing the Yale rowing man is diffi- cult to select. There has been more or less fashion about it, crews running for some years to the heavy, beefy type, and again to the lighter and more wiry. In eight-oared races probably the heaviest crew that has ever rowed in a college contest in this country was the Harvard crew in 1892. The average weight was x 77f pounds. The crew was beaten nearly a minute. The average age was 23^- years. The heaviest Yale crew was that of 1882, which averaged \Tj\ pounds in weight. They were beaten by Harvard by three seconds. ROWING AT YALE. 465 Columbia's winning crew at Poughkeepsie two years ago, 1895, was a comparatively heavy crew, averaging 173 pounds. The youngest crew of whom there is any record in college eight-oared contests was the Harvard crew of 1877. They averaged only 20 years of age, but they won their race by seven seconds. This was the first year of Crocker, Legate, Jacobs, Schwartz, and Smith. It was the famous Bancroft crew which won for three years. The largest of the crews in these eight-oared was the Harvard crew of 1890. They averaged 6 feet and -| inch. They were beaten by 1 1 seconds. It appears from these records, as well as others, that crews that are extreme in any way, either weight or height, as a rule, go down before the more average crews. This has been Yale's experience. It is interesting also to note something of the dis- tribution of the men who have rowed in the Harvard- Yale contests. The Harvard crews have been made up, more than half, of men coming from Massachusetts, one-tenth from New York, and the rest scattering; while the Yale crews have been about one-third from New York, one-third from Connecticut, and the rest scattering. It is generally reported that in England it is not con- sidered good form to defeat a crew badly ; but in the earlier days there were some bad beatings administered upon occasions. In the Oxford-Cambridge races the greatest defeats administered were in 1839, when Cam- bridge won by 1 minute and 45 seconds, in 1875, when Oxford won by ten lengths, and in 1878, when Oxford won by ten lengths. In America there has been but little sentiment against 30 466 YALE. winning by all the water possible, and both Yale and Harvard have at times shown no mercy. In Yale-Harvard races the worst defeat was the one administered by Harvard to Yale in 1855, which was won by 2 minutes and 34 seconds. In 1879, Harvard won by over a minute and a half, and in 1888 Yale won by about twenty lengths. The closest race was that of 1882, when Harvard won by less than half a length. In Morgan's investigation into the effects of rowing upon the after-health of Oxford and Cambridge Univer- sity oars, it appears that of the six crews that rowed from 1839 to 1842 only three men showed any later ill effects, while of the two crews in the single year of 1845 no less than five men were returned in the statistics as in- jured. The race in that year was rowed nearly a month earlier than any previous race, which may possibly have had something to do with it. Of the former races three were rowed in June and three in April ; while the race of 1845 was rowed on the 15 th of March. Then, too, in the next year's race, which was rowed on April 3, two were returned as injured. During the next seven races there was but one very close contest, and only one man of the fifty-six was on the injured list. In the next four races there were four men on the in- jured list, but in one of these races Cambridge sank, which may have accounted somewhat for the record. The statistics of Yale-Harvard have not been so closely followed, only a brief mortality record having been made. From a compilation made in 1887, of the 115 men who had rowed in Yale and 127 men who had rowed in Harvard 'Varsity races, the record of deaths is as follows : — " M - U 8 o £ 8 S" 1 C4 H 8.. ROWING AT YALE. 467 Yale. Harvard. Crew of '58 1 Crew of '52 3 '59 1 '55 4 '63 1 '58 2 '72 ....... 1 '59 1 '76 . 1 '60 ....... 1 '78 1 '65 2 '80 1 '76 1 Total 7 Total ..... 15 This seems a good record for the subsequent health and stamina of boating men. No more recent data regarding American crews have been gathered, but the only trouble that seems to afflict the average Yale rowing man is to become unduly stout. Yale's great rival in boating, as well as in other sports, has been of course Harvard. There have been, besides those contests usually reckoned as 'varsity races, several incidental to these but of less importance. Many are the interesting memories connected with these 'varsity contests, and many are the prominent names one finds in the records. Away back in the fifties Harvard and Yale began their boating contests with a race at Lake Winnipiseogee, August 3, 1852. It was a two-mile race, and rowed in eight-oared barges. A strange feature of the occasion was what was called an informal or practice race between the crews over the same course in the morning. Both races were won by the Harvard crew. In 1858 the " Harvard Magazine " proposed the establishment of an annual intercollegiate regatta, and delegates from Har- vard, Yale, Brown, and Trinity met. But Harvard and Yale came back to their dual contest again in 1864. It was not until 1872 that the Rowing Association of American Colleges was fairly established. In that year 468 YALE. there were four crews entered besides Yale and Har- vard, and the race was rowed at Springfield and won by Amherst. Probably had Harvard or Yale won the first of these contests the association would not have grown to its speedily unwieldy shape. But the success of a small college held out hopes to other small colleges, and the rush to join the association was something remarkable. In 1873, there were eleven colleges represented, among them, for the first time, Cornell. Yale won the race, with Wesleyan second and Harvard third. In 1874, there were nine crews, — Yale, Harvard, and Cornell were among them, — and they were all defeated by Columbia. The following year thirteen crews con- tested, and Cornell, for the first time, won. Alleging the unsatisfactoriness of the contest as a reason, Har- vard and Yale determined to return to their old dual contests once more. Other reasons having weight, un- doubtedly, were that there was no real settlement of the relative merits of their two individual crews in this crowded regatta, where fouls were frequent, and that it really was not thoroughly palatable to be defeated annually by some of the smaller colleges. So, in 1876, they agreed to withdraw. The newspa- pers made a stir about it, and talked of the snobbish- ness of such exclusiveness ; but it was impossible to prevent the move, although Harvard did row that one last season in the intercollegiate. Yale defeated Har- vard by twenty-nine seconds in four miles, and Cornell defeated Harvard by four seconds in three miles. The result of the two races was a most heated discussion as to the merits of Cornell and Yale, which awaited adjustment up to 1897. So arose between the boating ROWING AT YALE. 469 enthusiasts of both universities the interesting question of 1876: "Has Cornell or Yale the boating suprem- acy?" Since then there were occasions upon which Cornell and Yale have rubbed shoulders, but never raced until 1897. In the boating traditions that are handed down at each university, there are various tales of challenges that have passed, and one that came very near to a race at New London, when both crews were there to row others. In that mysterious way in which a college quarrel assumes great proportions, the status of affairs between Yale and Cornell had come to be regarded as fixed. Yale was supposed to be offended because, when unwilling to saddle themselves with an- other race, they were met with the charge of cowardice, and Cornell was believed to have a sense of injured dignity because Yale would not row her. . Yet individu- ally, Cornell and Yale men were permitted to have friendships and meet together. Two or three years ago another college quarrel sprang up, which had its effect upon this one. Har- vard and Yale disagreed, and a most complicated con- dition of affairs ensued. If they did not row each other, whom should they row? Here Cornell again became a factor. Harvard made a two years' arrangement with Cornell, and Yale went to Henley. Individually, both these quarrelling parties were sensitive lest some one should point the finger of scorn and say, "You have no race ; your quarrel is hurting you." Then, to fur- ther complicate matters, a decided anxiety forced itself upon Cornell. This university had sent a crew to Hen- ley the year before, and that crew had failed to carry off the Grand Challenge Cup. Suppose Yale should do it ! But there was no great danger. Yale returned 470 YALE. beaten, as Cornell had returned beaten. Harvard was" defeated by Cornell at Poughkeepsie ; so that of the lot Cornell had by far the most satisfaction out of the Har- vard-Yale quarrel. And now came a still more interesting part of the complication. Harvard and Yale wished to patch up their peace. But Harvard had a contract to row Cor- nell one more year. All this gave rise to months of cogitation ; but finally, Yale having expressed her will- ingness to become a party to a three-cornered race, if Harvard put the question to Cornell, a suitably- framed letter to Cornell was written by Harvard, and immediately an answer was returned consenting to the admission of Yale. So, without having affected the dignity of their positions, Cornell and Yale came to- gether once more. The meeting in 1897 between Harvard, Cornell, and Yale was the first time that representatives of these three universities had ever met in a race by themselves, save once, twenty-three years ago, when, on the 1 5th of July, 1874, in the annual single-scull contest at Saratoga, the contestants were E. L. Phillips of Cornell, 1875, A. L. Devins of Harvard, 1874, and A. Wilcox of Yale, 1874. The race was a two mile one, and was won by Wilcox, who finished ten lengths ahead of Devins of Harvard, who in turn was some five lengths ahead of Phillips of Cornell. The time made was 14 minutes 8| seconds. In 'varsity contests, however, where there were other representatives as well, Yale and Harvard had met Cornell in the following years: 1873, when Yale won; in 1874, when Yale and Harvard fouled and Columbia won; and in 1875, when Cornell won. The triumph was a double one for Cornell, as she also won ROWING AT YALE. 471 the freshman race, beating Harvard, Brown, and Prince- ton, Yale entering no crew. In the single scull race Cornell entered no man, and Kennedy of Yale defeated Weld of Harvard. The 'varsity race of 1875 was rowed in six-oared shells with coxswains. Cornell's crew averaged 22 years 8 months in age, 159 pounds in weight, and 5 feet 9! inches in height. The course was a three mile straightaway, and Cornell's time was 16 minutes 53I- seconds. Harvard finished third and Yale sixth. The time was not as good as that made by Columbia the previous year, they covering the same course in 16 minutes 42-|- seconds. In 1897, an " the strokes were low, averaging not far from 34. Cornell finished first, with Yale second and Harvard third. Harvard and Yale 'varsity crews have been meeting each other, with occasional omissions of a year or so at a time, ever since that initial race in 1852. The exact number of 'varsity races in which, whether accompanied by other crews or by themselves, they have met, has been up to 1898 thirty-six. So strong is the general impression produced by the results of the last twenty years, that many will be surprised to learn that Har- vard still has, in 1898, the lead in the number of times her boat has finished ahead of the Yale boat. Since eight-oared shell-racing was adopted, however, Harvard has been rarely able to take one race out of every three, the record standing Yale two to Harvard's one. In those early days, when the crews rowed but little before the race lest " they should blister their hands," and thus incapacitate themselves for the actual contest, there was little of modern methods either in boats or men. But there were names which have since become 472 YALE. prominent in other walks of life, and it certainly took fully as much pluck to row a race in those days of no preparation, but extreme willingness, as it does to-day, with the more advantageous equipment and better training. In the Yale boat of i860 sat H. Brayton Ives, now the New York banker, and Eugene L. Rich- ards, now the Yale professor of mathematics. About that time the Harvard boat always contained a Crown- inshield. When it came down to the sixties, we find in the list of those manning the Yale boat familiar names like Wilbur Bacon, George Adee ; and in the Harvard boat William Blaikie and Alden Loring, who captained the Harvard crew that went to England, and Robert C. Watson, who has since been prominent in Harvard rowing affairs. In 1872, first appears the name of Robert J. Cook, Yale's special boating genius. Richard Dana was cap- tain of the Harvard crew that year; and Cook's first initiation into rowing was a defeat of 1 minute and 16 seconds, Harvard finishing the course in 16 minutes and 57 seconds, and Yale in 18 minutes and 13 seconds. But the following year the tables were turned, and Cook, then captain, won with his crew against Dana's crew, finishing in almost the identical time made by Dana's crew the previous year. Bancroft, one of Harvard's most prominent coaches, and later mayor of Cambridge, first sat in a Harvard boat in 1876, and captained it, but was defeated by Yale in that year. The next three years, however, Bancroft's crew won, and the men who sat in those boats are well remembered yet at Cambridge, — Stow, Schwartz, Smith, Brigham, Jacobs, Legate, Peabody, Crocker, and Trimble. Those were days when, indeed, ROWING AT YALE. 473 it seemed that Yale's boating star had set forever. But, as before, it is a long lane that has no turning ; and of late years it has been Harvard that could see no light ahead. What have been known as professional strokes and methods have from time to time had an influence upon Yale and general college boating; and although no one has been able really to quite distinguish where and when the line of demarcation appears, it is worth while to note their presence. Back in the early days, when the crews had first begun to realize the advantages of training, we find in the seventies the professionals, Ellis Ward, Josh. Ward, and Hamill of Pittsburg, coaching some of the college crews. They gave them plenty of work and a restricted diet, and sometimes they were successful under these methods ; the victory of the Amherst Agricultural Col- lege, won in 1871, and Amherst in 1872, being due to this kind of coaching. In 1873, the visit of Mr. Cook to England imported new ideas, but they were received with a good deal of scepticism ; and in fact, when Mr. Cook came back in May he had trouble in getting his crew to follow out his instructions, and the college viewed the new stroke decidedly askance. The news- papers joked about it a good deal, and finally the Yale freshmen entirely rejected it and engaged one of the above professionals — Hamill of Pittsburg — to coach them. In the regatta Mr. Cook's crew won, but so also did the freshmen. One of the most sensational affairs in the annals of college rowing occurred in 1873, when the mistake was made of delivering the championship flags to Harvard, who started with them for Boston, but were stopped at 474 YALE. Worcester and the flags sent back to Yale. The trouble arose over the finish line, which ran diagonally across the Connecticut River at Springfield. There was a decided bend in the river, and the line, therefore, did not run at right angles to the bank. It was nearly dusk when the race was finished, and Harvard supposed they had won; but the judges awarded the race to Yale. In 1874, at Saratoga, occurred another episode that materially affected the boating relations of the colleges. This was the bumping between the Harvard and Yale boats. The episode provoked so much hard feeling that it really became the beginning of the breaking up of the intercollegiate regatta. So many crews were entered that it was well-nigh impossible that the race should be rowed without a foul. The race started, and Harvard went into the lead. The Yale crew followed, and rowing at 33 slowly crept up on the Harvard crew, which had shifted over into Yale's water. Yale steered to the right and forged ahead. After they had attained the lead Harvard spurted, and the bow of their boat ran into Yale's rudder, cutting it off, and breaking the oar of Harvard's No. 1. Yale dropped out entirely, and Harvard stopped for a moment, but eventually went on and came in third, Columbia winning. Some very strong language seemed necessary between members of the two crews before the situation was properly characterized. As a means of comparing the rowing of professionals and college crews, reference may be made to two con- tests at Boston, and one at New Haven. Of these rather remarkable races, two were rowed on the Charles River, one late in the seventies, and the other about 1885. The first was between Bancroft's crew and eight of the best ROWING AT YALE. 475 oarsmen that could be picked up from about Boston, practically a professional crew. In that professional crew sat Faulkner, as well as such men as Plaisted, Ross, and Gorkin. The two crews paddled down to the start- ing-point at Brookline Bridge, and the race was then rowed over the two-mile course. In describing it, an old Harvard oarsman says that when the University crew had reached the Union boathouse, their profes- sional rivals had carried the boat into the boathouse and were wiping her off. The other contest, of 1885, was between a scratch crew containing Faulkner, Hos- mer, Casey, Gorkin, and Kilrain, and others. This time, however, the Harvard crew not only defeated the professionals in two miles, but in the several half- mile spurts pulled away from them. The race rowed in New Haven harbor between the Atlantas and " Phil " Allen's crew was even more remark- able in its way. The Atlantas, though amateurs, rowed what was known as the professional stroke. The race was a four mile one, and before it was a quarter over Allen, the Yale stroke, broke his oar. Yale was then leading by some lengths. Allen, speedily realizing the situation, jumped overboard, and was picked up by the launch following the race. The Yale crew, with seven men, and stroked by S. B. Ives, the son of Brayton Ives named earlier in this book, went on and maintained their lead after the coxswain and crew had somewhat adjusted themselves to the new conditions. One can hardly do better in such a restricted com- ment upon the general province of boating as the study of it at one university must be, than to glance at the theories that have governed the actions of the individual leaders in that sport. 476 YALE. One might fairly divide the subject in three parts: the theory of the government of that branch of the uni- versity's athletic interests, the theory of the relation that the university boating interests shall bear toward outside boating bodies, and the theory of the work itself, — strokes, rigging, selection, etc. Taking these in inverse order, the theory of strokes brings up an interesting history. Those who speak of strokes, English and American, usually take it for granted that the English stroke has always been a long, slow stroke, while the typical Amer- ican stroke has been a rapid one. This is a mistaken idea, for the Englishmen have been through the question of high strokes, and some of them were by no means unbelievers in the quick stroke back in the late sixties. Archibald McLaren, at that time one of the authorities on boating in England, wrote in the early seventies, lamenting the increased love of the high stroke, as follows : " Too often we have found that a short, quick stroke, by which the boat is kept at an almost uniform rate of speed throughout, is a vast saving of propelling power. The difference between this and the old stroke resembles that between an unbroken, even level run- ning, and a succession of leaps or bounds." So high did the strokes of some of the crews run in 1872 that an old water-man, after watching the race, made this remark, " The crew that can bucket it the fastest will win the race, if they don't bust." In 1874, McLaren wrote that "the average 'racing pace' is forty to the minute. In spurting it will rise as high as forty-three or forty-four strokes to the minute." There has always been a temptation toward high strokes, and especially in short races. In long racing, ROWING AT YALE. 477 however, the slow stroke has usually demonstrated its superiority. The best record ever made by the fast stroke was in an American race between Yale and Har- vard at New London in 1882. The Yale crew were an ideal crew for the fast stroke, and for a part of the race certainly made a most remarkable performance. Their stroke ran all the way from forty to forty-six. This race is described a little later in this book. What might be called the stroke in the early Amer- ican college boat races was a high one. In 1859, in the closest race up to that time rowed, namely, a race on Lake Quinsigamond for the Worcester citizens' prize, the Yale crew, which finally won the contest while row- ing for the most part at forty-six to forty-eight, spurted, after Harvard had the lead upon them, to fifty, and then, it is credibly reported, to sixty, at the finish, and won by two seconds. Something may be said in extenuation of such a pace, for the crew, it seems, had, up to a short time before, been rowing with thirteen-foot oars and a stroke of only thirty-eight, but their new oars were only ten and a half feet long, and they found themselves unable to get and keep way on the boat save at a high stroke. But the demon of the fast stroke had seized upon them, for the next year they ran it up to a similar point, and were beaten by Harvard, but by only twelve seconds. In 1864 and 1865, the Yale stroke was still quick, but not so short as in the race of i860, the last previous race. In 1866, however, Harvard quickened her stroke up to forty-two, while Yale altered hers to a much longer and slower one. Harvard won by a half minute. In 1867, Harvard again won, but in 1868, led away, as seems almost always the case, when once thoroughly in love with a fast stroke, they ran it up still 478 YALE. higher, forty-five, and shortened their oars still more. True, they won again, but the crew they sent to Eng- land in the following year was rowed down by the Oxford four in the last two miles of the race. For all this in 1870 both Yale and Harvard rowed a high stroke, Yale as high as forty-four, and Harvard as high as forty-eight, and, although they had the 'Varsity race to themselves, both their Freshmen crews were beaten by Brown. Yale did not row in the next regatta, but Harvard did, and was beaten easily by the Massachu- setts Agricultural College. Harvard and Yale were both beaten by Amherst the following year, and then Cook went to England and brought back the principles of the longer, slower stroke. With this stroke Yale won in 1873 ; but the following year both Yale and Harvard pulled thirty-two to thirty- four, and were beaten by Columbia at thirty-eight in the first mile. What the eventual outcome might have been no one can tell, for Harvard and Yale fouled, and Columbia won. Again the next year Cornell, with her higher stroke, — higher, that is, than the stroke Yale and Harvard were rowing, — won. In 1876, Yale pulled thirty-two to thirty-four, and defeated Harvard, pulling from thirty-five to forty; but Harvard was defeated by Cornell again at a point or two higher still. In 1879, again we find Harvard pulling a stroke averaging two points higher than Yale's, though only going up to thirty-eight, winning the race; and in 1880, Yale, at an average of two points higher than Harvard, thirty- eight to forty, winning. In 1881, both crews got up still another peg and Yale going from thirty-eight to as high as forty-four, with Harvard only to forty, the race went to Yale. ROWING AT YALE. 479 But in 1882 occurred what was unquestionably the most remarkable exposition of a fast stroke that has ever been seen. The whole story of the stroke and what led up to it is worth telling. The year before, Davis, a professional, had had more or less influence in leading the Yale men to practise a high stroke. There was a good deal of discussion about the matter, and some questionings among the old grad- uates as to the advisability of the high stroke. The boating men were rather divided, although the under- graduates and crew were strongly impressed with the statements made by Davis. Finally, it came to be a question that must be determined, and Davis offered to build a boat, and rig it according to his ideas, and if the crew with a fast stroke in this boat did not beat the time that was the record on the harbor, that is, beat the best time ever made by any Yale crew over the four-mile har- bor course, by more than a minute by the first of May, they could turn him and his boat adrift. The offer was accepted, and, in spite of the thorough disbelief of many, the fast stroke in the peculiar rig, the men being seated in pairs, did accomplish all that had been claimed for it. The test was made before a number of the graduate com- mittee of the boat club, and the time was 20 minutes, 9 seconds. The Davis rig and stroke, therefore, won the day, and the crew went to New London thus equipped. On the day of the race there had never been a more confident Yale crew. They had repeatedly beaten time records in their practice work, and felt sure of success. They started off at a stroke of forty-six, letting it down to forty-four, but never at any period below forty, and the boat entered the third half mile of the race a clear two- 480 YALE. boat lengths ahead of Harvard, and evidently good to keep up that pace indefinitely. Here happened the most inexplicable thing that has occurred in college boat racing on this side of the water, — a thing for which all sorts of explanations have been offered, but none of them thoroughly satisfactory. In that half mile they rowed the same high stroke, but the boat was as if anchored, and Harvard gained eight boat-lengths before the end of that half mile, thus making up the two lengths that they were behind, and putting their boat in the lead by some six lengths. This portion of the course was called the " eel grass " section, and was over the flats, while the Harvard boat was in the channel. But it does not seem as if this would have been enough to make the remarkable difference. From that point on to the finish Yale gained at every stroke, and at the last quarter mile was lapping Harvard, and had Yale's coxswain not mistaken the course, and steered outside of some boats, the fast stroke might even then have triumphed, for Harvard finally finished by a scant half-length ahead. Although defeated, the Yale crew, with the fast stroke, and in spite of the stop in the third half-mile, had rowed the course in faster time than any Yale crew before them ; and it is no wonder that among the men who rowed in this boat, there are some settled convictions as to the advisability of the fast stroke. But upon the heels of this almost convincing exploit- ation of the high stroke followed a year of disaster to the devotees of that school v/hich has never been over- come. The Yale crew of 1883 rowed, or meant to row, 40-46. They had been trained to row at the same rate as the crew of the previous year; but as a matter of fact ROWING AT YALE. 481 the stroke was so badly overtrained that he could not force the pace up. Thus before the race was half over the beatings of their oars upon the water seemed like feeble efforts of a wounded bird, and Harvard, rowing 37-39, finished 15 lengths ahead. The defeat was so severe that the stroke was dubbed the "Donkey En- gine " stroke, and was then and there practically aban- doned. In 1884, Harvard started at 37, but ranged from 36-38 ; while Yale rowed as high as 40 at the start, but came down to 38, and won by four lengths. For the last eight or ten years, Yale's stroke has ranged from 32 to 36, with Harvard's on the whole a couple of points higher, and almost without exception Yale has won. At the last meeting of the two alone, namely, the race at New London in 1895, after starting at 36 Yale speedily dropped to 32, and rowed the race at from 32 to 34. Harvard went off at 38, dropped to 34, but soon went up again to 36, and at the Navy Yard were rowing 38. Yale won easily. But the Freshmen crews of the two institutions had a most exciting race. Yale began after a few quick strokes to row at 34. Harvard, at a point or two higher, led them during the first mile, but only by a slight margin. Yale then lifted her stroke to 36- 38, and at one time touched 20 for the half-minute. At this spurt the Yale boat secured a slight lead, which was maintained to the finish, although clear water was never opened up. At Poughkeepsie, in 1897, the strokes of the three crews were all low. Cornell had the longest slide, and Harvard the most noticeable body swing. All three had, however, adopted much of the English body swing. Cornell's stroke at Henley was severely commented upon by the English papers as short and lacking in body 31 482 YALE. swing. In the heat when they were defeated it was a high stroke, and to the men in their condition, to all external appearances, a killing one. Yet in the earlier days of their work upon the river they made excellent time, even in comparison with the best of the English crews. At Poughkeepsie, too, in that year, Columbia's longer swing proved victorious over Cornell's American crew. Next year, however, the stroke of the Ithacans was manifestly longer and slower, and the reach had lengthened out materially. With this stroke they rowed Harvard down after the middle of the course had been passed, and in the following year defeated both Yale and Harvard. The stroke of the Sho-wae-cae-mettes was the highest stroke we have had any fair record of, and, as was shown in one of their heats at Henley, as well as in numerous races in this country, it certainly carried their boat rap- idly. Thus we have the Shos, the Yale crew of 1882, and the Cornell-Henley crew as examples of what has been looked upon by the public as a high stroke ; and there is no avoiding the issue that at certain times in the course of their work each one of these crews was making phenomenal time. But two of these crews broke down at the moment of possible victory, and the third — put it how one likes — rowed their race just enough slower than their rivals to miss the winning. In England, where there are twenty, even thirty, crews to our one, where their rowing record antedates ours by a score and more of years, and where, if anywhere, there are unlim- ited opportunities of comparison, the question of stroke seems to have been settled in favor of the slow stroke with the long reach and the comparatively short slide. Not that the English crews do not spurt on the short ROWING AT YALE. 483 Henley course up to and even beyond forty, but the stroke is a long one, cut off a bit, and never the "shut- tle-like" action of what we call our fast stroke here. And with all the old questions among boating enthusi- asts it seems almost a pity that there does not happen to be in a race some year one crew with a fast stroke and an ability to execute it like some one of these above- mentioned crews. Not until such a crew with such a stroke rows out a race from start to finish by the side of some representative crew of the other school will the doubts be laid at rest. When a crew breaks down, its supporters naturally are not satisfied with the test. The statement that men are not machines, and hence cannot keep up the high stroke, is usually true so far as the evidence has gone ; but there come from time to time phenomenal men who, when grouped together, produce phenomenal crews, and the actual time records of some of these high-stroke crews are hard to face, and would be still harder if one of them should win a race. Then the only remaining question for argument would be, " Could the same crew, being such phenomenal men, not have rowed even faster had they used a different stroke?" And in that we have one of the fascinations of the sport, — that it cannot be freed from an element of mystery and un- certainty ; that there may be as yet undiscovered reasons for speed ; that the shape of a shell, the cut of an oar, the incline of a slide, — any one of these, or a dozen other things, may mean victory or defeat, and that, too, outside and beyond the marvellous thirty or forty articuli of the stroke itself. It is fair to say that in the question of strokes Yale has, while experimenting less than Har- vard, actually carried the study quite as far. Harvard has, however, in the bringing about of Mr. Lehmann's 484 YALE. visit to this country in 1897, 1898, performed her share in the advancement of the sport. As to his relations with outside rowing bodies, the Yale oarsman has been conservative. He has wanted to keep up his annual contest with Harvard, and with but few exceptions has made this apparent. He has not felt the need of championships, or been in any sense depend- ent upon popular reputation. Hence the excursions of the Yale boatman into outside waters have been few. His desire has been to meet and, if possible, defeat Har- vard. For many years that desire was but half fulfilled. He met the Harvard oarsman, but he never could, as described elsewhere in this book, carry out the rest of the programme. But with Harvard and others he did sometimes try his hand against the Englishman. Attempts have always been made from time to time to bring together two eight-oared crews from leading American and English universities for a four-mile con- test, but they have never yet been crowned with success. One of the most serious obstacles is the fact that the time of rowing the annual races of Oxford-Cambridge and Harvard-Yale differ by so many months. The near- est approach to a race, and what would have developed into an assured contest had not Harvard defeated Yale, was in 1891. In that year Oxford had practically ac- cepted a challenge from Yale, based, however, on the condition of Yale's winning her American race. There Harvard upset the arrangements by running off with the victory and leaving Yale stranded. The only distinctively college contest between English and American crews was in 1869, between representative four-oared crews of Harvard and Oxford. On the 6th of April of that year, W. H. Simmons, then captain of ROWING AT YALE. 485 the H. U. B. C, sent the president of the O. U. B. C. a challenge to row a race in outrigger boats from Putney to Mortlake, on some date to be later decided upon, be- tween August 15 and September 1. He sent a similar challenge to Cambridge. Both Oxford and Cambridge accepted the challenge, the latter conditionally, however. As soon as Simmons received his acceptances he in- vited A. P. Loring, one of the most prominent of Har- vard oarsmen, to take the captaincy and stroke of the boat. Loring did captain the crew, but left Simmons at stroke and went himself to bow. The Harvard crew was made up, in addition to Loring and Simmons, of S. W. Rice and George Bass, but these two were later replaced by the substitutes, Fay and Lyman. Harvard took over a boat built by Elliott, of Greenpoint, this country. But after their arrival there they ordered a new boat from Salters, of Oxford. The race was finally rowed, how- ever, in the Elliott boat. The four men who manned the Oxford boat were all Etonians. They had all rowed in winning boats in their college matches, and had also each been seated in winning boats at Henley. The most prominent was F. Willan, of Exeter College. He had rowed four times in a winning boat in the university race. J. C. Tinne, the president of the O. U. B. C, had rowed three times in a winning boat. A. C. Yarborough and A. Darbishire had each rowed twice in winning boats, and Darbishire had been stroke of his university crew. The race was rowed on the 27th of August at a quar- ter past five in the evening. Harvard, having won the choice, took the outside course, and by a brilliant spurt secured the lead, so that by the time Bishop's Creek was passed they had a half a boat length. At the Crab Tree Inn (one mile) they had opened a still greater lead, and 4 S6 YALE. there was over a boat length of clear water between the two crews. Oxford, however, by a spurt, closed up this gap so that Harvard led by only three quarters of a length at the Soap Works. But Harvard responded to the spurt, and by the time the crews passed under Ham- mersmith Bridge there was clear water between them again. Here, it is said, the English crowd called on the Oxford stroke to spurt. But he calmly shook his head and kept on at the same slow stroke. Soon after this the Harvard crew began to come back gradually to the Oxford boat, and when they reached Chiswick Ait (two miles and a half of the course) the boats were level. From this time on Oxford drew ahead and finished by what was reported to be three lengths, although the judge at Mortlake decided a length and a half. The Centennial Regatta in 1876 at Philadelphia on the Schuylkill was another opportunity of testing Amer- ican, and particularly Yale, rowing against English crews. The regatta was held in August, and at that time a four- oared crew went to Philadelphia to represent Yale. This crew consisted of Kennedy, stroke, Kellogg, Colin, and Cook, bow. Wood, who had expected to row at bow, was disabled by a felon. Yale won the second heat, lead- ing the Vespers and Crescents of Philadelphia. The next day Yale was drawn against the London Rowing Club, and were beaten by three feet. The race was a hot one, and there are to this day claimants who believe that the Yale four were jockeyed out of the race on account of the bend in the course of the river. The London Rowing Club were on the inside, and when Yale was even with them swung slowly out. Yale yielded, and the London boat went back into its course again. As Yale was on the outside this forced them to row far- ROWING AT YALE. 487 ther, and the same thing happened again, which added still more to the distance they had to row. This prac- tice it was stated was not against the English racing rules, but was not looked on with favor here. At any rate it was an excellent race, and the men who sat in the Yale boat were considered phenomenal. The time of the race was 8 minutes and 5 1 seconds over a mile and a half course. The Beaverwicks of Albany finally won from the London Rowing Club in slower time than this. On September 1, Yale beat Columbia in the collegiate match, First Trinity, of Cambridge, England, who was entered, withdrawing. Cornell's trip to Henley produced in the end more excitement and interest than almost any other interna- tional match that we have had. Their style was unfa- vorably commented upon as soon as they reached the Thames, and it was said they did all the work with their arms, which was untrue, and was merely an illusion pro- duced by their straight backs and the use of the slide. It is a fact that they rowed a high stroke, well up in the forties, but in their earlier time races, before they had become exhausted either by the severity of their work or the effect of the climate (some say one, others an- other) they did row the course in close to seven minutes, making it in 7 min. 4 sec, 7 min. 10 sec, and 7 min. 15 sec. A week or ten days before the race, however, they began to go off quite markedly, and two or three of them were hardly fit for the severe effort when the time of trial came. They won a heat against Leander, who failed to get off at the word, and by accepting the heat thus by default Cornell incurred a good deal of enmity. In the next heat they were drawn against 488 YALE. Trinity Hall, the crew that finally won the cup. When the umpire gave the word, Cornell started at the rate of 46 to the minute, and Trinity at 42. The boats were nearly level at the top of the island, Cornell was leading by a few feet at the quarter mile, and gained from this point to the half mile. At Fawley Court they were three quarters of a length in the lead. Trinity, how- ever, now began to gain, and at the Bushey Gate they were only half a length behind. At the mile they had closed up the gap to a quarter length, and at the Isthmian boathouse they had pushed the nose of their shell ahead of Cornell's boat. At this point there ap- peared to be a general collapse in the Cornell boat, the oars suddenly beginning to go sadly out of time, and a moment later the men had stopped rowing. The Trinity men had kept on at the same pace, and crossed the finish in 7 minutes and 15 seconds. The visit of the Yale crew to Henley in 1896 is too recent, and hence too fresh in our minds to require much comment. Leaving on the " City of Berlin," the Yale crew arrived at Southampton June 15, and went direct to Henley. The impression gained by the representa- tives of the English sporting papers of their style was distinctly unfavorable. Both the London " Field " and the " Daily Graphic " commented upon this, the former even stating frankly that the stroke was the same as the Cornell stroke, and bearing no resemblance to what was expected, namely, the English stroke in a modified form. Later on the comments were less unfavorable. Yale drew Leander in the first drawings, and was defeated by some lengths. Two of her men were badly pumped at the finish, though they rowed the race out. Leander finally won the cup by defeating New College in an ex- ROWING AT YALE. 489 citing and close finish. Mr. Lehmann, later the coach of the Harvard crew, for two years was the coach of the winning Leander. The government of the rowing interests at Yale Uni- versity has been commented upon briefly elsewhere in this boating chapter. The theory has varied from time to time. It has been debatable and debated, whether the captain or the commodore or the president or the coach should have the final say in matters of policy. But it has always resolved itself into keeping that branch of sport in safe hands, and essentially well administered. From 1886 to 1890, inclusive, Yale defeated Har- vard with regularity every year at New London. In 1 89 1, Harvard took one race, but since that time up to and including 1898 Yale has finished ahead of Harvard. In 1890, under the captaincy of "Phil" Allen, Yale developed a crew that had the nucleus of a powerful eight; but in the following year, owing it is believed by many to mixing up strokes, she finished last for the first time since 1885. In that year the experiment was tried of putting Hagerman, a former Cornell oarsman, at No. 7. The effect seemed to be that in the race the port and starboard oars were each fol- lowing a different stroke, and the result was disastrous. Another reason which has been alleged for the defeat was too great weight in one or two individuals sitting in the waist of the boat. After this defeat there was a period of most unpleasant prospects for Yale boating, and it was not until Hartwell, at that time in the medical school, accepted the position of captain upon the resignation of Gould, that things began to look brighter. Even then it was a hard, long, uphill fight, but in the end Hartwell's crew, stroked by Gallaudet, won the race. In 1893, 490 YALE. under the captaincy of S. B. Ives, who had rowed at seven in the Yale boats in 1890, 1892, and 1893, the crew was brought to a winning point, and that, too, in spite of some lack of material. In 1894, F. A. Johnson, who had for two years rowed at bow, was put in captain, and went to stroke. There was some difficulty about the crew's following him, but for all that they won, al- though in rather slow time. In 1895, under Armstrong, who had rowed bow in the 1894 crew, and with Langford at stroke, the crew lengthened out into a nearer approach to the stroke of some years before than had been seen for several summers on the river. They won their race, but were not sufficiently pressed to make the best time. While preparations were making for this race, the quar- rel developing between Harvard and Yale came to a head, and this was looked upon as the last race for some years. In 1896, Yale, therefore, sent a crew to Henley. The result of the visit was a salutary one in many ways, not the least of which being the lesson learned by Yale, that there was something in the English boating ideas after all. Yale made a fair showing, but was defeated in a trial heat. In 1897, Yale and Harvard having come together again, but the latter having a contract to row with Cornell, Yale, in order to accommodate all parties, entered into a triangular race at Poughkeepsie. In this race Cornell defeated Yale by ten seconds, and Yale defeated Harvard by sixteen seconds. Not the least eventful of Yale's boating contests was the race rowed at New London in June of 1898. It is true that the same universities were represented by crews as competed on the Hudson in 1897, Dut the test was not a snap one like that. There is no doubt that all three coaches looked forward with anticipation to the race of 3 a. r ^ ROWING AT YALE. 491 1898 as one in which each man should do his best to vindicate his own idea of what rowing should be. Al- though there was much of preliminary college politics exhibited, it was practically a foregone conclusion that Cornell, Harvard, and Yale would meet at New London. So Mr. Cook, who was the Yale coach, spent the winter and spring in New Haven; Mr. Lehmann, the Harvard coach, and a gentleman whose visit was worth much to the tone of our boating, came twice from England, and had trusty lieutenants in his absence; Mr. Courtney spent, as usual, all his time at Ithaca. The victory of Cornell in 1897 gave them the position of favorites, especially as their crew was a veteran one. Both Yale and Harvard were younger and much less seasoned. It was necessary to postpone the race the first day on account of rough water, and it was not rowed until noon of the following day. Yale pushed a little to the front at the start, and at ten strokes or so had the nose of her boat quite a little ahead ; but Cornell swung out with 32 strokes to the minute, putting every pound they could into the sweeps, and gradually overhauled Yale. From that point on the race was never in doubt, al- though in the last half of the fourth mile Yale crept up a little. Cornell finished first by some four or five lengths, with Yale second, and Harvard farther behind Yale than was Yale behind Cornell. Thus for two years Cornell has been a factor in the Yale-Harvard races, and in both years has won. Later, at Saratoga, in the race between Pennsylvania, Cornell, Wisconsin, and Columbia, Pennsylvania defeated the same eight that a week previously defeated Yale and Harvard. 49 2 YALE. coxswain. s, 8-oared outriggers, Y. Y., 4 amed out- n, 32 ft. * _r ft — " S O OJ C 'p. ■*■*■ 2 rt "5 0} C ■q. m ■0 J3 . . 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The names are arranged from bow to stroke, except in the earliest Yale crew, the positions of which rest only on the authority of the memory of their classmates. Halcyon of Yale, 10 m. 5 s. Albert E. Kent, '53. Joseph S. French, '53. Wm. C. Brewster, '53. Edward Harland, '53. Joseph Warren, '53. Arthur E. Skelding, '53. William L. Hinman, '53. James Hamilton, '53 (Capt.). Richard Waite, '53 (Cox.). Oneida of Harvard, 10 m. Charles Miles, '53. Charles F. Livermore, '53. Wm. H. Cunningham, '53. John Dwight, '52. Charles J. Paine, '53. Sidney Willard, '52. Charles H. Hurd, '53. Thomas J. Curtis, '52. Joseph M. Brown, '53 (Capt. and Cox.). 1855- Nereid of Yale, 23 m. 38 s. Adrian Terry, '54 S. Chas. F. Johnson, '55. Henry W. Painter, M. S. Theodore W. E. Belden, '57. Storrs O. Seymour, '57. Joseph W. Wilson, L. S. (Capt). Nathaniel W. Bumstead, '55 (Cox.). Iris of Harvard, 22 m. Joseph N. Willard, '57. William G. Goldsmith, '57. Channing Clapp, '55. Charles F. Walcott, '57. Benj. W. Crowinshield, '58. William H. Elliott, '57. John Homans, '58. Samuel B. Parkman, '57 (Capt.). James M. Brown, '53 (Cox.). 1855- Nautilus of Yale, 24 m. 38 s. Jeptha Garrard, '58. Ed. Curtis, '59 S. George Lampson, '55. Granville T. Pierce, '55. George M. Dorrance, '56. Samuel Scoville, '57 (Capt.). George Tucker, '57 (Cox.). Volante of Yale {no race). Fred W. Stevens, '58. Henry L. Johnson, '60. George E. Dunham, '59. Wm. D. Morgan, '58 (Capt). Y. Y. of Harvard, 22 m. 3 s. Alexander Agassiz, '55. Stephen G. Perkins, '56. Langdon Erving, '55. John Erving, L. S. (Capt.). 1858. University of Harvard {no race). Hey ward Cutting, '59. Joseph H. Wales, '61. Joseph H. Ellison, '59. Robert B. Gelston, '58. Casper Crowninshield, '60. Benj. W. Crowninshield, '58 (Capt). 502 YALE. 1859. Yale, 20 m. 18 s., and 19 m. 14 s. Fred H. Colton, '60. Charles H. Owen, '60. Henry W. Camp, '60. Joseph H. Twichell, '59. Charles T. Stanton, '61. Henry L. Johnson, '60 (Capt.). Hezekiah Walkins, '59 (Cox.). Harvard, igm. 18 s., and 19 m. 16 s. Joseph H. Ellison, '59 (Capt.). Joseph H. Wales, '61. Henry S. Russell, '60. Edward G. Abbott, '60. William H. Forbes, '61. Casper Crowninshield, '60. i860. Yale, 19 m. 5 s. H. Brayton Ives, '61. Eugene L. Richards, '60. Edward P. McKinney, '61. Wm. E. Bradley, '60. Charles T. Stanton, '61. Henry L. Johnson, '60 (Capt.). Charles G. Merrill, '61. Harvard, 18 #z. 53 j. Joseph H. Wales, '61. Henry Ropes, '62. William H. Ker, '62. Edward G. Abbott, '60. Calvin M. Woodward, '60. Casper Crowninshield, '60 (Capt.). 1864. Yale, 19 m. 1 s. William W. Scranton, '65. Edmund Coffin, '66. Edward B. Bennett, '66. Louis Stoskopf, '65. Morris W. Seymour, '66. Wilbur R. Bacon, '65 (Capt.). Harvard, 19 m. 43^ J. Edwin Farnham, '66. Edward C. Perkins, '66. John Greenough, '65. Thomas Nelson, '66. Robert S. Peabody, '66. Horatio G. Curtis, '65 (Capt.). 1865. Yale, 17 m. 42 \ s. William W. Scranton, '65. Edmund Coffin, '66. Isaac Pierson, '66. Louis Stoskopf, '65. Edward B. Bennett, '66. Wilbur R. Bacon, '65 (Capt.). Harvard, 18 m. 9 s. Charles H. McBurney, '66. Edward H. Clarke, '66. Edward N. Fenno, '66. William Blaikie, '66. Edward T. Wilkinson, '66. Fred Crowninshield, '66 (Capt.). 1866. Yale, 19 m. 10 s. Frank Brown, '66. Edmund Coffin, '66. Arthur D. Bissell, '67. Wm. E. Wheeler, '66. Wm. A. Copp, '69. Edward B. Bennett, '66 (Capt.). Harvard, 18 m. 43 s. Charles H. McBurney, '66. Alden P. Loring, '69. Robert S. Peabody, '66. Edward N. Fenno, '66. Edward T. Wilkinson, '66. William Blaikie, '66 (Capt.). ROWING AT YALE. 503 1867. Yale, 19 m. 23! s. Geo. A. Adee, '67 (Capt.). William H. Ferry, '68. James Coffin, '68. William H. Lee, '70. Samuel Parry, '68. William A. Copp, '69. Harvard, 18 m. 13 j. Geo. W. Holdrege, '66. Wm. W. Richards, '68. Robert C. Watson, '69. Thomas S. Edmunds, '67. William H. Simmons, '69 Alden P. Loring, '69 (Capt.). 1868. Yale, 18 m. 38J s, Roderick Terry, '70. Sylvester F. Bucklin, '69. Geo. W. Drew, '70. William H. Lee, '70. William A. Copp, '69. Samuel Parry, '68 (Capt.). Harvard, 17 m. 48 J s. Geo. W. Holdrege, '68 (Capt.). Wm. W. Richards, '68. John W. McBurney, '69. Wm. H. Simmons, '69. Robert C. Watson, '69. Alden P. Loring, '69. 1869. Yale, 18 m. n s. Roderick Terry, '70. Edgar D. Coonley, '71. William H. Lee, '70. David McCoy Bone, '70. William A. Copp, '69 (Capt.). Geo. W. Drew, '70. Harvard, 18 m. 2 s. Nathaniel G. Read, '71 (Capt.). George I. Jones, '71. Grinnell Willis, '70. Joseph F. Fay, L. S. Theophilus Parsons, '70. Francis O. Lyman, '71. 1870. Yale, 18 m. 45 s. Carrington Phelps, '70. Wilbur W. Flagg, '73. William L. Cushing, '72. Edgar D. Coonley, '71. Willis F. McCook, '73. David McCoy Bone, '70 (Capt.). Harvard won by afoul. Nathaniel G. Read, '71 (Capt.). Robert S. Russell, '72. James S. McCobb, '71. Grinnell Willis, '70. George I. Jones, '71. Francis O. Lyman, '71. 1871. Yale {no race). Frederick W. Adee, '73 (Capt.). Charles S. Hemingway, '73. Jeremiah Day, '73. Daniel Davenport, '73. Willis F. McCook, '73. Wilbur W. Flagg, '73, Harvard (no race). Nathaniel G. Read, '71 (Capt.). William T. Sanger, '71. William C. Loring, '72. George I. Jones, '71. Alanson Tucker, '72. George Bass, '71. 5°4 YALE. 1872. Yale, 18 m. 13 s. Frederick W. Adee, '73. George M. Gunn, '74. Robert J. Cook, '75. Henry A. Oaks, '75. Willis F. McCook, '73 (Capt). Jeremiah Day, '73. Harvard, 16 m. 57 s, Francis Bell, '73. William J. Lloyd, '73. John Bryant, '73. William L. Morse, '74. Wendell Goodwin, '74. Richard H. Dana, '74 (Capt.). 1873- Yale, 16 m. 59 s. Herbert G. Fowler, '74. Jeremiah Day, '73. Julian Kennedy, '75 S. Willis F. McCook, '73. Henry Meyer, '73. Robert J. Cook, '76 (Capt). Yale (broke an oar). George L. Brownell, '75 S. Frederick Wood, '76 S. David H. Kellogg, '76. William C. Hall, '75 S. Julian Kennedy, '75 S. Robert J. Cook, '76 (Capt.). Yale, 17 m. 14! s. George L. Brownell, '75 S. William C. Hall, '75 S. David H. Kellogg, '76. Charles N. Fowler, '76. Julian Kennedy, '75 S. Robert J. Cook, '76 (Capt.). Yale, 22 m. 2 s. John W. Wescott, L. S. "Frederick Wood, '76 S. Elbridge C. Cooke, '77. David H. Kellogg, '76. William W. Collin, '77. Oliver D. Thompson, '79. Julian Kennedy, '75 S. Robert J. Cook, '76 (Capt.). Charles F. Aldridge, '79 (Cox.). Harvard, time imcertain. Arthur L. Devens, '74. Tucker Daland, '73. Wendell Goodwin, '74. William L. Morse, '74. Daniel C. Bacon, '76. Richard H. Dana, '74 (Capt.). 1874. Harvard, 16 m. 54 s. Walter J. Otis, S. S. William R. Taylor, '77. William L. Morse, '74. Wendell Goodwin, '74 (Capt.). Daniel C. Bacon, '76. Richard H. Dana, '74. 1875- Harvard, 17 m. 5 s. Francis R. Appleton, '75. Montgomery James, S. S. Wm. R. Taylor, '77. Daniel C. Bacon, '76 (Capt.). Charles W. Wetmore, '75. Walter J. Otis, S. S. 1876. Harvard, 22 m. 31 s. Albert W. Morgan, '78. George Irving, '75. Edward D. Thayer, S. S. Martin R. Jacobs, '79. William M. Le Moyne, '78. Montgomery James, S. S. Joel C. Bolan, '76. William A. Bancroft, '78 (Capt.). George L. Cheney, '78 (Cox.). ROWING AT YALE. 505 1877. Yale, 24 m. 43 s. Gerald T. Hart, '78 S. Herman Livingston, '79. Frank E. Hyde, '79. William K. James, '78. Elbridge C. Cooke, 'yy. Oliver D. Thompson, '79. William W. Collin, 'yy (Capt.). Frederick Wood, L. S. Charles F. Aldridge, '79 (Cox.). Harvard, 24 m. 36 s. Alvah Crocker, '79. Nat. M. Brigham, '80. Burton J. Legate, '77. William M. Le Moyne, '78. Martin R. Jacobs, '79. William H. Schwartz, '79. Frederick W. Smith, '79. William A. Bancroft, '78 (Capt.). Frederick H. Allen, '80 (Cox.). 1878. Yale, 21 m. 29 s. Julian W. Curtiss, '79. Frank E. Hyde, '79. Bruce S. Keator, '79. Herman Livingston, '79. Harry W. Taft, '80. Geo. B. Rogers, '80 S. David Trumbull, T. S. Oliver D. Thompson, '79 (Capt. Chas. F. Aldridge, '79 (Cox.). Harvard, 20 m. 45 s. Alvah Crocker, '79. Nat. M. Brigham, '80. Burton J. Legate, 'yy. Martin R. Jacobs, '79. Van Der Lynn Stow, '8o. William H. Schwartz, '79. Frederick W. Smith, '79. William A. Bancroft, '78 (Capt. Frederick H. Allen, '80 (Cox.). ' 1879. Yale, 23 #z. 58 s. John B. Collins, '81. T. H. Patterson, L. S. Charles B. Storrs, '82. Oliver D. Thompson, '79 (Capt.). John N. Keller, '80. Geo. B. Rogers, '80 S. Harry W. Taft, '80. Philo C. Fuller, '81. Agustine Fitzgerald, '82 (Cox.). Harvard, 22 m. 15 s. Richard Trimble, '80. Nat. M. Brigham, '80. Francis Peabody, Jr., L. S. Martin R. Jacobs, '79. Van Der Lynn Stow, '80. William H. Schwartz, '79. Frederick W. Smith, '79. William A. Bancroft, '78 (Capt.). Frederick H. Allen, '80 (Cox.). 1880. Yale, i\m. 2.y s. John B.Collins, '81. Philo C. Fuller, '81. Frederick W. Rogers, '83. Nathaniel T. Guernsey, '81. Louis K. Hull, '83. Geo. B. Rogers, '80 S. (Capt.). Chas. B. Storrs, '82. Harry T. Folsom, '83. Mun Yew Chung, '83 (Cox.). Harvard, 25 m. 9 s. Edward W. Atkinson, '81. Wm. Freeland, '81. Herbert B. Howard, '81. Edward D. Brandegee, '8l. James Otis, '8i. Nat. M. Brigham, '8o. Robert Bacon, '80. Richard Trimble, '80 (Capt.). Sabin Pond Sanger, '83 (Cox.). 506 YALE. 1881. Yale, 22 m. 13 j. John B. Collins, '81 (Capt.). Philo C. Fuller, 'Si. Frederick W. Rogers, '83. Nathaniel T. Guernsey, '81. Louis K. Hull, '83. Geo. B. Rogers, L. S. Chas. B. Storrs, '82. Harry T. Folsom, '83. Mun Yew Chung, '83 (Cox.). Harvard 22 m. 19 s. Edward D. Brandegee, '81 (Capt.) Fred. L. Sawyer, '83. Edward T. Cabot, '83. Chas. M. Hammond, '83. Oscar J. Pfeiffer, M. S. Seymour I. Hudgens, '84. Wm. Chalfant, Jr., '82. Chas. P. Curtis, '83. Julius Buchman, '83 (Cox.). 1882. Yale, 20 m. 50 \ s. Henry R. Flanders, '85. Joseph R. Parrott, '83. Frederick W. Rogers, '83. Nathaniel T. Guernsey, L. S. Louis K. Hull, '83 (Capt). Wm. H. Hyndman, '84. Chas. B. Storrs, '82. Harry T. Folsom, '83. David Plessner, '85 (Cox.). Yale, 26 m. 59 s. Henry R. Flanders, '85. Joseph R. Parrott, '83. Louis K. Hull, '83 (Capt.). Nathaniel T. Guernsey, L. S. . Frank G. Peters, '86. A Wm. H. Hyndman, '84. ' Frederick W. Rogers, '83. Harry T. Folsom, '83. D. B. Tucker, '83 (Cox.). Harvard, 20 m. 47J s. Wm. W. Mumford, '84. Fred. L. Sawyer, '83. Robert P. Perkins, '84. Chas. N. Hammond, '83 (Capt. Edmund A. S. Clark, '84. Seymour I. Hudgens, '84. Wm. Chalfant, Jr., '82. Chas. P. Curtis, '83. Sabin Pond Sanger, '83 (Cox.). 1883. Harvard, 25 m. 462 s. Wm. W. Mumford, '84. Wm. G. Borland, '86. James J. Storrow, '85. Chas. M. Hammond, '83 (Capt.). E. A. S. Clark, '84. Fred. L. Sawyer, '83. Chas. M. Belshaw, '83. Robert P. Perkins, '84. S. P. Sanger, '83 (Cox). 1884. Yale, 20 m. 31 s. Richard S. Storrs, '85. Chas. B. Hobbs, '85. H. W. Patten, '86 S. Alfred Cowles, Jr., '86. Frank G. Peters, '86. J. R. Parrott, L. S. J. F. Scott, '84. H. R. Flanders, '85 (Capt.). L. E. Cadwell, '86 S. (Cox.). Harvard, 20 m. 48 s. J. R. Yocum, '85. A. Keith, '85. J. J. Storrow, '85. F. L. Sawyer, L. S. W. G. Borland, '86. S. T. Hudgens, '84. W. S. Bryant, '84. R. P. Perkins, '84 (Capt.). Chas. Davis, '84 (Cox.). ROWING AT YALE. 5°7 1885. Yale, 26 m. 30 J. C. S. Dodge, '85. R. S. Storrs, '85. H. W. Patten, '86 S. C. S. Hobbs, '85. Alfred Cowles, jr., 86. J. R. Parrott, L. S. F. G. Peters, '86. H. R. Flanders, '85 (Capt.). L. E. Cadwell, '86 S. (Cox.). Harvard, 25 m. 15^ s. H. W. Keyes, '87. J. J. Colony, '85. T. P. Burgess, '87. G. S. Mumford, '87. J. R. Yocum, '85. W. A. Brooks, '87. J.J. Storrow, '85 (Capt.). R . A. F. Penrose, Jr. P. G. T. Q. Browne, Jr., '88 (Cox.), 1886. Yale, 20 m. 41^ s. R. Appleton, '86. John Rogers, Jr., '87. J. W. Middlebrook, '87. F. A. Stevenson, '88. G. W. Woodruff, '89. A. Cowles, Jr., '86 (Capt.). C. W. Hartridge, '87. E. L. Caldwell, '87. L. E. Cadwell, '86 S. (Cox.). Harvard, 21 m. 15^ s. G. S. Mumford, '87 (Capt.). J. J. Colony, '85. J. R. Yocum, '85. Franklin Remington, '87. T. P. Burgess, '87. W. A. Brooks, Jr., '87. H. W. Keyes, '87. R. A. F. Penrose, Jr., P. G. T. Q. Browne, '88 (Cox.). 1887. Yale, 22 m. 56 s. R. M. Wilcox, '88 S. C. O. Gill, '89. John Rogers, Jr., '87 (Capt.). J. W. Middlebrook, '87. G. W. Woodruff, '89. F. A. Stevenson, '88. G. R. Carter, '88 S. E. L. Caldwell, '87. R. Thompson, '90 (Cox.)„ Harvard, 23 m. io| s. A. P. Butler, '88. J. W. Wood, Jr., '88. H. W. Keyes, '87 (Capt.). C. E. Schroll, '89. J. T. Davis, Jr., '89. E. C. Pfeiffer, '89. W. A. Brooks, Jr., '87. E. C. Storrow, '89. T. Q. Browne, '88 (Cox.). 1888. Yale, 20 m. 10 s. R. M. Wilcox, '88 S. C. O. Gill, '89. G. S. Brewster, '91. J. A. Hartwell, '89 S. W. H. Corbin, '89. F. A. Stevenson, '88 (Capt.). G. R. Carter, '88 S. S. M. Cross, '88. R. Thompson, '90 (Cox.). Harvard, 21 m. 24 s. E. C. Storrow, '89 (Capt.). J. B. Markoe, '89. P. D. Trafford, '89. ' B. T. Tilton, '90. J. T. Davis, '89. C. E. Schroll, L. S. J. R. Finlay, '91. W. Alexander, L. S. J. E. Whitney, '89 (Cox.). 5 o8 YALE. 1889. Yale, 21 m. 30 s. C. F. Rogers, '90 S. C. O. Gill, '89. G. S. Brewster, '91. J. A. Hartwell, '89 S. W. H. Corbin, '89. G. W. Woodruff, '89 (Capt). P. Allen, '90 S. E. L. Caldwell, T. S. R. Thompson, '90 (Cox.). Harvard, 21 m. 55 s. G. Perry, '89. T. N. Perkins, '91. E. C. Storrow, '89 (Capt). J. S. Cranston, '92. J. R. Finlay, '91. B. T. Tilton, '90. J. P. Hutchinson, '90. R. F. Herrick, '90. J. E. Whitney, '89 (Cox.). 1890. Yale, 21 m. 29 s. C. F. Rogers, 'go S. W. A. Simms, '90 S. G. S. Brewster, '91. J. A. Hartwell, P. G. A. B. Newell, '90. H. T. Ferris, '91. S. B. Ives, '93. P. Allen, '90 S. (Capt.). R. Thompson, '90 (Cox.). Harvard, 21 m. 40 J. G. L. Nelson, Sp. F. B. Winthrop, '91. J. H. Goddard, '92. T. N. Perkins, '91. R. D. Upham, '90. B. T. Tilton, '90. G. H. Kelton, '93. J. P. Hutchinson, '90 (Capt.) H. M. Battelle, '93 (Cox.). 1891. Yale, 21 m. 57 s. W. A. Simms, M. S. A. J. Balliet, '92. C. R. Ely, '91. R. D. Paine, '94. W. W. Hefflefinger, '91 S. G. S. Brewster, '91 (Capt.). P. Hagerman, L. S. J. A. Gould, '92 S. H. S. Browns, '93 (Cox.). Harvard, 21 m. 23 s. M. Newell, '94. T. N. Perkins, '91 (Capt.). N. Rantoul, '92. F. Lynam, M. S. C. K. Cummings, '93. D. R. Vail, '93. G. H. Kelton, '93. J. C. Powers, '92. H. M. Battelle, '93 (Cox.). 1892. Yale, 20 m. 48 j. F. A. Johnson, '94 S. A. J. Balliet, '92. A. L. Van Huyck, '93 S. R. D. Paine, '94. A. B. Graves, '92 S. J. A. Hartwell, M. S. (Capt.). S. B. Ives, '93. E. F. Gallaudet, '93. F. E. Olmstead, '94 S. (Cox.). Harvard, 21 m. Sfl\ J, M. Newell, '94. N. Rantoul, '92. B. G. Waters, '94. R. Acton, M. S. C. K. Cummings, '93. F. B. Winthrop, L. S. G. H. Kelton, '93 (Capt.). F. Lynam, M. S. V. Thomas (Cox.). ROWING AT YALE. 5°9 1893. Yale, 24 m. 59 s. F. A. Johnson, '94 S. C. L. Messier, '94 S. A. L. Van Huyck, '93 S. J. M. Longacre, '95. J. M. Goetchius, '94 S. A. P. Rogers, '94 S. S. B. Ives, '93 (Capt). E. F. Gallaudet, '93. F. E. Olmstead, '94 S. (Cox.). Harvard, 25 m. 17 s. E. H. Fennessy, '96. C. K. Cummings, '93. D. R. Vail, '93 (Capt.). G. R. Fearing, '93. L. Davis, '94. M. Newell, '94. W. S. Johnson, '94. G. E. Burgess, '93. Victor Thomas, '95 (Cox.). 1894. Yale, 23 m. 45^ s. R. Armstrong, '95 S. H. C. Holcomb, '95 S. W. M. Beard, '96. A. P. Rogers, '94 S. A. W. Dater, '95 S. W. R. Cross, '96. R. B. Treadway, '96. F. A. Johnson, '94 S. (Capt.). F. E. Olmstead, '94 S. (Cox.). Harvard, 24 m. 38 s. A. M. Kales, '96. E. H. Fennessy, '96. L. Davis, '94 (Capt). T. G. Stevenson, '96. R. M. Townsend, '96. K. H. Lewis, '96. J. R. Bullard, Jr., '96. J. Purdon, '95. P. Day (Cox.) 1895. Yale, 21 m. 29^ s. R. Armstrong, '95 S. (Capt.). H. C. Holcomb, '95 S. W. M. Beard, '96. A. W. Dater, '95 S. J. M. Longacre, '96. W. R. Cross, '96. R. B. Treadway, '96. G. Langford, '97 S. T. L. Clarke '97 (Cox.). Ha-rvard, 22 m. 10 s. E. N. Wrightington, '97. J. A. Stillman, '96. J. E. Chatman, '96. L. D. Shepard, '96. S. Hollister, '97. F. N. Watris, L. S. E. H. Fennessy, '96. J. R. Bullard, Jr., '96 (Capt). P. D. Rust, '97 (Cox.). 1896. Yale, 7 m. 17 s. J. H. Simpson, '97. A. Brown, '96. W. M. Beard, '96. J. O. Rodgers, '98. P. H. Bailey, '97. J. M. Longacre, '96. R. B. Treadway, '96 (Capt.). G. Langford, '97 S. T. L. Clarke, '97 (Cox.). Leander, 7 m. 14 s. J. W. N. Graham. J. A. Ford. H. Willis. R. Carr. T. H. E. Stretch. G. Nichols (Capt.). W. F. C. Holland. H. G. Gold. E. A. Stafford (Cox.). 5*° YALE. 1897. Yale, 20 m. 44 j. D. F. Rogers, '98. P. Whitney, '98. H. G. Campbell, '97. J. C. Greenway, 1900. P. H. Bailey, '97 (Capt). F. W. Allen, 1900. W. E. S. Griswold, '99. G. Langford, '97 S. L. Greene, '99 (Cox.). . Harvard, 21 m. G. D. Marvin, '99. C. C. Bull, '98. E. N. Wrightington, '97. A. A. Sprague, 2d, '97. J. H. Perkins, '98. J. F. Perkins, '99. D. M. Goodrich, '97 (Capt). E. A. Boardman, '99. R. S. Huidekoper, '98 (Cox.). Cornell, 20 m. 34 s. W. S. Wakeman, '99 E. E. W. Bentley, '98 E. E. C. S. Moore, '99 C. E. A. C. King, '99 Agr. M. M. Odell, '97 Let. E. O. Spillman (Capt.). E. J. Savage, '98 Opt. F. A. Briggs, '98 Let. F. D. Colson, '98 Let. (Cox.). 1898. Yale, 24 m. 2 s. P. Whitney, '98 (Capt.). H. P. Wickes, 1900. J. P. Brock, 1900. R. P. Flint, '99 S. J. H. Niedeken, 1900. F. W. Allen, 1900. J. C. Greenleaf, '99 S. W. B. Williams, 1900. J. McL. Walton, '99 S. (Cox.). Harvard, 24 m. 35 J. G. S. Derby, M. S. R. F. Blake, '99. E. Wadsworth, '98. F. L. Higginson, 1900. C. L. Harding, 1900. J. H. Perkins, '98 (Capt.). N. Biddle, 1900. F. Dobyns, '98. G. P. Orton (Cox.). Cornell, 23 m. 48 s. W. C. Dalzell, '99 M. E. W. Bentley, '98 E. E. S. W. Wakeman, '99 E. E. T. L. Bailey, '99 Phil. C. S. Moore, '98 C. E. R. W. Beardslee, 1900 E. E. E. J. Savage, '98 Opt. F. A. Briggs, '98 L. F. D. Colson, '98 L. (Cox. and Capt.). ROWING AT YALE. 5" First Boat Club at Yale. 1843. Henry W. Buel. John W. Dulles. Virgil M. D. Marcy. John P. Marshall. John McLeod. Wm. Smith. Second Boat Club, of '1844. Edwin A. Bulkley. Henry P. Duncan. Henry C. Birdseye. James S. Bush. Henry Byne. Chas. H. Meeker. Howard Smith. Hannibal Stanley. Samuel A. Fisk. MISCELLANEOUS ROWING CONTESTS OF YALE CREWS WITH OUTSIDE CLUBS. Hartford, July 4, 1856. Boats. Transit S. S. S. Undine of Hartford, Virginia of New York, Distance, 3 miles. Won by Virginia, Transit, second. New London, July 6th, 1858. Boats. Eight-oared Olympia S. S. S. Four " " " Seven other boats of various patterns, including whale boats, wherries, etc. Distance unmeasured, 4 miles. Won by eight-oared Olympia, — time, 32 m. 25 s. Four-oared Olympia, second, — time, 35 m. 50 s. New London, July 4th, 1859. Boats. Varuna, Yale. Pequot, New London. Eaglet, " " Bonita, " " Naukeak, Mystic. Mother Bailey, Groton. Sassacus, Mystic. Won by Pequot, — time, 22 m. 28 s. Second, Eaglet, — time, 22 m. 50 s. Varuna, fifth, — time, 24 m. 27 s. MlDDLETOWN, CONN., 1859. Boats. July 4, Six-oared Atlanta, Yale. Eight-oared Olympia, Yale. Atalanta, Hartford. Aliotus, Hartford. Won by six-oared Atlanta, Yale, — time, 23 m. 10 s. Second, eight-oared Olympia, Yale, — time, 23 m. 30 s. Providence, July 4, i860. Boats. Yale University. Thulia, Yale Sophomores. Une of Providence. Won by Yale University, — time, 21 m. 28 s. Second, Thulia, — time, 22 m. 25 s. Worcester, July 25, i860. Boats. Gersh Banker, Newburgh, N. Y. Yale University. Union Boat Club, Boston. Quickstep, Boston. Won by Gersh Banker (Josh Ward stroke), — time, 18 m. 37 s. Second, Yale University, — time, 19 m. 10 s. $** YALE. Lake Saltonstall, July 10, 1871. Boats. Atalanta, New York. Yale Sophomores. Won by Atalanta, — time, 19 m. 6is. Second, Yale Sophomores, — time, 19 m. 15I s. Lake Saltonstall, November 17, 1875. Single sculls, two miles with turn. Julian Kennedy, Yale. R. B. Brainbridge, Atalantas. Won by Kennedy, — time, 14 m. 56 s. Second, Brainbridge, — time, 15 m. 52 s. Philadelphia, Aug. 22-24, 1076. Mile and a half. Boats, Four-oared Shells. Atalanta, New York. Beaverwyck, Albany. Yale, New Haven. Columbia, New York. Vesper, Philadelphia. Won by Atalanta. Columbia withdrawn in the finals. Time, 9 m. 37! s. Yale was beaten in the trial heats by Atalanta and Beaverwyck. Philadelphia, Aug. 28, 29, 30, 1876. Four-oared shells, mile and a half. Boats. Eureka, Newark. University Dublin, Ireland. Argonauta, Bergen Point. Yale, New Haven. Vesper, Philadelphia. Crescent, Philadelphia. Columbia, New York. Elizabeth, Portsmouth, Va. Quaker City, Philadelphia. Beaverwyck, Albany. DuQuesne, Allegheny City, Pa. Falcon, Burlington, N. Y. Watkins, New York. Pennsylvania, Philadelphia. Malta, Philadelphia. London Rowing Club, England. Northwestern, Chicago. Atalanta, New York. . First Trinity, Cambridge, Eng. Oneida, Burlington, N. Y. Won by Beaverwyck, — time, 9 m. 6 s. Second, London, — time, 9 m. 6|s. Third, Watkins, — time, 9 m. 16 s. Yale was beaten in third trial heat by London in 8 m. 51^ s. Yale mak- ing 8m. 52^ s. Philadelphia, Sept. 1, 1876. Four-oared shells, mile and a half. Yale. Columbia. First Trinity. (Withdrew.) Won by Yale, — time, 9 m. iof s. Second, Columbia, — time, 9 m. 21s. Harlem, Oct. 2, 1877. Junior Singles, one mile. Won by Herman Livingston of Yale, — time, 6 m. 5 s. Second not recorded, — time, 6 m. 14 s. Newark, Aug. 20, 1878. Mumford, New Orleans. Kennedy, Yale. McMillan, Philadelphia. Keator, Yale. Won by Mumford, — time, 10 m. I7fs. Harlem, Oct. 19, 1878. Double Sculls. Yale, (H. & E. P. Livingstone). Olympics. Athletics. Won by Yale, — time, 7 m. I5|s. Second, Olympics, — time, 7 m, 24 s. Single Sculls. H. Livingstone, Yale. E. Mills. H. P. Dana. Won by Mills, — time, 8 m. 7J s. Second, Livingstone. Junior Sculls. B. S. Keator, Yale. I. A. Lyon. Won by Lyon, — time, 7 m. 40^ s. Second, Keator, by four lengths. CHAPTER III. FOOTBALL. IF one were to make an invidious distinction, it would perhaps be fair to say that foot -ball of all sports had held the spot closest to the Yale man's heart, at least in the last twenty years. The sport was originally a contest between Sophomores and Freshmen of the nature of an annual rush. The match took place on the Green, and was girt about with many formali- ties, so far as the challenges and acceptances were concerned; but when the game began, difficulties, too strong to be overcome by politeness, usually resulted in a general scramble with more or less roughness. From the beginning of the forties for ten years this contest went on, but in 1849 the class of 1852, then Sophomores, refused to play with the Freshmen. This sporadic outburst of decorum lasted only a year, how- ever, and the next year the game was played as usual. A few years later the game was once more omitted for a couple of years, and when 1861 challenged i860, the Faculty stepped in and put an end to these con- tests. With this, however, came another difficulty, an unforeseen one. It had always been contended that Yale students had a right to use the Green for a play- ground, and in order to preserve the rights of the stu- dents it was necessary to have some sort of a game played on the Green from time to time. At any rate this was the belief of the College crowd. For all that, 33 5T4 YALE. however, the city passed a by-law in 1858 forbidding the playing of these games either on the streets or on the public squares of the city. From i860 to 1870 football practically disappeared from the curriculum ; but in the early seventies a re- vival took place, and in 1872 a Yale Football Associ- ation was organized. This revival was due largely to the personal efforts of David Schaff aided by Samuel Elder and Miller. The game as it was played at that time was more nearly after the Association order than the more modern Rugby Union. The players were not allowed to pick up the ball, pass it or carry it, but they did bat it with the hand, and baby it along the ground with the foot. The game was played with teams of twenty men each; and in the fall of 1872 Yale challenged Columbia, and the first legitimate game be- tween colleges was played. Yale won by a score of three goals. No other games were played in that year. In 1873, however, a Convention was called in New York in October. Harvard sent regrets, but Prince- ton, Columbia, and Rutgers were represented, and a code of rules was adopted similar to those under which the Columbia-Yale game the year before had been played. Yale played three games that season, winning the one with Columbia, losing the one with Princeton, but winning what was that year considered a very im- portant and interesting game, the one against the Eton eleven. The writer remembers this game very vividly for, although he was only a boy in preparatory school, like all the rest who had any interest in sport, he was pres- ent. The Eton team, so called, was a team made up FOOTBALL. 515 of eleven Englishmen, many of them from New York, and captained by Allen, an Eton man. The score card impressed us greatly, for there was a marquis on the team ; there was also on the English team one of the tallest men we had ever seen on the football field. His height was given me after the game as six feet, seven inches, and he certainly looked all of this. When he punted the ball with that long leg of his, it seemed as though it would never stop going. In 1874, the growth of the game had been such that it was more violent, and bigger, stronger men were selected. The day of the agile "peanutter" was fast disappearing. In 1875, class series were organized and a constitution adopted. In October of that year dele- gates from Harvard and Yale attended a Convention at Springfield in order to see if they could not compro- mise on some set of rules that would bring the two universities together in a match. Harvard at that time had taken up the Rugby Union and was playing games with Canadian teams, while Yale still stuck to the American game, which, as mentioned earlier, was far more like the Association game. A compromise was effected, but the mongrel game which resulted was unsatisfactory to both universities, and the only interest to be gained from it was the pleasure of seeing the Harvard men run with the ball. The writer perfectly remembers the many brilliant runs, and the general expertness of play exhibited by the Harvard team on this occasion. The score was given as four goals and two touch downs to nothing; but as the writer remembers it, it seemed as though Harvard scored whatever they pleased. This year ended the American game at Yale. 5 i6 YALE. In 1876, Yale, at the instigation of Harvard, adopted the Rugby Union rules entire. Harvard, after mak- ing a triumphant tour in Canada, came down to New- Haven to play with Yale on November 18th. Previ- ous to the game Yale used every effort to persuade Harvard to play more than one match. This was owing to the belief entertained by Captain Baker and those who counselled him, that if Yale could get two or three matches with Harvard during that fall, she could learn enough about the game to make a respec- table showing the following year. Harvard, however, replied to this invitation for a series that it was only out of courtesy to Yale that they had kept their men in trim for this match, as the season was practically over, and they would not play any more games that year. Thus ended Yale's endeavor to learn by actual contests the arts of running, tackling, and dodging, in which, from the previous year's experience, they knew Harvard to be greatly their superior. The dis- appointment was quite severe, for many things had arisen in the last few weeks of training to show us how little we knew of the mysteries of the Rugby Union. For instance, we^had been unable to secure an oval-shaped Rugby ball, and had been playing with the round rubber ball of the American game up to within a week or ten days of this Harvard match. In fact, Harvard had, I believe, loaned us the only ball we had for practice. Any one who has seen the round rubber ball can easily appreciate how much at sea we found ourselves, when we endeavored to catch, kick, and pass the egg-shaped ball of the Rugby Union. The day of the match dawned, and all our friends were condoling with us throughout the morning on the FOOTBALL. 517 sad fate which awaited us. With memories of the previous year's annihilation at the hands of the Har- vard team, there were very few of our eleven, for the game was played with eleven then, who did not expect to be rendered ludicrous in the contest. But if ever men had worked hard, we had. And if ever a captain had done his best to instill into the minds of every man on his team the best spirit, Captain Baker was that man. The betting, for there was betting in those days, was said to be five to one in favor of Harvard; and I remember the speculation on the score was some- thing appalling. By agreement between the Captains the Rugby rule of that day counting goals only was agreed upon. Touch-downs were to count nothing un- less they were converted into goals. This as after events proved was a lucky provision for Yale. The game began and our stage fright soon wore off. After fifteen minutes of play we knew that Harvard was the better team, but that the discrepancy was by no manner of means as marked as it had been the previous year, and, furthermore, that our team excelled them in physi- cal condition. In the first half of forty-five minutes the ball did not progress very far toward either goal. We had been instructed to put every effort on prevent- ing scoring by Harvard, as it seemed that in that line lay our best chance. The result was that the half ended with no score. In the second half we had man- aged to carry the ball within kicking distance of Har- vard's goal, and it was passed back to Thompson for a play which we had in a dim way comprehended, of try- ing a field kick at goal. Thompson was a man who, while not graceful, had an unlimited amount of aggres- siveness, and always a thorough belief in Yale's com- 518 YALE. ing out ahead. People say that he had no idea of kicking the goal, that is, no idea that his kick would be successful. Upon this point I disagree with them entirely. Thompson had very little idea of the drop kick as performed by the modern kickers, or in fact as performed by him himself a year or two later, but when he hit the ball with his ankle (if it did not even hit higher than that on his leg), I am sure he expected and firmly believed that he was going to make a goal, and this he did, much to the astonishment of both the Yale and Harvard teams. Harvard braced up after this, and by brilliant rallies secured two touch-downs, both of which, however, they failed to convert. On Thanksgiving day of the same year, Yale played Princeton at the St. George's Cricket grounds, Hobo- ken, winning by a score of two goals to nothing, and on the 9th of December they played their most memo- rable game of that year, at least so far as weather was concerned, with Columbia. The thermometer was not as low as it was when in that same year the Freshmen teams played in Boston, namely, several degrees below zero ; but the mercury actually registered only 8° above, and the men who did not play in the rush line found it rather chilly. Yale won by an overwhelming score. In 1877, owing to a disagreement as to the number who should constitute a team, Harvard and Yale did not meet. Harvard contended that the number should be increased to fifteen ; but Yale stuck to eleven, and the match fell through. Later in the season, Yale played Princeton with fifteen, because Princeton, like Harvard, refused to play with eleven, and Yale made two touch- downs, but failed to convert them into goals. In 1878, after violent opposition, Yale, finding that both Har- FOOTBALL. 519 vard and Princeton would not play with less than fif- teen men, yielded to them and defeated Harvard at Boston, late in November, by a score of one goal to nothing, but were defeated by Princeton four days later by the same score. This year Yale began her contention of making scoring such as to insure victory or defeat for one team or the other, and after a good deal of work on her part accomplished her end in a measure, that is, touch-downs were allowed to score, but not safeties. Not until 1881 did Yale and Harvard agree to count safeties, but only in this way : in case neither side made any other score, the team which made four less safety touch-downs than their opponents was to win the game. In spite of this agreement between Yale and Harvard, in which both supposed Princeton concurred, Princeton still refused to count safeties, and in that year evaded the matter by passing the ball into touch-in-goal. To return to 1879; in this year both the Yale-Harvard and Yale- Princeton games turned out draws, Harvard making four safety touch-downs, while Yale made two, and Princeton making five safeties to Yale's two. In 1880, the game with Harvard was played in Bos- ton in a pouring rain on the Boston ball grounds, which were so flooded as to render an accusation made by Harvard, that Yale was trying to drown one of her men by holding him down, not without some ground. During the entire first half neither side scored. And it was not until after the referee had said that there was only five minutes left to play, that Yale, having worked the ball down to Harvard's thirty-five yard line, realizing the desperateness of the occasion, tried a drop-kick for goal ; the ball was heavy with water, 52o YALE. but it just skimmed the goal bar, thus settling the game in Yale's favor. Inspired by this, while Har- vard was disheartened, Yale succeeded in crowding the ball over the goal line within the next four minutes, though the time was not sufficient in which to kick another goal. The game with Princeton was played in New York, in a snow-storm, on a field that had been cleaned off during the morning by a large force of men. This game was another repetition of the block game : Prince- ton making eleven safeties to Yale's five. In 1881, the Harvard game was played in New Haven in a rain- storm quite equalling that of the previous year at Bos- ton, and no goals or touch-downs were made. Harvard, however, made four safety touch-downs, and by the agreement as stated above thus lost the game. The Princeton game was another repetition of the defen- sive tactics, and really put an end to the block game, for it so disgusted spectators that it was absolutely necessary to make a change. The association realized the situation, and formally awarded the championship to Yale, as Yale defeated Harvard, while Princeton played a draw with Harvard. Yale's teams were becoming better and better every year, and the general development of the game at New Haven was so much ahead of the playing throughout most of the colleges as to make it certain that, barring accidents, and accidents occur very seldom in football, Yale would win any game into which she went. In 1882, Yale won from Harvard by one goal and three touch-downs to nothing. Harvard defeated Princeton, and Yale did the same, although Princeton scored on Yale by a magnificent place kick after a fair catch £ X o * o O FOOTBALL. S 21 from the fifty-yard line. In 1883, definite scoring points were adopted which have been, with changes in values, in existence up to the present day. A goal from a touch-down counted six, a goal from a field kick, five, a touch-down, two, and a safety by the op- ponents, one. Both the Harvard and Princeton games were played this year in New York. In the Prince- ton game, Yale scored inside the first ten minutes, and no farther score was made by either side. In the Har- vard game, however, Yale scored twenty-three points to Harvard's two. It was in this year that the Harvard Athletic Com- mittee insisted upon certain rules of theirs being ob- served, and refused to allow Harvard to play the match unless these rules were carried out. In 1884, the Yale- Princeton game was played in New York on the 28th of November; Yale made a touch-down and kicked the goal in the early part of the game; Princeton suc- ceeded in making a touch-down, but failed to convert it. A short time after this Princeton, taking excep- tion to decisions of the referee, refused to continue the game, and it was not until almost dark that they con- sented to go on. Not long after this the game had to be called on account of darkness, leaving the score Yale 6, Princeton 4. The Yale-Harvard game was hardly worth mentioning on account of the weakness of the Harvard team. Yale won by a score of 52 to o. In 1885, there was no game with Harvard owing to the fact that the Harvard Athletic Committee forbade the playing of any Intercollegiate football by Harvard teams that season. The Yale-Princeton game, how- ever, made up in its excitement for any lack of inter- est that might have been occasioned by the failure of 522 YALE. Harvard to put a team in the field. The Princeton team was a veteran one, and every one expected that Yale, with her nine green men, would easily succumb to the Jersey men ; but the team at New Haven, under Captain Peters, had been worked carefully and well, and before the game had progressed fifteen minutes it was evident that the dash and enthusiasm of the new men was a match for the greater experience and accu- racy of the veteran visitors. Yale secured the ball toward the latter part of the first half within kicking distance of Princeton's goal, and Watkinson sent a drop-kick skimming over the bar. The score of 5 to o continued until within five or six minutes of the end of the second half. After a determined effort of Prince- ton's, which carried the play down to Yale's five-yard line, the ball was secured by Yale on three downs, and carried steadily up the field until it was at the middle. Here Yale, over-confident at the sure expectation of victory, and with only a few minutes to play, instead of continuing the running game, sent a punt down towards Princeton's goal. It struck Toler, one of Princeton's backs, in the chest and glanced off, while Lamar, who was backing him up, came running for- ward and, taking the ball on the bound, was in an in- stant past the Yale rushers, who had concentrated on Toler, where the ball was falling. Lamar ran up the field, but still had two men to pass, one of them Bull, Yale's later famous full-back. He and his companion, instead of running forward to meet Lamar, endeavored to force him out of bounds on the side. Lamar made a quick turn which practically brought these two men together, and came inside, thus having a clear field, and eventually depositing the ball directly behind FOOTBALL. 5 2 3 Yale's goal. From this touch-down a goal was quickly made, and although the Yale team played with desper- ation during the few minutes remaining, the final score stood 6 to 5 in Princeton's favor. The following year, 1886, Harvard was defeated by Princeton, two goals to nothing, and therefore went into the Yale game with a feeling of hopelessness. The game was played in Cambridge, and Yale easily won by a score of 29 to 4. The Yale-Princeton game was played on Princeton's ground, and owing to the agreed-upon referee not being present at the time when the game was to have com- menced, the kick-off was delayed for nearly an hour. Finally Mr. Harris, of Princeton, was prevailed upon to act, and the game began at half-past three. It was a rainy day, and the ground and ball both showed evi- dences of it. It was certain within half an hour that if the game were delayed any farther it would be im- possible to finish it, for, owing to the clouds, it was an especially dark day. Yale scored a touch-down, but failed to kick a goal, farther delays ensued, finally the crowd rushed on the field and it took a long time to clear it. At last, some fifteen minutes before the full time had elapsed, the referee called the game on ac- count of darkness. The annual convention passed the following rather remarkable resolutions: "That this Convention cannot, as a convention, award the cham- pionship for 1886. Resolved, that Yale, according to the points scored, should have won the championship." In 1887, the present plan of two officials, an umpire and a referee, was instituted. Formerly the game had been managed by the referee alone; although, in the early days, two judges had acted as advocates, each for his own side, the referee being the final court 524 YALE. of appeal. Princeton was defeated by Harvard at Cam- bridge by two goals to nothing, and the Yale-Princeton game was played previous to the Yale-Harvard game. This Yale-Princeton game was an exciting one from start to finish, and some of the most remarkable players for years took part. There was no marked difference between the two teams in individual prowess, but the tactics and the generalship of Yale was the better, and finally won by two goals to nothing. The Yale-Harvard game was played in New York on Thanksgiving Day before one of the largest audiences that up to that time had ever witnessed a game. The play was even more exciting than that exhibited in the Yale-Princeton game. Harvard, thanks to the remark- able running of her half-backs, notably Porter, contin- ually forced Yale down the field, until the latter, after securing the ball, would, with a well-directed punt, regain the lost ground. This continued until the bet- ter strategical work of Yale gave them possession of the ball within kicking distance of Harvard's goal. The ball was passed back to Bull, but his drop-kick missed. A short time after he tried again with im- proved aim but still unsuccessfully. The third time, however, he put the ball fairly over. This was thirty minutes from the beginning of the first half. Not long after Yale secured a touch-down which was converted into a goal, making the score n to o in favor of Yale. In the second half Harvard went in more vigorously than ever, and, a blocked kick aiding them, secured the ball near Yale's line, where on the next down, Porter, with a ten-yard run, secured a touch-down. Just previous to this, on another blocked kick, Yale had been forced to a safety, so that the score now stood FOOTBALL. 525 Yale 11, Harvard 8. It was now Yale's turn to brace, and their team worked together with a will until they got the ball within thirty-five yards of Harvard's goal; on the next play Wurtenburg, the Yale half, made a run of thirty-five yards for a touch-down, the goal was converted, thus leaving the final score 17 to 8 in Yale's favor. The discipline and general perfection to which Yale was carrying the sport told most strongly on her work the following season, for she went through the year without being scored upon by any one, and making a total of six hundred and ninety points. The next year, 1889, the football season opened with a most remarkable game between Princeton and Harvard at Cambridge, in which Harvard, although leading at the end of the first half by a score qf 15 to 10, was overwhelmed in the second, and finally defeated 41 to 15. The game between Yale and Harvard at Spring- field was therefore looked upon as one likely to be of large scores ; but instead Yale won by a score of 6 to o, and this touch-down from which the goal was kicked was made only at the very end of the first half. The Yale-Princeton game was played at Berkeley Oval, New York, and although it did not rain during the game, the continued down-pour of the previous day made the field in some spots nothing more than a quag- mire. Sawdust was generally distributed over this mud, but had little effect. The first half was ended with no score by either team ; but in the second half Princeton repeated her strong finish as exhibited at Cambridge, and won by a score of 10 to o. Yale therefore started in the next season under the weight of a deal of discouragement, with a defeated 526 YALE. team and no great amount of material. It looked as though there was little chance of a successful season. Added to this, in the second game of the year, a game against Crescent, the Brooklyn players scored a touch-down and goal ; but from this time on Yale's work steadily improved, until it reached its maximum on the day of the match with the University of Pennsylvania; this game Yale won by a score of 60 to o, one week before the Harvard game. The Harvard game was played at Springfield, and both teams looked forward to a hard contest. Twenty- four hours before the match, Yale's centre, Holcomb, was taken with inflammatory rheumatism ; but so great was the confidence of Yale in Captain Rhodes and the men who carried the blue, that they felt even with this handicap they would be able to win. During the first half, Yale had the benefit of the wind, but failed to score, owing to Harvard's magnificent defence, and the strong kicking of Trafford. In the second half, after nearly twenty-five minutes of play, Lee of Harvard, who had replaced Lake, made a long run around Yale's left end for a touch-down, which was quickly converted into a goal. Hardly had the ball been put into play after this, when Dean, Harvard's quarter-back, break- ing through and taking advantage of a misplay in the centre, seized the ball with an open field and ran fifty yards to a touch-down. The goal was again kicked, and the score stood 12 to o in favor of Harvard. From this point on Yale made a most heroic effort, and car- ried the ball down to Harvard's goal, making a touch- down and converting, by a difficult kick, what looked like four points only into six. Immediately after the kick-off they continued their aggressive work, and Crosby Football Team of 1890 B. Morison Wallis McClung Heffelfinger S. Morison Hartwell Williams Lewis Rhodes (Capt.) Harvey Barbour Bliss Football Team of 1894 Jerrems McCrea Greenway Stillman Armstrong Chadwick Murphy Butterworth Thorne Bass L. Hinkev F. Hinkey (Capt.) Hickok Beard Adee Letton FOOTBALL. 527 fought their way down to within a few yards of the Harvard goal again before time was called; but the effort was too late, and the game closed with a score of 12 to 6 in Harvard's favor. This and the tremen- dous up-hill work of Harvard already referred to in the game at New York, in 1887, are the two most memorable instances of heroic struggles on the foot- ball gridiron. The Yale-Princeton game was played at Eastern Park, Brooklyn, on Thanksgiving Day ; and here Yale, having taught her green centre, Lewis, how to play the position, took sweet revenge for the defeat of the previous week, scoring sixteen points in each half, or a total of thirty-two to Princeton's nothing. The fol- lowing year, 1891, there was a most marked advance again in Yale's development of the game. She began where she had left off the previous year, and developed her team with amazing skill to such a point of perfec- tion as to make the results of her games well-nigh un- questioned. Throughout the entire season no team was ever able to score a point against her, and when she met Harvard at Springfield before an audience of nearly twenty-five thousand she forced the crimson players to the defensive almost from the start, the final score being 10 to o. Fully forty thousand assembled for the Yale-Prince- ton game in New York on Thanksgiving Day; and although, by a most excellently executed defensive kicking game, Princeton was able to hold Yale off during the first part of the game, the discipline and steadiness of the latter' s play told heavily in the second half, and in the end proved altogether too much for Princeton. 528 YALE. The season of 1892 exhibited once more the gap which separated Yale from the other universities in the tactics of the game. Pennsylvania was beaten 28 to o, Harvard 6 to o, and Princeton 12 to o. It was gradually dawning upon the Yale management that three games of this nature every season was something of a contract, and the care which they exhibited for their players in the Harvard game was rendered abso- lutely necessary by the close proximity of the match with Princeton. Even this year there were many who complained that the Pennsylvania game added more than it should to the burden which the team must bear. For all that it was played and played with vigor, as the score indicates. In 1893, there was a general upheaval in the Inter- collegiate Association against the continuance of grad- uate players, and rules were passed restricting this eligibility. The University of Pennsylvania felt that Yale and the others were voting this reform simply to get rid of Pennsylvania's strong team. Pennsylvania having tendered her resignation to the Association, however, Yale agreed to play whatever team Pennsyl- vania should put in the field. Up to this time no score had been made against Yale during the season. The match was played in New York, and there was an unusual amount of interest. The final result was Yale 14, Pennsylvania 6, the latter securing a touch-down, from which a goal was kicked in the second half of the game. The play was fast and furious. Pennsylvania using flying interference to good effect, while Yale practically confined herself, in accordance with her traditional policy at that period in the season, to a few elementary plays. The Yale team showed the effects FOOTBALL. 5 2 9 of this contest for a considerable. time, and although they won from Harvard by a score of 6 to o, they were defeated in the final game of the season by Princeton by the same score. The following year, 1894, the Yale team was brought to a higher scoring perfection, though slightly at the expense of her defensive play. West Point scored on her, and so did Harvard ; but Yale defeated both these teams and went into the Princeton game in good con- dition, easily running up a score of twenty-four points, while Princeton failed to cross the Yale line. But Yale was developing individual players more strongly than usual. This was probably the effect of having some marvellously strong runners behind her line, upon whom, in spite of the efforts of the management, the teams grew to rely, and fell behind in that general team play which had been so characteristic of New Haven elevens. In 1895, this tendency became especially marked, and, as one of the coachers said, "This team can score against anybody." And before the Princeton game the record of the team had been an unusual one. In the first place the Crescent Athletic Club had forced them to a safety touch-down ; the Orange Athletic Club had scored twelve points on them. Meantime, however, they had been scoring twenty-four points on Orange. West Point scored eight on them ; but once more Yale demonstrated the remarkable scoring ability of her team by running up twenty-eight points. The only game of the season which apparently found her lacking in this quality was a tie game with Brown. There was no Harvard game this season on account of the bitter feeling engendered by the match of 1894 at Springfield, the general recrimination incident to that 34 53° YALE. match having brought about a cessation of athletic re- lations between the two universities. With the day of the Princeton game approaching, it was hard to predict what the result of the match between these two teams would be. Princeton had made a reputation for strong playing, and their defence was superior to that of most of the other teams;, besides this they were, like Yale, a strong, offensive, scoring team. The match was one of the most interesting and remarkable ever played between the two universities, but the star playing of Thorn e, the Yale captain, turned the tables in Yale's favor at critical moments, and Princeton was finally defeated by a score of 20 to 10. An era of depression seemed to follow as a result of the tendency to rely upon brilliant individual effort. The material that offered during the season of 1896 was unsatisfactory, and there were many times when veterans with injuries were of necessity called upon to play in the early practice matches, simply because there were not enough reasonably good new men to take their places. As the season went on, every one realized that the Yale team was far from being up to its usual standard. For all that, so many times had the public been surprised by Yale's tremendous power for finish- ing strongly that, in the absence of any Harvard game in which to measure the calibre of Yale's 1896 team, the general public believed that it would be a close match with Princeton. But Princeton not only won, but administered to Yale the most severe defeat her team had ever suffered in its history. It is true it did not equal the thrashing that Yale had administered to Princeton at Eastern Park when Captain Rhodes' team defeated the men from New Jersey 32 to o; but it made FOOTBALL. 531 every one feel before the game was over how absolutely- powerless the Yale eleven was before the mighty on- slaughts of Princeton's interference. The final score was Princeton 24, Yale 6. The season of 1897, therefore, opened for Yale with visions of a gigantic undertaking. The relations with Harvard were renewed, and a match was arranged with them to take place at Cambridge. Yale's eleven of the previous year was more than half gone, and, from memories of the Princeton game of 1896, it seemed well-nigh impossible to develop a new team to meet the veteran organization and wipe out that score of 24 to 6. But Yale went at it manfully; her material was most promising, but the progress was slow. Game after game went by without the development of that peculiar getting together so characteristic of good Yale teams. Brown nearly tied Yale; West Point did tie them, and in fact up to the last few minutes had the game won. Up to the game with the Chicago Athletic Association no one could hope for anything but defeat at the hands of both Harvard and Princeton. But by this time the needs of the Yale team had been care- fully diagnosed, coaches had been set at every weak position, the general defence was carefully laid out, and in that game — the one mentioned above with Chicago — the team came up to something like its usual form. The next week was spent in the most tremendous effort to smooth out the rough places, and when the team went to Cambridge it was by no means an inferior team, although it was green and erratic. For the first few minutes of the game the men seemed to lose their heads, but after that steadied down and the final result was a tie. This gave the team just 532 YALE. the experience necessary to enable them to cope with Princeton; but as the organization from New Jersey was regarded as one of the most remarkable in the history of that university, the general outsider went up to New Haven expecting to see Yale annihilated. But the Princeton team had passed the point of their high- est development, and, during the period intervening between their last important game and the day of the Yale match, had fallen off physically very much. Yale went in with dash and fire that was almost irre- sistible, and although Princeton more than held their own for a time, the strength of the Yale team gradu- ally wore them down, overmatched their points of superior skill, and in the second half scored and won the game, 6 to o. It was the most remarkable triumph of the Yale system ever displayed in her football history. Yet upon the very heels of this followed a season of reverses. Yale carried over an especially strong body of men as candidates for positions behind the line, among them De Saulles, McBride, Dudley, Corwin, and Benjamin, all of whom had taken part in the final re- markable work of 1897 and were expected to furnish such evidence of improvement as should insure Yale the strongest back-field in the country for the season of 1898. But the forward line was materially weakened by losses, Cadwalader, Rodgers, Hall, and Hazen all being missed. Most of all, however, was felt the entire absence of graduate coaches until at the very end of the season, when they hurriedly assembled, but too late to be of service. The play of the team at the outset was fair behind the line, but lamentably loose in the for- ward. In fact, there was never a time when the backs FOOTBALL. 533 could rely upon any assistance from the men before them, as the few good men were all the time obliged to help out the weaker portions of the line and had no spare strength to give the halves. This condition of affairs began after a time to result in injury and over- training or overworking of the men behind the line, and before the season was half over the goodly array of material for backs was fast becoming decimated. To crown the troubles of the team De Saulles, upon whom so much reliance had been placed, and whose play in 1897 na d been so precious to Yale in emergencies, met with an incapacitating accident in the shape of a sprained ankle, which, in spite of time, refused to strengthen, and after an heroic attempt to play in the Princeton game he was laid up for the rest of the season. Although the conditions just previous to the first big match were reversed from those of the last year, Princeton only tying West Point and Yale defeating the same team, it was generally believed that Yale and Princeton were very evenly matched, especially as Princeton would have the advantage of home grounds. For all this the result was unexpected in the way it came about. Yale developed unhoped-for solidity of defence and an ability to pierce the Princeton line with short plunges, so that the play was early transferred to Princeton territory. While nearly at Princeton's goal and apparently mas- ters of the situation, the Yale team, through one of the half-backs losing the ball after making his distance, were thrown into consternation by Poe, the Princeton end, seizing the ball and running entirely unopposed the length of the field, securing a touchdown which was easily converted into a goal. From that time on neither side scored, although Yale continued to exhibit individ- 534 YALE. ual weaknesses in catching kicks and in holding the ball. Princeton's offensive game was never strong enough to make an impression upon the Yale line, but her han- dling of the ball on punts was far superior. When the game ended there was great confusion of ideas as to what the outcome of the Harvard game would be. Outside the fumbling Yale was accredited with a de- cidedly better showing than her coaches had expected or had any fair reason to hope. Thus it happened that the majority of her adherents, especially those who had had no practical experience in the severe undertaking of teaching and perfecting a team in the kicking depart- ment, fell into the error of believing that Yale had an equal chance with Harvard in the coming contest. No team has ever yet been able in the last week of a season tc develop a kicking game, or, in fact, in that short space of time to add very materially to their skill in that department of play. An eleven that has no special control over that branch before mid-season has never been able to effectively master it, and has usually been equally unable to meet such play by the opponents. The Yale team of 1898 only demonstrated this fact. There were times during the match with Harvard when Yale's running game was for a short period equal to that of Harvard. There were momentary spells of that stiff defence exhibited at Princeton, but never was there a time when Yale approached in any degree to Harvard's skill in the punting department. Her ends were not down in field on the ball, her kicks were neither long nor accurate, and in catching or running back of punts she was completely out-classed. The day opened most depressingly with a heavy rain, which continued to fall well into the afternoon. The Freshman match was FOOTBALL. 535 played out and won by Harvard in a perfect sea of mud and water. The crowd were not in the least daunted by the conditions, however, and assembled bravely for the big match of the afternoon. The field had been well treated, and while moist was by no means bad. Harvard quickly took the lead, and with the wind and aided by excellent concerted play forced Yale speedily into the position of defenders. Harvard's running game was, during the first fifteen minutes, the best she has ever exhibited ; and although later in the match Yale im- proved in meeting that running she never stood a chance of meeting Harvard's kicking game, and the only wonder was that the score was not even larger. Towards the end traditional dogged pluck on the part of the wearers of the blue enabled her team to carry the ball down within trying distance for a field goal, but this was missed, and Yale's last hope of scoring disappeared. Yale exhibited at times considerable ability in united team action in the short runs, but there was a lamentable lack of individual skill in catching, kicking, and covering kicks. Harvard was phenomenally strong in each one of these particulars. The result was so manifestly a logical one as to leave no ground for cavil, and in fact the congratulations extended to Harvard came from no sincerer source than from the Yale players themselves and the Yale body in general. 536 YALE. Football Championships. Year. Contestants. Winner. Remarks. 1876 Yale. Princeton. Harvard. Columbia. Yale. Yale not in Association, but defeated every member of it. 1877 Yale. Princeton. Not awarded. Yale not in Association. Yale made two touchdowns to Princeton's nothing ; this, by the rules, a draw game. 1S78 Yale. Princeton. Harvard. Princeton. Yale defeated Harvard this year by one goal to nothing. 1879 Yale. Princeton. Harvard. Columbia. Not awarded. Yale's game with Princeton and Har- vard, by the rules, draw games. Princeton 5 safeties, Yale 2. Harvard 4 safeties, Yale 2. 1880 Yale. Princeton. Harvard. Columbia. Not awarded. Yale defeated Harvard by one goal and one touchdown to nothing. Draw game with Princeton. 1881 Yale. Princeton. Harvard. Columbia. Yale. Yale defeated Harvard by no safeties to four and tied Princeton, neither scor- ing, except Princeton made touchdown in goals. 1882 Yale. Princeton. Harvard. Columbia. Yale. Yale defeated Harvard by a goal and three touchdowns to nothing ; and Princeton by two goals to one. Harvard defeated Princeton. 1883 Yale. Princeton. Harvard. Columbia. Yale. Yale rush line averaged 185 lbs. 1884 Yale. Princeton. Harvard. Wesleyan. Not awarded. Harvard beaten by four colleges this year. Yale defeated Princeton 6-4 in an unfinished game. 1885 Yale. Princeton. Wesleyan. Univ. of Penn. Princeton. Harvard kept out of football by her Faculty. Princeton defeated Yale 6 to 5. 1886 Yale. Princeton. Harvard. Wesleyan. Univ. of Penn. Not awarded. Yale_ defeated Princeton 4-0 in an un- finished game. Princeton 12, Harvard 0. 1887 Yale. Princeton. Harvard. Univ. of Penn. Wesleyan. Yale. Harvard defeated Princeton, 12-0. Audience of about 20,000 at Yale- Harvard game. 1888 Yale. Harvard. Princeton. Univ. of Penn. Wesleyan. Yale. Yale played thirteen games and ended the season without being scored against, and having made 690 points. Harvard forfeited to Yale. FOOTBALL. 537 Year. Contestants. Winner. Remarks. 1889 Yale. Princeton. Harvard withdrew from the Association Harvard. after being defeated by Princeton by a Princeton. score of 41-15. Univ. of Penn. Wesleyan. 1890 Yale. Harvard. Harvard defeated Yale on Nov. 22 by a Princeton. score of 12 to 6, but not being a member Univ. of Penn. of the Intercollegiate Association, the Wesleyan. championship went to Yale, who had scored 168-0 in the three championship games. 1 891 Yale. Yale. Yale also defeated Harvard by a score of Princeton. 10 to 0. Univ. of Penn. Wesleyan. 1892 Yale. Princeton. Univ. of Penn. Wesleyan. Yale. Yale also defeated Harvard 6 to 0. 1893 Yale. Princeton. Wesleyan withdrew from the league Princeton. after her first game, which was with Univ. of Penn. Princeton. • Wesleyan. 1894 Yale. Harvard. Princeton. Yale. 1S95 Yale. ' Princeton. Yale. 1S96 Yale. Princeton. In these years Pennsylvania met and Princeton. >■ defeated Harvard, but had no games with Yale or Princeton. 1S97 Yale. Harvard. Princeton. Yale. 1S98 Yale. Harvard. Princeton defeated Yale and Harvard Harvard. defeated Yale and Pennsylvania. Princeton. 538 YALE. Freshmen Intercollegiate Football Record. Date. Place. Contestants. Winner. Score. 1876. Dec. 2. 1877. Nov. 17. Dec. ii. 1879. Nov. 22. Nov. 29. Nov. 17. 1881. Nov. 12. Nov. 11. Dec. 2. 1883. Nov. 29. 1884. Oct. 22. Nov. 5. 1886. Nov. 27. 1887. Nov. 26. 1888. Dec. 1. 1889 Dec. 1. 1890. Nov. 29. 1S91. Nov. 28. 1892. Nov. 26. 1893. Dec. 4. 1894. Dec. 1. 1895. Nov. 27. 1896. Nov. 25. 1897. Nov. 13. Nov. 20. 1898. Nov. 19. Boston. New Haven. Boston. New Haven. Cambridge. Springfield. Springfield. Middletown. Cambridge. Cambridge. Hartford. New Haven. Cambridge. New Haven. Cambridge. New Haven. Cambridge. New Haven. Cambridge. New Haven. Cambridge. New Haven. Princeton. New Haven. Cambridge. New Haven. Yale '80. Harvard '80 Yale '81. Harvard '81 Yale '81. Harvard '81 Yale '83. Harvard '83 Yale '83. Harvard '83 Yale '84. Harvard '84. Yale '85. Amherst '85 Yale '86. Wesleyan '85 Yale '86. Harvard '86 Yale '87. Harvard '87 Yale '88. Amherst ' Yale '88. Wesleyan '88 Yale '90. Harvard '90 Yale '91. Harvard '9 Yale '92. Harvard '92 Yale '93. Harvard '93 Yale '94. Harvard ' Yale '95. Harvard ' Yale '96. Harvard ' Yale '97. Harvard Yale '98. Harvard Yale '99. Princeton '99. Yale 1900. Princeton 1900. Yale 1901. Princeton Yale 1901. Harvard 1 '94 '95 97 1901 901. Yale 1902. Harvard 1902. Harvard '80. Harvard '81. Harvard '81. Yale '83. Yale 'S3. Yale '84. Yale '85. Wesleyan '85. Tie game. Tie game. Yale '88. Yale '88. Harvard '90. Harvard '91. Harvard '92. Harvard '93. Harvard '94. Yale '95. Tie game. Yale '97. Harvard '98. Yale '99. Princeton 1900. Yale 1901. Harvard 1901. Harvard. 3 goals to o. 1 goal to o. 1 touchdown to o. 2 touchdowns to o. 1 goal, 3 touchdowns to o. 3 goals, 1 touchdown to o. Amherst 4 safeties. 1 touchdown to o. 6-6 5-5 58-0 8-2 22-4 6-2 36-4 35-iz 14-4 24-0 6-6 30-4 12-6 16-6 14-4 10-0 34-o 6-0 FOOTBALL. Yale University Football Games. 539 Teams. 5 == O o Yale vs. Columbia (twenties) " vs. Rutgers " " vs. Princeton " " vs. Rutgers " " vs. Columbia " " vs. " " vs. Rutgers " " vs. Harvard (fifteens) " vs. Wesleyan (twenties) " vs. Columbia " vs. Harvard (elevens) " vs. Princeton " vs. Columbia " vs. Tufts " vs. Trinity " " vs. Stevens Institute .... " " vs. Princeton (fifteens) " vs. Amherst " " vs. Trinity " vs. " " vs. Harvard " vs. Princeton 3-o 3-i o-3 6-o 5-i 6-i 4-1 0-4 6-o 2 -3 i-o 2-0 2-0 I-O 7-0 13-0 Draw. 2-0 2-0 3-o 1-0 0-1 5-1 4-0 11-0 17-0 (2-0) 1. . Date. Teams. O C/3 « 1879. Nov. 1 . Yale vs. Univ. of Pennsylvania . (fifteens) 3-0 S-o " 8. " 2-4 " l 5- u 5-0 3-0 " 22. ct 2-0 3-0 " 27. tt 2-5 * In these years only goals counted. 54o YALE. Date. Nov. 10. " 13. " 17- " 20. " 25. 1881. Oct. 29. Nov. 2. " 5- " 12. " 16. « 24. 1882. Oct. 7. " 21. " 28. Nov. 4. " 8. «' 18. " 25. " 30. Teams. Yale zv. Columbia .... zw. Brown vs. Univ. of Pennsylvania vs. Harvard . . . . . vs. Princeton .... (elevens) vs. Amherst .... vs. Univ. of Michigan vs. Amherst .... vs. Harvard . . . - vs. Columbia . . . vs. Princeton . . . vs. Wesleyan . . . . vs. Rutgers vs. Rutgers . . . . . vs. Inst, of Technology , vs. Amherst . . . . . vs. Columbia . . . , vs. Harvard . . . . . vs. Princeton . . . . 13-0 8-0 8-0 1-0 2-0 2-0 4-0 1-0 9-0 . . 9-0 3-0 5-o I-I 6-0 2-0 9-0 1-0 11-0 .S-o 1-0 3-0 2-1 5-0 5-o 1-0 1-0 4-0 8-0 Date. Sept. 2-0 2-0 7-0 7-o 6-0 2-0 4-0 1-0 I-O 2-0 I-O I-O 3-0 2-0 6-0 -O -O 3-i 1-0 I-O 5-0 2-0 2-0 I-O 3-o 6-0 28-0 32-0 22-0 29-0 58-0 50-0 44-0 72-0 48-0 28-0 6-0 12-0 18-0 16-0 28-0 46-0 50-0 82-0 28-0 42-0 14-6 6-0 0-6 42-0 28-0 10-0 23-4 34-o 34-o 24-0 23-0 12-5 12-0 67-0 50-0 38-0 12-4 24-0 8-0 4-0 26-0 544 YALE. S ' ll c Date. Teams. w'O <£i ^3 •a J3 & • u a 3 OH 3 O H '0 I8 95 . Oct. 9. Yale vs. Amherst 4-0 3-° 36-O " 12. " vs. Crescent A. C. 2-0 1-0 8-2 " 16. " vs. Dartmouth . . 3-° 2-0 26-0 " 19. " vs. Orange A. C. . 2-2 3~° 24-12 " 23. " vs. Williams . . . 7-o 3-° 54-0 " 26. " vs. Boston A. A. . 0-0 " 30- " vs. Dartmouth . . 2-0 5-o 32-0 Nov. 2. " vs. West Point . . . 3-o 2-2 0-1 28-8 " 6. " vs. Carlisle School 3~° 18-0 " 9- " vs. Brown . . . 1-1 6-6 " 16. " vs. Orange A. C. . 2-0 3-o 0-1 26-0 « 23. " vs. Princeton . . 2-1 2-1 20-10 1896. Sept. 26. " vs. Trinity . . . 1-0 6-0 " 3°- " vs. Amherst . . . 2-0 12-0 Oct. 7. " vs. Brown . . . 3-o 18-0 " 10. " vs. Orange A. C. . 3-° 12-0 " 14. " vs. Williams * . . 3-o 1-0 22-0 " 17- " vs. Dartmouth . . 5-o 3-o 42-0 " 21. " vs. Wesleyan . . 2-0 1-0 16-0 " 24. " vs. Carlisle School 2-1 12-6 " 28. " vs. Elizabeth A. C. 2-1 12-6 " 31- " vs. West Point . . 1-0 2-0 I-I 16-2 Nov. 3. " vs. Boston A. A. . 1-0 1-0 1 0-0 « 7. " vs. Brown. . . . I-I 3-0 18-6 " 14- " vs. New Jersey A. C. 2-0 1-0 16-0 " 21. " vs. Princeton . . 1-2 0-3 6-24 1897. Sept. 29. " vs. Trinity . . . 1-0 1-0 1 0-0 Oct. 2. " vs. Wesleyan . . 5-o 30-0 " 6. " vs. Amherst . . . 3-o 18-0 " 9- " vs. Williams . . . 4-0 2-0 32-0 " 16. " vs. Newton A. C. . 1-0 1-0 1 0-0 " 20. " vs. Brown . . . 3- 1 0-2 18-14 " 2 3- " vs. Carlisle School 0-1 4-0 0-1 24-9 " 3°- " vs. West Point . . 1-1 6-6 Nov. 6. " vs. Chicago A. C. . 2-1 1-0 16-6 " 13- " vs. Harvard . . . 0-0 " 20. " vs. Princeton . . 1-0 6-0 FOOTBALL. 545 Date. 1898. Sept. Oct. Nov. Teams. Yale vs. Trinity . . . " vs. Wesleyan " vs. Amherst . . . " vs. Williams . . " vs. Newton A. C. . " vs. Brown . . . " vs. Carlisle School " vs. West Point . . " vs. Chicago A. C. . " vs. Princeton " vs. Harvard . . . 0-1 1-0 OH 3-0 4-0 3-° 1-0 2-1 3-° 3- 1 1-0 6-0 4-0 1-0 4-1 3-o 2-0 1-0 0-1 0-3 18-0 34-o 2J-0 6-0 22-6 18-5 I O-O I O-O c-6 c-17 35 546 YALE. Yale University Football Men. 1872. W. F. McCook, C. S. Hemingway, E. S. Miller, S. L. Boyce, L. W. Irwin, J. P. Peters, H. A. Strong, '73 ; W. S. Halstead, R. H. Piatt, P. A. Porter, R. W. Kelly, J. L. Scudder, J. A. R. Dunning, H. Scudder, H. D. Bristol, T. T. Sherman, '74 ; H. A. Oaks, C. H. Avery, W. H. Hotchkiss, '75; R. D. A. Parrott, '74 S. ; (D. S. Schaff, '73, Acting Captain). 1873- C. Deming, '72 ; J. P. Peters, '73; W. S. Halstead (Cap.), H. D. Bris- tol, J. L. Scudder, T. T. Sherman, G. M. Gunn, C. D. Waterman, E. D. Robbins, W. E. D. Stokes, L. Melick, W. O. Henderson, C. E. Hum- phrey, G. V. Bushnell, J. A. R. Dunning, P. A. Porter, '74; W. H. Hotchkiss, F. L. Grinnell, H. J. McBirney, '75 ; E. V. Baker, '77. 1874. C. Deming, '72 ; J. P. Peters, '73 ; H. D. Bristol, '74 ; H. J. McBirney (Capt.), C. H. Avery, C. W. Cochran, W. S. Fulton, F. L. Grinnell, C. Maxwell, F. T. McClintock, '75; W. Arnold, A. H. Ely, M. H. Phelps, D. Trumbull, F. W. Vaille, W. J. Wakeman, F. N. Wright, '76 ; E. V. Baker, '77 ; W. L. R. Wurts, '78 ; W. C. Hall, '75 S. 1875- J. P. Peters, '73; W. Arnold (Capt), W. J. Wakeman, D. Trumbull, C. Johnston, F. N. Wright, M. H. Phelps, F. W. Vaille, '76 ; E. V. Ba- ker, G. T. Elliott, '77 ; W. L. R. Wurts, E. W. Smith, '78 ; O. D. Thompson, G. D. Munson, '79; D. R. Alden, '76 S. ; (E. D. Robbins, G. V. Bushnell, '74; B. B. Seeley, '76; F. W. Davis, '77; T. E. Roch- fort, '79, on the twenty, not 071 the fifteen). 1876. Forwards. — G. H. Clark, 'So; W H. Taylor, '78; C. C. Camp, '77; W. V. Downer, '78 ; N. IT. Walker, '77. Halfbacks. — W. C. Camp, '80; W. D. Hatch, '79 ; O. D. Thompson, '79. Backs. — W. L. R. Wurts, '78; W. T. Bigelow, '77; E. V. Baker, '77 (Capt.). 1877. Forwards. — W. V. Downer, '78 ; B. B. Lamb, '81 ; J. S. Harding, '8o; W. L. R. Wurts, '78. Halfbacks. — W. C. Camp, '80 ; G. H. Clark, '80; O. D. Thompson, '79; F. W. Brown, '7S S. Backs. — W. J. Wakeman, M. S. ; D. Trumbull, L. S. ; E. V. Baker, '77 (Capt.). FOOTBALL. 547 . 1878. Forwards. — ]. V. Farwell, '79; L. K. Hull, '82; H. I^es, '81; J. S. Harding, '80; B. B. Lamb, '81 ; J. Moorhead, '79 S. ; F. M. Eaton, '82. Halfbacks. — F. W. Brown, P. G. ; W. A. Peters, '80 ; O. D. Thompson, '79; R. W. Watson, '81 S. ; W. C. Camp, '80 (Capt). Backs. — W. J. Wakeman, M. S. ; W. K. Nixon, '8i ; W. I. Badger, '82. 1879. Forwards. — F. M. Eaton, '82 ; J. S. Harding, '80 ; L. K. Hull, '82 ; B. B. Lamb, '81 ; H. H. Knapp, '82 ; J. Moorhead, '79 S. ; F. Reming- ton, C. S. Beck, '83. Halfbacks. — W. I. Badger, '82 ; W. C. Camp, '8o (Capt.); G. H. Clark, '80; W. A. Peters, '80; R. W. Watson, '81 S. Backs. — W. K. Nixon, '81 ; C. W. Lyman, '82. 1880. Rushers. — P. C. Fuller, '81; C. S. Beck, '83; L. K. Hull, '83 ; J. S. Harding, '80 ; B. B. Lamb, '81 ; C. B. Storrs, '82 ; F. M. Eaton, '82. Quarterback. — W. I. Badger, '82. Halfbacks. — R. W. Watson, '81 S. (Capt.) ; W. C. Camp, '80. Back. — B. W. Bacon, '81. 1881. Rushers. — H. H. Knapp, '82 ; R. Tompkins, '84 ; L. K. Hull, '83 ; B. B. Lamb, '81 ; C. B. Storrs, F. M. Eaton, '82 {Capt.) ; C. S. Beck, '83. Quarterback. — W. I. Badger, '82. Halfbacks. — E. L. Richards, Jr., '85 ; W. Terry, '85. Back. — B. W. Bacon, T. S. 1882. Rushers. — L. K. Hull, '83 ; H. II. Knapp, L. S. ; R. Tompkins, '84 (Capt.); A. L. Farwell, '84; F. G. Peters, '86; W. H. Hyndman, '84; C. S. Beck, '83. Quarterback. — H. B. Twombly, '84. Halfbacks.— E. L. Richards, Jr., '85 ; W. Terry, '85. Back. — B. W. Bacon, T. S. 1883. Rushers. — R. Tompkins, '84 (Capt.) ; L. K. Hull, L. S. ; W. H. Hynd- man, '84 ; S. R. Bertron, '85 ; F. G. Peters, '86 ; H. H. Knapp, L. S. ; A. L. Farwell, '84. Quarterback. — H. B. Twombly, '84. Halfbacks. — E. L. Richards, Jr., '85 ; W. Terry, '85. Back. — B. W. Bacon, T. S. 1884. Rushers. — W. N. Goodwin, '88 ; L. F. Robinson, '85; A. B. Coxe, '87 ; F. G. Peters, '86; H. R. Flanders, '85; S. R. Bertron, '85 ; F. W. Wal- lace, '88. Quarterback. — T. L. Bayne, '87. Halfbacks. — E. L. Richards, Jr., '85 (Capt.) ; W. Terry, '85. Back.— M. H. Marlin, '86 S. 54§ YALE. 1885. Rushers. — F. W. Wallace, '88 ; G. R. Carter, '88 S. ; A. C. Lux, '88 ; F. G. Peters, '86 (Capt.) ; G. W. Woodruff, '89; H. L. Hamlin, '87 S. ; R. N. Corwin, '87. Quarterback. — H. Beecher, '88. Halfbacks. — G. A. Watkinson, '89; W. T. Bull, '88 S. Back. — E. L. Burke, '87. 1886. Rushers. — R. N. Corwin, '87 (Capt); G. R. Carter, '88 S. ; G. W. Woodruff, '89 ; W. H. Corbin, '89; T. W. Buchanan, '89 ; C. O. Gill, '89; F. W. Wallace, '88. Quarterback. — H. Beecher, '88. Halfbacks. — G. A. Watkinson, '89 ; S. B. Morison, '90. Back. — W. T. Bull, '88 S. 1887. Rushers. — F. W. Wallace, '89; C. O. Gill, '89; G. R. Carter, '88 S.; W. H. Corbin, '89; G. W. Woodruff, '89; S. M. Cross, '88; F. C. Pratt, '88 S. Quarterback. — H. Beecher, '88 (Capt.). Halfbacks.— W. P. Graves, '91 ; W. C. Wurtenburg, '89 S. Back. — W. T. Bull, '88 S. 1888. Rushers. — F. W. Wallace, '89; W. C. Rhodes, '91; W. W. Heffel- finger, '91 S. ; G. W. Woodruff, '89; C. O. Gill, '89 ; A. A. Stagg, P. G. ; W. H. Corbin, '89 (Capt.). Quarterback. — W. C. Wurtenburg, '89 S. Halfbacks. — W . P. Graves, '91 ; T. L. McClung, '92. Fullback. — W. T. Bull, P. G. 1889. Rushers.—]. A. Hartwell, P. G. ; C. O. Gill, T. S. (Capt.); W. W. Heffelfinger, '91 S. ; A. A. Stagg, T. S.; W. C. Rhodes, '91; A. B. Newell, '90; B. Hanson, '90. Quarterback — W. C. Wurtenburg, M. S. Halfbacks. — T. L. McClung, '92; S. B. Morison, '91. Fullback. — H. McBride, '90 S. 1890. Rushers. — ]. A. Hartwell, M. S. ; B. L. Crosby, '92 ; A. H. Wallis, '93; W. M. Lewis, M. S.; W. C. Rhodes, '91 (Capt.) ; W. W. Heffel- finger, '91 S. ; S. N. Morison, '92. Quarterback. — F. E. Barbour, '92 S. Halfbacks. — H. L. Williams, '91 ; P. W. Harvey, '91 ; T. L. McClung, '92; L. T. Bliss, '93 S. Fullback. — S. B. Morison, '91. 1891. Rushers. — ]. A. Hartwell, M. S.; F. A. Hinkey, '95 ; A. H. Wallis, '93; G. F. Sanford, '95; W. C. Winter, '93 S. ; W. W. Heffelfinger, '91 S. ; S. N. Morison, '92. Quarterback. — F. E. Barbour, '92 S. Halfbacks. — r Y. L. McClung, '92 (Capt.); L. T. Bliss, '93 S. Fullback. V. C. McCormick, '93 S. FOOTBALL. 549 1892. Rushers.— ]. C. Greenway, '95 S. ; F. A. Hinkey, '95; A. H. Wallis, '93; J. A. McCrea, '95 S.; W. C. Winter, '93 S.; W. O. Hickok, '95 S. ; P. T. Stillman, '95 S. Quarterback. — V. C. McCormick, '93 S. (Capt.). Halfbacks. — Q.. D. Bliss, '93; H. S. Graves, L. S.j L. T. Bliss, '93. Fullback. — F. S. Butterworth, '95. 1893. Rushers. — J. C. Greenway, '95 S. ; F. A. Hinkey, '95 {Capt.) ; A. M. Beard, '95 ; J. A. McCrea, '95 S. ; F. T. Murphy, '97 ; W. O. Hickok, '95 S. ; P. T. Stillman, '95 S. Quarterback. — G. T. Adee, '95. Halfbacks. — S. B. Thorne, '96; R. Armstrong, '95 S. ; E. H. Hart, '95 S. Fullback. — F. S. Butterworth, '95. 1894. Rushers. — A. M. Beard, '95 ; F. A. Hinkey, '95 {Capt.) ; L. M. Bass, '97 ; J. A. McCrea, '95 S. ; P. T. Stillman, '95 S. ; W. O. Hickok, '95 S. ; F. T. Murphy, '97 ; C. Chadwick, '97 ; L. Hinkey, '97. Quarterback, — G. T. Adee, '95. Halfbacks. — S. B. Thorne, '96 ; R. Armstrong, '95 S. ; H. W. Letton, '97 S. ; A. N. Jerrems, '96 S. Fullback. — F. S. Butter- worth, '95. 1895. Rushers. — L. Hinkey, '97 ; F. T. Murphy, '97 ; C. Chadwick, '97 ; H. P. Cross, '96; W. R. Cross, '96; J. O. Rodgers, '98; L. M. Bass, '97. Quarterback. — C. M. Fincke, '97. Halfbacks. — S. B. Thorne, '96 (Capt.) ; C. Dewitt, '96. Fullback. — A. N. Jerrems, '96 S. 1896. Rushers. — W. B. Conner, '99; F. T. Murphy, '97 {Capt.) ; A. H. Dur- ston, '99 S.; L.Murray, '97 S.; J..O. Rodgers, '98; C. Chadwick, '97; L. M. Bass, '97 ; B. C. Chamberlin, '97 S. Quarterback. — C. M. Fincke, '97. Halfbacks. — A. H. Hine, M.S.; H. F. Benjamin, '98 S. ; P. D. Mills, '97 S. ; L. H. Van Every, '97 S. Fullback. — L. Hinkey, '97. 1897. Rushers. — J. J. Hazen, '98 ; J. O. Rodgers, '98 {Capt.) ; C. Chadwick, L. S. ; G. L. Cadwalader, 1901 ; F. G. Brown, 1901 ; B. C. Chamberlin, P. G. ; J. A. Hall, P. G. Quarterback. — C. A. H. de Saulles, '99 S. Halfbacks. — YL. F. Benjamin, '98 S. ; A. F. Corwin, '99 S.; C. T. Dud- ley, 1900 S. Fullback. — M. L. McBride, 1900. 55° YALE - 1898. Rushers. — G. W. Hubbell, Jr., 1900; G. S. Stillman, 1901 ; F. G. Brown, Jr., 1901 ; G. B. Cutten, T. S. ; E. E. Marshall, '99 S.; B. C. Chamberlin, P. G. (Capt.) ; E. M. Eddy, '99 S. ; S. L. Coy, 1901 ; R. J. Schweppe, 1900. Quarterbacks. — M. U. Ely, L. S. ; C. A. II. de Saulles, '99 S. Halfbacks. — A. H. Durston, '99 S. ; H. F. Benjamin, P. G. ; C. T. Dudley, 1900 S. ; R. Townshend, 1900 S. ; A. F. Corwin, '99 S.; A. B. Marvin, '99. Fullback. — M. L. McBride, 1900. CHAPTER IV. BASEBALL. THE history of baseball at Yale extends back to the times when the aggregate scores made by two nines might be anywhere from fifty to a hundred. In fact, in 1859, it was pretty difficult to keep room on the scoring paper to mark down all the runs made. In 1865, when the first intercollegiate game was played, Yale defeated Wesleyan by a score of 39 to 13, and in that same year, in a game between Yale and Water- bury, Yale made fifty-two runs to Waterbury's thirty. In 1867, Yale played a game with Columbia, defeating that nine 46 to 12. In that same year, Yale played some outside nines and made a very creditable record, Hooker's pitching, at that time as well as the follow- ing year, being worthy of special comment. In 1868, Yale for the first time met Harvard in baseball, and was beaten by a score of 25 to 17. McCutcheon, Yale's short stop, at that time did a great deal for baseball ; and not long ago he sent the writer the original copy of the first constitution of the baseball association. It was hardly more than a sub- scription paper, but had some well known names upon it. In this year, also, Yale played Princeton for the first time, defeating them by a score of 30 to 23. From that date on, Yale's baseball history for several years was a record of attempts to defeat Harvard, resulting invariably in failure. Yale played some good outside 55 2 YALE. games, and in many instances it seemed as though it were possible for Yale to win the Harvard series, but not until 1874 was she successful. In that year the base- ball contests between these two old rivals were held at Saratoga during race week, and, thanks to the work of Charles Hammond Avery, Yale at last turned the tables against Harvard, winning both games, the first 4 to o, and the second 7 to 4. Avery's pitching was phenomenal, and Harvard was unable to master it. In the following year, 18.75, Avery was captain of the nine, and in spite of the fact that in the second game with Harvard he was unable to pitch or even play on account of a lame shoulder, he was still able to see his nine win two straight games from Harvard. He pitched in the first game, but in the second was inca- pacitated. The value of this man to Yale's baseball interests can hardly be overestimated. But from 1875 up to 1880 the old story began again. Yale might win one game, or, if the series were best three out of five, Yale might win two games, but she seemed unable to last it out, and Harvard's succession of victories began to look overwhelming. In 1879, ^ was thought that Yale would surely avoid the overcon- fidence of the previous year, and make good her claims over Harvard. In the first game Yale won easily by a score of 11 to 5. Harvard won the second game 2 to o. Yale won the third game 9 to 5, but five days later, in Providence, after securing what looked like a com- manding lead in the first inning, was finally beaten 9 to 4. In 1880, however, the tables were finally turned, and Yale won the series. Late in the year 1879, the first intercollegiate base- ball association was formed. The colleges taking part BASEBALL. 553 in this convention were Harvard, Princeton, Brown, Dartmouth, and Yale. At the meeting of organization, however, the point was brought up as to whether any- one should be eligible for a nine who had previously played on a professional nine. One of the colleges represented had a battery which had thus forfeited its amateur standing. The refusal of the association to take certain definite action on this matter led to the withdrawal of Yale, but in the following year she ap- plied for admission and was taken into the association. In spite of the fact that Yale was not a member of the association in the baseball season of 1880, it was in that year that she made her most remarkable baseball record, and at last turned the tide of defeat by Har- vard to one of glorious victory. The first game of the series was played in New Haven, where the Yale nine, although without the services of Captain Hutchison, who was ill at his home in Norwich, overwhelmingly defeated the Harvard nine, making twenty-one base hits, with a total of thirty-three, and winning the game by a score of 21 to 4. The following game, played at Cambridge, was however a close one, Yale winning by a score of 2 to 1. The game at New Haven which fol- lowed was a victory for Harvard, neither nine doing any striking batting; score 3 to 1. At this point the croakers began to predict the usual result — Yale winning the first two games and Harvard the next three; but this time they were mistaken, for in the final game of the season, played in Cambridge, Yale shut out her rivals, and won by a score of 3 to o. This entire year was remarkable in Yale baseball annals. As mentioned above, Yale's captain was taken ill with rheumatism previous to the first Har- 554 YALE. vard game, and in fact previous to the first Princeton game, which was scheduled for May 12th at Princeton. When the nine were leaving for Princeton a telegram was received, telling them not to come as the game would be postponed. No definite reason was given for this, and the Yale nine started. They were met in New York by the Princeton management with the statement that as their pitcher was laid up the game would have to be postponed. Yale felt that, being without the services of her captain, she perhaps might have asked a postponement, but had certainly not felt justified in doing this, and the result of the conference finally was the journeying of the Yale nine to Prince- ton, where the umpire, Princeton refusing to play, gave the game to Yale, 9 to o. There was consider- able hard feeling exhibited, and Princeton was accused of being afraid to play. Some went so far as to say that they did not believe the Princeton nine would come to New Haven for the return game on account of the fear of defeat. Princeton did come, however, and on the 9th of June Yale defeated them 8 to 1. Yale thus defeated the winners of the association championship, for Princeton won the first place in the association. There is little doubt that Yale's nine during this year of 1880 was stronger in proportion to the abilities of most of the nines of the country than at any other period in her history. In that year she beat the league champions, and, out of thirteen games played with professional nines, won eleven. From this time on, for a number of years, Yale's success in baseball became phenomenal. In 1881, Yale won the association championship, winning seven out of ten games, losing to Harvard at Cambridge, but BASEBALL. 555 winning from Harvard at New Haven. This defeat at Cambridge was attributed to the fact that Yale was without a pitcher upon that occasion, Lamb being laid up. Yale was also defeated by Dartmouth at Spring- field in a rather remarkable game. Lamb, who had not recovered the use of his arm, attempted to pitch, and in the first inning was hit by the heavy Dartmouth batters to the extent of some half a dozen runs. He was then replaced by Hutchison, whom Dartmouth proved unable to hit, and Yale crept up on her rivals, but not enough to tie the score, the final result being 6 to 3 in Dartmouth's favor. In 1882, Yale again won the championship of the association, although she lost her first game to Harvard in New Haven. In 1883, Yale once more won the championship, defeating Har- vard this time three games in succession, then playing an unfinished game with Harvard in New York, where the score stood 2 to 1 in favor of Yale when the game was called, and finally playing a fifth game with Har- vard in Philadelphia, and defeating them 23 to 9. This was the first time that Yale had had an opportunity to really even scores with Harvard for some of the old defeats, and the management evidently enjoyed taking Harvard to various places throughout the country, and demonstrating Yale's baseball supremacy. In 1884, Yale once more won the association championship, be- sides winning a final game with Harvard in Brooklyn by a score of 4 to 2. Harvard won the first game at Cambridge, and Yale the second game at New Haven. In the third game at Cambridge, Harvard, however, overwhelmingly defeated Yale 17 to 4. Yale evened up matters at New Haven three days later by winning a game 6 to 2, and the last game played at Brooklyn 556 YALE. was therefore full of excitement. The Yale pitcher, Odell, finally, by his excellent work, enabled Yale to win by a score of 4 to 2. The tables were turned against Yale, however, in 1885, when Harvard, with several of her players of the previous year, and under the captaincy of Winslow, who had gone through his experience of defeat, and had then persistently worked to secure a good nine, won all the games of the championship series, not only against Yale but the other colleges in the association. In 1886, Yale retrieved her fallen fortunes, and won the championship, losing but two of the games in that series. Yale was, however, defeated by Columbia in a single game at New Haven that year. In 1887, Yale once more demonstrated her superiority to the other colleges in the league, which by this time had been reduced to a membership of three, by winning seven out of eight games played. Dartmouth had dropped out the year before, owing to the attitude of Harvard and Princeton, and after the series of 1886 the drop- ping of Brown and Amherst was practically effected by the formation of a new association, consisting of Har- vard, Princeton, and Yale. In 1888, Yale took the championship for another year, Stagg and Dann carry- ing on the strong work that they had put up the pre- vious year. Yale lost the second game to Harvard, and the first game to Princeton, but eventually won the championship, and also evened up matters with Colum- bia by winning two games from them. In 1889, the Yale nine, under Captain Noyes, won the champion- ship once more, taking at the same time four victories from Harvard, two at New Haven and two at Cam- bridge. Princeton defeated Yale one game, but lost W c) < a BASEBALL. 557 the other three. The following year, Harvard having withdrawn from the triangular league of 1890, Yale had two series, one with Princeton and one with Harvard. There never was a year in which the baseball games between the colleges were so interesting and thrilling as this one of 1890, ten years from the time when Yale made her most remarkable record against professionals. This year Yale's first game was with Princeton at New Haven, and after a most thrilling contest Yale won by a score of 3 to 2. On the 17th of May, two weeks later, Yale played Harvard at New Haven, defeating them 8 to o. On the 24th of the same month, how- ever, Yale went to Princeton and was beaten in a close game, by a score of 1 to o. A week later Harvard de- feated Yale by a single score, 9 to 8, at Cambridge. On the 1 6th of June Yale met Princeton for the decid- ing game at New York. After a most remarkable contest the game was stopped by the rain, each side having scored eight runs. The tie was played off two days later, at Brooklyn, in a game in which the vary- ing fortunes of baseball were never more forcibly illustrated, and when Yale finally won by a score of 6 to 5 it was almost impossible for the spectators to rise from their seats, so exhausted were they by the excite- ment of the contest. Three days later Yale journeyed to Cambridge and lost another most remarkable game by a score of 4 to 3. Three days after Yale defeated Harvard at New Haven 7 to 1. This left a tie to be played off with Harvard, and the game took place at Springfield on the 28th, Yale winning by a single run. The outside games in this year were less inter- esting, Yale defeating the University of Pennsylvania, 558 YALE. Brown, Columbia, but losing games to Amherst and Brown. The following year an attempt was made to arrange a satisfactory series of games between the three col- leges, Harvard, Princeton, and Yale. After a good deal of correspondence, the three captains met and arranged such a series ; but the whole plan was upset later by the refusal of the Harvard Athletic Committee to permit the arrangement made by Captain Dean to stand. This finally gave rise to so much feeling that no game was played between Harvard and Yale that year. Princeton, however, defeated Yale two games out of three, Yale winning most of her outside games decisively. In 1892, separate series were arranged with Princeton and Harvard. Yale won the first two games against Princeton and lost the third. Harvard won one game and Yale one game in the Yale-Harvard series, each winning the home game, but no third game was played owing to their failure to agree. Yale played a series of three games with the University of Pennsylvania, losing one and winning two. Yale also played two games with Brown, winning the first and losing the second. In this year Yale was defeated by the University of Michigan 3 to 2, and also by Holy Cross. During the few years there had been a resur- rection of some of the old hostility between Yale and Harvard; but matters soon reached a better adjust- ment, everybody feeling how foolish it was to have such quarrels as led to an unsettled series with Harvard because the two could not agree upon a third game. After the dissolution of the Intercollegiate Base- ball Association, and some desultory attempts made to form a permanent triangular league, Harvard's with- Baseball Nine of 1891 Murphy Jackson Case Beale McClung Poole Bowers Cushing Matthews Kedzie Calhoun (Capt.) Bliss * c- .-•-- . ff ,*• ^ •;||J ^ ' . ■ ■: ■ - ■'H Hn 'lift?' ■IK^ T^^f? *^"^S* kt"*f» i ^f^^^^* : " 1 &t 1 ifPyMII I 1- ljj&>. W ^5t ^a^ - ^-. . - '*" *^*' ^^ ' *>^.. " ••-.-. '1 . ■ i^r* ' ;• "■.- -.-.'-*&.. AlMsSl v Baseball Nine of 1895 Wilcox Carter Speer Harris Stevenson J. Quinby ^ Fincke Rustin (Capt.) Trudeau Redington Keator Greenway S. Quinby BASEBALL. 559 drawal from associations finally resulted in Yale arranging separate series with both Harvard and Princeton. As has already been shown, this was not brought about without some friction. It was consid- ered unfair at New Haven to ask Yale to play separate series with each unless her two rivals met one another. However, the adjustment was finally reached, although, as above mentioned, at the expense of a series with Harvard in 189 1. In 1892, the first game was played at Cambridge, Harvard shutting Yale out, but Yale winning the next game 4 to 3, as stated elsewhere. In 1894, Yale won the game at Cambridge 5 to 1, and the game at New Haven 2 to o. In 1895, Yale also won at Cambridge 7 to 4, and at New Haven 5 to o. The following year, owing to the rupture of relations with Harvard, no series was played. In 1897, Harvard won both games, the first 7 to 5, and the second 10 to 8. In 1894, Yale defeated Princeton at New Haven 5 to 3, and in New York 9 to 5, but was defeated by Prince- ton at Princeton 4 to 2. In 1895, Yale won both her Princeton games, but by extremely close margins, the first 1 to o, and the second 9 to 8. In 1896, however, Princeton took revenge, shutting out Yale in two games in Princeton, the first 13 to o, the second 5 to o; while Yale managed to get one game in New Haven 7 to 5, and eventually the game in New York 8 to 4. In 1897, Yale won the first game in New Haven 10 to 9, but lost the second at Princeton, as well as the final one at New Haven. In 1898, Yale's baseball fortunes seemed to be rejuvenated, for, in spite of a most de- cided slump in playing at mid-season, the New Haven nine finally won both the series. The games were especially interesting, requiring three with each to 560 YALE. settle the series, Yale defeating Harvard at New Haven and New York, but losing at Cambridge; while with Princeton, Yale lost the home game, winning the one at Princeton and the final at New York. Captain Greenway's pitching was most instrumental in Yale's success, for although suffering with a lame arm he went in and pitched his way to victory. g II B is BASEBALL. Yale University Baseball Games. 56i Date. Contestants. Place. Score. I86 S Sept. 30 Yale vs. Wesleyan . . . New Haven . . 39-13 1867 Oct. 19 Yale vs. Columbia . . . New Haven . . 46-12 1 868 June 25 Yale vs. Princeton . . . New Haven . . 3°~ 2 3 July 25 Yale vs. Harvard .... Worcester . . . i7- 2 S 1869 June 28 Yale vs. Williams .... New Haven . . 26-8 Julys Yale vs. Harvard .... Brooklyn . . . 24-41 1870 July 4 Yale vs. Harvard .... New Haven . . 22-24 " 6 Yale vs. Princeton . . . New Haven . . 12-49 1871 July 5 Yale vs. Harvard .... New Haven . . 19-22 1872 June 1 Yale vs. Harvard .... New Haven . . T 3-3 2 " 8 Yale vs. Harvard .... Boston .... 17-19 1873 May 10 Yale vs. Princeton . . . Princeton . . . 9-2 " 21 Yale vs. Princeton . . . New Haven . . 9-10 " 24 Yale vs. Harvard .... New Haven . . 15-16 " 3 1 Yale vs. Harvard .... Cambridge . . . 5-29 Oct. 15 Yale vs. Princeton . . . Princeton . . . 4-18 1S74 June 29 Yale vs. Princeton . . . Hartford . . . 1 6-1 July 7 Yale vs. Princeton . . . New York . . . "-3 " 14 Yale vs. Harvard .... Saratoga . . . 4-0 " 15 Yale vs. Harvard .... Saratoga . . . 7-4 1875 May 26 Yale vs. Princeton . . . Princeton . . . 14-4 " 29 Yale vs. Princeton . . . New Haven . . o-3 June 25 Yale vs. Amherst .... Amherst' . . . 5-3 " 26 Yale vs. Harvard .... Boston .... 9-4 " 28 Yale vs. Harvard .... New Haven . . 1 1-4 Yale vs. Princeton . . . (Forfeited) . . . 9-0 '1876' May 17 Yale vs. Trinity .... New Haven . . 9-4 " 20 Yale vs. Princeton . . . Princeton . . . 12-9 " 27 Yale vs. Brown .... Providence . . 13-5 June 3 Yale vs. Harvard .... Cambridge . . 3-4 " 6 Yale vs. Princeton . . . New Haven . . 13-3 " 26 Yale vs. Harvard .... New Haven . . 7-6 July I Yale vs. Harvard .... Hartford . . . i-S 1877 May 19 Yale vs. Amherst .... Amherst . . . 9-4 " 23 Yale vs. Princeton . . . Princeton . . . 6-4 36 562 YALE. Date. Contestants. Place. Score. 1877 May 26 Yale vs. Harvard .... New Haven . . 5-0 June 2 Yale z/j. Trinity . . Hartford . . 5-0 " 9 Yale z\r. Princeton New Haven 8-0 " 1 5 Yale vs. Amherst . New Haven 4-5 " 22 Yale zv. Harvard . Cambridge I-IO " 25 Yale vs. Trinity New Haven 17-1 " 27 Yale zat. Amherst . Hartford . 24-8 " 30 Yale zat. Harvard . Hartford . 2-5 1878 April 17 Yale vs. Trinity Hartford . 6-1 " 27 Yale zv. Wesleyan New Haven IO-I May 15 Yale vs. Princeton Princeton . 4-5 " 18 Yale ztf. Harvard . New Haven 4-3 " 22 Yale zat. Trinity New Haven 25-0 " 25 Yale vs. Harvard . Cambridge "-•5 June 4 Yale zw. Amherst . New Haven 1 0-0 " 5 Yale vs. Princeton New Haven 10-2 " 21 Yale w. Princeton New York . 10-3 " 24 Yale zat. Harvard . New Haven 3~" " 26 Yale vs. Harvard . Cambridge 2-9 " 29 Yale zas\ Harvard . Hartford . 3-16 1879 May 3 Yale vs. Princeton Princeton . 13-8 " 10 Yale zas\ Harvard . New Haven "~5 " 17 Yale zaj. Harvard . Cambridge 0-2 " 24 Yale vs. Amherst . Amherst I S~ I " 3° Yale zat. Brown New Haven 2-0 " 3 1 Yale vs. Princeton New Haven 3-o June 9 Yale zat. Brown Providence 2-3 " 21 Yale zat. Amherst . New Haven 10-4 " 23 Yale vs. Harvard . New Haven 9-5 " 25 Yale zat. Yale vs. Harvard . Brown Cambridge (Forfeited) 3-7 9-o '" ' 28 Yale z>j Harvard . Providence 4-9 1880 May 12 Yale zat Princeton (Forfeited) 9-0 « J 5 Yale vs Harvard . New Haven 21-4 Yale zat Amherst . Amherst 8-0 " 29 Yale vs Harvard . Cambridge 2-1 June 5 Yale zat. Amherst . New Haven 14-3 " 9 Yale zas- Princeton New Haven 8-1 " 28 Yale vs. Harvard . New Haven i-3 " 30 Yale zat Harvard . Cambridge 3-° 1881 May 7 Yale vs. Princeton New Haven 6-5 " 14 Yale zat. Harvard . Cambridge 9-14 " 21 Yale zat Dartmouth Springfield 3-6 " 2 S Yale vs. Brown New Haven 19-4 BASEBALL. 5 6 3 Date. Contestants. Place. Score. 1881 May 28 Yale vs. Harvard .... New Haven . . 8-5 " 3° Yale zv. Brown . . New Haven . . 5-2 June 1 Yale z/j. Princeton Princeton . . . 6-7 " 8 Yale vs. Dartmouth New Haven . . J 5-5 " 17 Yale z/ j 1 . Amherst . . New Haven . . 19-9 " 25 Yale vs. Amherst . . New Haven . . 6-3 1882 May 10 Yale z>j. Brown New Haven . . 4-2 " 23 Yale vs. Brown Providence . . 8-9 " 24 Yale zv. Amherst . New Haven . . l 3~ l « 27 Yale zw. Harvard . New Haven . . 7-10 « 30 Yale vs. Princeton New York . . . 15-8 June 3 Yale wr. Dartmouth New Haven . . 5-4 " 6 Yale vs. Dartmouth New York . . . 8-3 " 10 Yale zv. Rutgers . New Haven . . 12-2 " 22 Yale z>j. Harvard . Cambridge . . 5-4 " 24 Yale vs. Princeton New York . . . 7-8 " 27 Yale z>j. Princeton New York . . . 9-5 " 28 Yale vs. Amherst . New Haven . . 21-8 1883 May 5 Yale z\y. Amherst . New Haven . . 3" 1 " 12 Yale zaj. Harvard . New Haven . . 3-° " 19 Yale vs. Brown Providence . . 6-4 " 26 Yale z>j. Harvard . Cambridge . . 5-i " 3° Yale vs. Princeton New York . . . 5-4 June 2 Yale zv. Brown New Haven . . 8-0 " 13 Yale zu 1 . Amherst . Amherst . . . 4-2 " 20 Yale vs. Harvard . Cambridge . . 4-1 " 23 Yale z\r. Princeton New York . . . 2 -3 " 26 Yale vs Harvard . New Haven . . 1-0 July 3 Yale zv. Harvard . New York . . . 2-1 " 4 Yale zv Harvard . Philadelphia . . 23-9 1884 May 3 Yale vs. Brown Providence . . 8-3 " 10 Yale zat. Harvard . Cambridge . . 8-1 " H Yale vs. Dartmouth New Haven . . 6-2 " J7 Yale z\r. Harvard . New Haven . . 7-8 " 24 Yale w. Amherst . Amherst . . . 17-4 " 30 Yale vs. Princeton New York . . . 10-3 June 2 Yale zv. Dartmouth New Haven . . 1 2-1 1 " 5 Yale vs. Amherst . New Haven . . 4-3 " 17 Yale z\r Brown New Haven . . 9-6 " 19 Yale zat Princeton New York . . . 9-0 " 21 Yale vs Harvard . Cambridge . . 4-17 '« 24 Yale zat Harvard . New Haven . . 6-2 " 27 Yale vs Harvard . Brooklyn . . . 4-2 1885 May 9 Yale zat Princeton . . . New Haven . . 5-3 5 6 4 YALE. Date. Contestants. Place. Score. 1885 May 13 Yale vs. Brown .... New Haven . . II-9 " 16 Yale z/j. Harvard . . New Haven . . 4-12 " 20 Yale vs. Trinity . New Haven . . 20-7 " 22 Yale zv. Dartmouth New Haven . . i S -6 " 27 Yale zv. Amherst . Amherst . . . 10-9 " 3° Yale vs. Williams New Haven . . 13-4 June 3 Yale z>.r. Brown Providence . . 8-4 " 6 Yale vs. Princeton Princeton . . . 5" 11 " 10 Yale z/j. Dartmouth New Haven . . 5-3 " 13 Yale ztf. Amherst . New Haven . . 14-2 " 20 Yale vs. Harvard . Cambridge . . 2-16 " 2 3 Yale zat. Princeton New Haven . . r 3- r 5 1886 April 27 Yale vs. Univ. of Penn. Philadelphia . . 13-3 May 1 Yale W. Williams . . Williamstown II- 3 " 12 Yale zv. Brown New Haven . . 6-1 " 19 Yale vs. Columbia New Haven . . I_ 3 " 22 Yale zv. Amherst . Amherst . . . 4-5 " 29 Yale vs. Harvard . Cambridge . . 2-14 " 3 1 Yale z>.r. Williams . New Haven . . 10-3 June 2 Yale ot. Princeton Princeton . . . 9-8 " 5 Yale vs. Princeton New Haven . . 12-2 " 9 Yale z/j. Amherst . New Haven . . 9-5 " 12 Yale vs. Brown Providence . . 7-o " 19 Yale zat. Harvard . New Haven . . 6-5 " 26 Yale z>j. Harvard . Cambridge . . l S " 2 9 Yale vs. Harvard . > New Haven . . 9-10 July 3 Yale zat. Harvard . Hartford . . . 7- 1 1887 April 30 Yale vs. Princeton Princeton . . . 2-1 May 10 Yale z/j. Trinity New Haven . . 9-1 " 14 Yale z/j. Harvard . New Haven . . 14-2 " ! 7 Yale vs. Cornell New Haven . . 9~ l " 21 Yale z>j. Columbia Staten Island . . 20-1 June 4 Yale vs. Princeton New Haven . . 15-0 " 8 Yale z/j. Harvard . Cambridge . . 5-7 " 11 Yale zat. Princeton Princeton . . . 9-3 " i7 Yale vs. Princeton New Haven . . 9-6 " 18 Yale zw. Princeton New Haven . . 10-4 " 25 Yale vs. Harvard . Cambridge . . 5-4 " 28 Yale zat. Harvard . New Haven . . 6-3 BASEBALL. 565 Date. Contestants. Score. 1888 April 25 Yale vs. Amherst 7-4 " 28 Yale vs. Princeton . . 5-6 May 5 Yale vs. Princeton . . 10-4 " 12 Yale vs. Williams . . 6-1 " is Yale vs. Amherst . . . 5-4 " 16 Yale vs. Holy Cross . . 5-6 " 19 Yale vs. Harvard . . . 7" 1 " 23 Yale vs. Columbia . . 5" 1 " 26 Yale vs. Princeton . . 7-3 " 3° Yale vs. Columbia . . 6-0 June 2 Yale vs. Williams . . 9-4 " 5 Yale vs. Princeton . . 9-i " 7 Yale vs. Univ. of Penn. 16-6 " 9 Yale vs. Harvard . . . 3-7 " 16 Yale vs. Princeton . . 15-5 " 23 Yale vs. Harvard . . . 8-0 " 26 Yale vs. Harvard . . . 5-3 1889 April 9 Yale vs. Tufts .... 9-3 " 11 Yale vs. Trinity . . . 23-2 " 18 Yale vs. Univ. of Penn. 9-8 " 20 Yale vs. Univ. of Penn. 6-5 May 8 Yale vs. Princeton . . 11-14 " 11 Yale vs. Amherst . . . 4-5 " 18 Yale vs. Princeton . . 12-9 " 22 Yale vs. Princeton . . I3- 1 " 25 Yale vs. Harvard . . . J 5~3 June 4 Yale vs. Univ. of Penn. 24-0 " 12 Yale vs. Lafayette . . 13-3 " I 5 Yale vs. Princeton . . 6-5 " 20 Yale vs. Plarvard . . . 5-4 " 22 Yale vs. Harvard . . . 7-5 " 25 Yale vs. Harvard . . . 8-4 1890 April 9 Yale vs. Univ. of Penn. 6-5 " l 5 Yale vs. Holy Cross . . 23-0 " 20 Yale vs. Amherst . 6-8 " 3° Yale vs. Williams 5-2 May 3 Yale vs. Princeton 3-2 " 7 Yale vs. Columbia 12-3 " 17 Yale vs. Harvard . 8-0 " 24 Yale vs. Princeton 0-1 " 31 Yale vs. Harvard . 8-9 June 16 Yale vs. Princeton 8-8 " 18 Yale vs. Princeton 6-5 " 21 Yale vs. Harvard . 3-4 " 24 Yale vs. Harvard . 7-i " 28 Yale vs. Harvard . 4-3 5 66 YALE. Date. Contestants. Score. 1891 April 14 Yale vs. Williams .... 2-9 " 15 Yale vs. Williams . . 6-4 " 20 Yale vs. Columbia . . 16-2 « 25 J 3-3 May 2 Yale vs. Williams . . 13-0 " 9 " 13 " 18 7-6 1 1-7 7-14 4-i « 23 Yale vs. Princeton . . " 20 Yale vs. Univ. of Michigan 2-0 " 27 " 3° 6-3 6-2 Yale vs. Univ. of Penn. June 3 " 6 7-i 3-5 Yale vs. Princeton . . " 9 Yale vs. Univ. of Penn. 7-1 1 " 13 Yale vs. Princeton . . 2-5 " 16 Yale vs. Univ. of Vermont 5-3 " 17 " 23 Yale vs. Brown . . . 4-5 8-5 Yale vs. Univ. of Penn. 1892 April 12 Yale vs. Williams . . *7~3 " 14 Yale vs. Fordham . . . 8-5 " 16 Yale vs. Univ. of Penn. 2-6 " 18 Yale vs. Univ. of Penn. 6-4 " 30 Yale vs. Williams . . . 9-8 May 2 " 4 2-0 Yale vs. Holy Cross . . . 6-1 1 " 5 " 7 Yale vs. Cornell .... 5" 1 8-12 " 9 Yale vs. Holy Cross . . . 6-7 " 14 9-4 2-7 1-0 " 16 Yale vs. Brown .... " 23 Yale vs. Princeton . . . " 26 Yale vs. Univ. of Michigan 2-3 June 4 Yale vs. Wesleyan . . . 9-0 6 Yale vs. Univ. of Penn. 5- 1 " 11 Yale vs. Princeton . . . 3- 1 " 18 Yale vs. Princeton . . . 2-12 " 23 0-5 4-3 " 28 Yale vs. Harvard .... 1893 Mar. 30 Yale vs. Univ. of Penn. . . 6-1 1 . " . 3 1 Yale vs. Washington Y.M.C./ L. 13-8 April 1 Yale vs. Univ. of Virginia 14-8 " 3 Yale vs. Univ. of Virginia 1 1-4 " 4 Yale vs. Johns Hopkins . . 7-7 " S Yale vs. Univ. of Penn. . . 8-7 " 10 Yale vs. Boston 5-8 BASEBALL. 5 6 7 Date. Contestants. Score. 1893 April 14 " 17 " 19 May 26 29 2 6 " 10 " 13 " 15 " 20 " 23 " 3° " 31 June 3 " 7 13 17 24 27 1 July Mar. 22 " 23 " 24 " 26 " 27 " 28 April 2 " 6 " 7 " 14 " 18 " 21 26 2 5 9 12 16 21 23 26 28 30 May Yale vs. Yale vs. Yale zat. Yale ZAr. Yale vs. Yale ZAr. Yale vs. Yale ZAr. Yale zap. Yale vs. Yale zas\ Yale vs. Yale zaj. Yale ZAr. Yale vs. Yale zat. Yale vs. Yale ZAT. Yale zat. Yale vs. Yale zat. Yale vs. Yale zat. Yale ZAr. Yale vs. Yale zat. Yale vs. Yale zat. Yale zat. Yale vs. Yale zat. Yale vs. Yale zat. Yale zAr. Yale vs. Yale zv. Yale vs. Yale ZAr. Yale zat. Yale vs. Yale zat. Yale vs. Yale zas\ Yale zat. Yale vs. Yale zat. Yale vs. Dartmouth . New York . N. Y. A. C. Brooklyn New York . , Williams Brown . . Univ. of Penn. Wesleyan Brown . . Orange A. C. Amherst . . Princeton Wesleyan . , Orange A. C. Andover . . , Amherst . . Andover . . . Princeton . . Univ. of Vermont Princeton . , Harvard . . , Harvard . . . Harvard . . . Washington Y.M.C.A, Univ. of N. Carolina Univ. of Virginia Univ. of Virginia Georgetown Annapolis . . Williams . . Boston . . . Boston . . . Brooklyn . . Wesleyan . . Brown . . . Columbia . . Amherst . . . Brown . . . Wesleyan . . Univ. of Penn. Amherst . . . Princeton . . S. I. A. C. . . Orange A. C. . Georgetown Brown . . . 7-o 4-10 4-6 6-13 0-9 1 0-0 7-0 5-4 2-4 0-2 13-6 ^-3 5-i 3-2 16-9 2-0 i-5 6-2 2-0 3-4 14-7 2-3 3-o 4-6 2-6 7-4 28-4 13-11 2-14 9-6 5-3 4-4 4-3 8-7 3-2 5-3 4-0 4-2 13-12 18-28 7-i 5-3 3" 1 6-0 4-3 4-i 5 68 YALE. Date. Contestants. Score. 1894 May 31 Yale vs. Andover 5-3 June 4 Yale vs. Univ. of Penn. . . J 3-5 9 Yale vs. Princeton .... 2-4 " 16 Yale vs. Princeton .... 9-S " 21 Yale vs. Harvard 5 _I " 26 Yale vs. Harvard 2-0 1895 Mar. 30 Yale vs. Trinity 14-2 April 3 Yale vs. Murray Hill . . . 19-1 " 6 Yale vs. New York .... 5-7 " 10 Yale vs. New York Univ. . . 14-0 " 11 Yale vs. Georgetown . . . 5-20 " 12 Yale vs. Norfolk 7-6 " 13 Yale vs. Univ. of Virginia . . 16-9 " is Yale vs. Univ. of Virginia . . 6-3 " 16 Yale vs. Baltimore .... 2-17 " 17 Yale vs. New York .... 0-17 " 20 Yale vs. Williams .... 14-4 " 24 Yale vs. Toronto 4-6 " 27 Yale vs. Brown 9-8 May 1 Yale vs. Wesleyan .... "-S " 3 Yale vs. Andover .... 9-1 " 4 Yale vs. Brown 3- 2 " 7 Yale vs. Lafayette .... IO-I " 11 Yale vs. Edgewood .... 12-2 « I3 Yale vs. Amherst 12-2 " 15 Yale vs. Amherst 1-2 " 18 Yale vs. Princeton .... I-O " 22 \ ; ale vs. Oritani Field Club . 11-12 " 25 Yale vs. Orange A. C. . . . 4-6 « 30 Yale vs. Brown 3-12 June 1 Yale vs. Holy Cross .... "-3 " 8 Yale vs. Princeton .... 9-8 " is Yale vs. Williams .... 9-2 " 20 Yale vs. Harvard 7-4 " 25 Yale vs. Harvard s-° .1896 April 2 Yale vs. Hampton .... 32-5 " 4 Yale vs. Univ. of Virginia . . 12-4 " 6 Yale vs. Univ. of Virginia . . 8-7 " 7 Yale vs. Univ. of N. Carolina 4-8 " 8 Yale vs. Georgetown . . . 16-12 " 11 Yale vs. Wesleyan .... 1 1-7 " 14 Yale vs. New York .... 0-4 "■ 18 Yale vs. Williams .... 4-5 " 25 Yale vs. Brown 6-9 " 28 Yale vs. Amherst 13-0 May 1 Yale vs. Andover .... 5-3 BASEBALL. 569 Date. Contestants. Score. 1896 May 2 Yale vs. Brown 1-6 " 6 Yale vs. Lafayette .... 1 1-6 " 9 Yale vs. Orange A. C. . . . 9-1 1 " 11 Yale vs. Wesleyan .... 8-4 « I3 Yale vs. Graduates .... I S - 3 " 18 Yale vs. Princeton .... 0-13 " 20 Yale vs. Oritani Field Club . 6-2 " 23 Yale vs. Princeton .... 7-5 " 27 Yale vs. Univ. of Chicago . . 20-5 " 3° Yale vs. Brown 4-6 June 3 Yale vs. Univ. of Vermont 19-7 " 6 Yale vs. Princeton .... 0-5 " 13 Yale vs. Princeton .... 8-4 " 23 Yale vs. Princeton .... 3-4 1897 April 3 Yale vs. Johns Hopkins . . 28-0 " 7 Yale vs. Wesleyan .... 3-4 " 10 Yale vs. New York .... 3~ ir " H Yale vs. Manhattan .... 9-8 " 15 Yale vs. Georgetown . . . 8-7 " 16 Yale vs. Hampton .... 10-4 " 17 Yale vs. Univ. of Virginia . 5-12 " 19 Yale vs. Univ. of Virginia . . 15-12 " 20 Yale vs. Univ. of N. Carolina 19-15 " 24 Yale vs. Williams .... IO-I " 28 Yale vs. Amherst 9-2 May 1 Yale vs. Brown 6-2 " 5 Yale vs. Lafayette .... 8-1 1 « 8 Yale vs. Wesleyan .... 10-3 " 11 Yale vs. Univ. of Virginia . . 5-4 " *4 Yale vs. Andover 7-6 " 15 Yale vs. Brown 6-5 " 19 Yale vs. Amherst 15-2 " 22 Yale vs. Orange A. C. . . . 5-4 " 26 Yale vs. Lehigh 22-3 " 29 Yale vs. Brown 9-16 " 3 1 Yale vs. Edgewood .... 21-3 June 2 Yale vs. Holy Cross .... "-3 " 5 Yale vs. Princeton .... 10-9 " 12 Yale vs. Princeton .... 8-16 " 19 Yale vs. Princeton .... 8-22 1898 Mar. 30 Yale vs. Holy Cross .... 6-4 April 2 Yale vs. Wesleyan .... l2 S " 6 Yale vs. Manhattan .... 3-10 " 7 Yale vs. Georgetown . . . 5-3 " 8 Yale vs. Hampton .... 12-0 " 9 Yale vs. Univ. of Virginia . . 3-6 57° YALE. Date. Apri] ii u 12 « 20 " 23 It 30 May 4 12 a 14 u 19 « 21 u 27 a 28 " 30 |une 4 « 11 " 18 « 23 << 28 July 2 Yale vs. Yale wj. Yale vs. Yale z/.r. Yale »j. Yale vs. Yale zat. Yale vs. Yale z/j. Yale z\r. Yale vs. Yale zat. Yale vs. Yale zat. Yale zat. Yale vs. Yale zat. Yale vs. Yale zat. Contestants. Univ. of Virginia Georgetown Williams Amherst . Brown Lafayette Wesleyan Brown Columbia Orange A. C. Newton A. C, Andover . Brown Princeton Princeton Princeton Harvard . Harvard . Harvard . Score. 5-0 9-6 12-3 8-3 °-3 14-3 2-17 22-1 9-8 7-6 3-4 7-12 6-4 8-3 4-9 7-0 3" 1 Yale-Harvard Freshmen Series. Contestants. Date and Place. Score. Yale '69 vs. Harvard '69 . Worcester, July 26, 1866 . . 36-33 ' '70 vs. " '70 . Worcester, July 18, 1867 • • 38-18 ' '71 vs. " '7i • Worcester, July 23, 1868 . . !9~39 ' '72 vs. " '72 . Providence, July 6, 1869 . . 28-19 ' '73 vs. '73 • Springfield, June 25, 1870 . . 21-18 ' '74 vs. " '74 • New Haven, June 26, 187 1 15-10 ' '75 vs - '75 • New Haven, June 25, 1872 8-1 ' '76 vs. " '76 . New Haven, May 31, 1873 4-25 ' '77 vs. " '77 ■ Boston, June 22, 1874 . . . 4-10 ' '77 vs. " '77 ■ Boston, June 23, 1874 . . . 28-14 ' '77 vs. " '77 ■ Boston, June 24, 1874 . . . 7-16 ' '78 vs. '78 • Cambridge, June 5, 18715 . . 3-6 ' '78 vs. " '78 . New Haven, June 17, 1875 18-8 ' '78 vs. " '78 • Springfield, June 25, 1875 • • 17-4 ' '79 vs. " '79 • New Haven, May 3, 1876 . . 14-13 ' '79 vs. " '79 • Cambridge, June 17, 1876 . . 9-14 ' '79 Z/J. " '79 • Hartford, June 24, 1876 . . 12-20 ' '8o vs. " '80 . Cambridge, May 12, 1877 . . 7-8 " '80 vs. '8o . New Haven, June 2, 1877 . . 1 5-1 BASEBALL. S7i Contestants. '8 1 vs. Harvarc '8l . '81 vs. (( '8l . '82 vs. " '82 . '82 vs. " '82 . '83 vs. '83 vs. '84 vs. '84 vs. '85 vs. '85 vs. '86 vs. tt tt a a a ti '83 ■ '83 • '84 . '84 . '85 • '85 • '86 . '86 z/j. tt '86 . '86 zv. " '86 . '87 vs. '87 Z/J. '88 vs. tt '87 . '87 . '88 . '88 z>j. " '88 . '89 Z>J. '89 vs. tt a '89 . '89 . '90 ZW. " '90 . '90 VS. it '90 . '91 ZAT. tt '91 . 'qi OT. u '91 . '92 ZAT. a '92 . '92 ZV. tt '92 . '93 ™- et '93 • '93 WJ. " 93 • '94 ZAT. " '94 . '94 vs. tt '94 . '95 z/j. " '95 • '95 vs. '96 Z'J. » '95 • '96 . '97 ZAT. " '97 • '97 vs. '98 zv. a '97 • '98 . '99 vs. " '99 • 1900 ZAT. " 1900 1900 ZAf. it 1900 1 90 1 vs. " 1901 1 90 1 ZAJ - . " 1901 Date and Place. Score. Yale New Haven, May n, ii Cambridge, June 1, 187: New Haven, April 26, 1879 Cambridge, May 31, 1879 New Haven, May 22, 1880 Cambridge, June 5, 1880 New Haven, May 21, 1881 Cambridge, June 4, 1881 New Haven, May 10, 1882 Cambridge, June 10, 1882 New Haven, May 19, 1883 Cambridge, June 9, 1883 Springfield, June 23, 1883 New Haven, May 31, 1884 Cambridge, June 7, 1884 Cambridge, May 16, 1885 New Haven, May 23, 1885 Cambridge, May 19, 1886 New Haven, June 12, i88t Cambridge, May 18, 1887 New Haven, June 8, 1887 Cambridge, May 19, 1888 New Haven, May 26, i88i Cambridge, May 22, 1889 New Haven, June I, 1889 Cambridge, May 24, 1890 New Haven, June 14, 1890 Cambridge, May 16, 1891 New Haven, May 30, 1891 Cambridge, May 14, 1892 New Haven, May 28, 1892 No games. Cambridge, May 19, 1894 New Haven, May 31, 1894 No games. No games. New Haven, May 22, 1897 Cambridge, May 31, 1897 New Haven, May 14, 1898 Cambridge, May 30, 1898 , 8-1 4-1 1 19-11 6-5 1-0 5-5 15-2 21-2 5-4 7-6 8-1 9-16 6-4 17-8 !-5 ii-ii 14-4 4-1 1 7-8 19-7 10-2 6-9 8-7 9-13 27-0 7-i 1 0-7 16-13 5-15 13-2 9-10 3-5 10-1 2-7 9-5 9-8 5-4 572 YALE. Yale-Princeton Freshmen Series. Contestants. Date and Place. Score. Yale '93 vs. Princeton '93 • New Haven, June 10, 1890 13-IO " '94 vs. " '94 • Princeton, May 23, 1891 . . ^-3 " '95 vs - " '95 • New Haven, May 21, 1892 2-1 u '96 vs. a '96 • No game. a '97 vs. a '97 ■ New Haven, May 5, 1894 . . 4-3 a '97 vs. it '97 • Princeton, May 12, 1894 . . 15-7 it '98 vs. a '98 . No game. a '99 vs. " '99 • New Haven, May 9, 1896 . . 22-8 " '99 vs. a '99 ■ Princeton, May 30, 1896 . . 1-6 " 1900 OT. " 1900 New Haven, May 9, 1897 . . 2 -5 tt 1900 vs. a 1900 Princeton, June 5, 1897 . . . 10-11 if 1 90 1 zv. " 1901 New Haven, May 21, 1898 2-1 a 1 90 1 vs. « 1901 Princeton, May 28, 1898 . . 5-7 Yale University Baseball Men. 1865. H. W. Reeve; J. Coffin, '68 (Capt.); C. A. Edwards, '66; Jewell, J. U. Taintor, '66; E. Coffin, '66; L. E. Condict, '69; C. F. Brown, '66; A. H. Terry, '65. 1866. C. F. Brown, '66 ; G. P. Sheldon, '67 ; J. U. Taintor, '66; T. S. Van Volkenburgh, '66 ; C. A. Edwards, '66 ; J. L. Varick, '68 ; J. Coffin, '68 (Capt.) ; L. E. Condict, '69; H. W. Reeve. 1867. J. Coffin, '68 (Cap); J. G. K. McClure, '70; L. E. Condict, '69; J. W. Shattuck, '70; T. Hooker, '69; B. A. Fowler, '68; E. G. Selden, '70 ; E. A. Lewis, '70 ; T. McClintock, '70. 1868. T. McClintock, '70; E. A. Lewis, '70; L. E. Condict, '69; H. A. Cleveland, '70 ; T. Hooker, '69 {Capt.) ; S. S. McCutchen, '70; W. Buck, '70; C. Deming, '72 ; E. G. Selden, '70. T. McClintock, '70; C. Deming, '72; T. Hooker, '69; S. S. Mc- Cutchen, '70 (Capt.) ; C. French, '72 ; L. E. Condict, '69; G. Richards, '72 ; W. B. Wheeler, '72 ; E. A. Lewis, '70. BASEBALL. 573 1870. W. Buck, '70; W. B. Wheeler. '72 ; G. Richards, '72 ; G. F. Bentley, '72,; H. S. Payson, '72; S. S. McCutchen, '70 (Capt.) ; C. O. Day, '72; C. H. Thomas, '73; C. Deming, '72. 1871. . A. B. Nevin, '74; G. Richards, '72; C. Deming, '72 (Capt.) ; H. C. Deming, '72; C. Maxwell, '75 ; G. F. Bentley, '73 ; P. Barnes, '74; C. O. Day, '72 ; W. B. Wheeler, '72. 1872. H. C. Deming, '72; P. Barnes, '74; G. Richards, '72; C. Deming, '72 (Capt); C. Maxwell, '74; G. F. Bentley, '73; A. B. Nevin, '74 ; C. O. Day, '72 ; F. W. Foster, '74. 1873- C. Maxwell, '74 ; C. H. Avery, '75 ; G. F. Bentley, '73 ; J. L. Scudder, '74 ; S. J. Elder, '73 ; A. B. Nevin, '74 (Capt.) ; F. H. Wright, '73 ; F. W. Foster, '74; W. H. Hotchkiss, '75. 1874. W. H. Hotchkiss, '75; A. B. Nevin, '74; G. F. Bentley, '73; C. H. Avery, '75 (Capt.) ; J. L. Scudder, '74; E. E. Osborn, '74 S. ; C. Max- well, '74; E. C. Smith, '75 ; F. W. Foster, '74. 1875- W. H. Hotchkiss, '75 ; Morgan, '78 ; Knight ; C. H. Avery, '75 (Capt.) ; C. Maxwell, '75 ; W. I. Bigelow, '77 ; D. A. Jones, '75; E. C. Smith, '75; F. W. Wheaton, '77. 1876. Morgan, '78 ; W. I. Bigelow, '77 (Capt.) ; F. W. Wheaton, '77 ; C. M. Dawes, '76; C. F. Carter, '78 ; L. A. Piatt, '77 ; W. V. Downer, '78; Williams, '77 ; L. W. Maxson, '76. 1877. F. W. Wheaton, '77 ; Morgan, '78; W. I. Bigelow, '77 (Capt.) ; G. H. Clark, '80; Williams, '77 ; E. W. Smith, '78; W. V. Downer, '78 ; C. F. Carter, '78 ; O. W. Brown, '78. 1878. W. F. Hutchison, '80 ; W. Parker, 'So ; E. W. Smith, '78 ; A. L. Rip- ley, '78; W. V. Downer, '78 (Capt.) ; H. T. Walden, '81 ; F. W. Brown, '78 S.; C. F. Carter, '78: G. H. Clark, '80. 574 YALE. 1879. W. F. Hutchison, '80 (Capt.) ; W. Parker, '80 ; B. B. Lamb, '81 ; H. T. Walden, '81 ; S. C. Hopkins, '82; W. C. Camp, '80; G. H. Clark, '80; R. W. Watson, '81 S.; A. L. Ripley, P. G. 1880. W. Parker, '80; B. B. Lamb, '81 (Capt.); G. H. Clark, '80; W. F. Hutchison, '80; W. C. Camp, '80; H. T. Walden, '81 ; S. C. Hopkins, '82 ; R. W. Watson, '81 S. ; W. I. Badger, '82. 1881. H. T. Walden, '81 {Capt.) ; H. B. Piatt, '82 ; B. B. Lamb, '81; W. F. Hutchison, P. G. ; W. C. Camp, M. S.; S. C. Hopkins, '82; R. W. Watson, '81 S. ; H. Ives, '81 ; W. I. Badger, '82. 1882. A. Hubbard, '83 S. ; W. C. Camp, M. S.; H. B. Piatt, '82; S. C. Hop- kins, '82; W. I. Badger, '82 {Capt.); A. E. Smith, '83; D. A. Jones, '83; H. C. Hopkins, '84; D. H. Wilcox, Jr., '84. 1883. A. Hubbard, '83 S. (Capt.) ; C. M. Griggs, '83; H. C. Hopkins, '84; S. B. Childs, '83; D. A. Jones, '84; W. Terry, '85; J. I. Souther, '84; v O. McKee, '84; D. A. Carpenter, L. S. 1884. H. C. Hopkins, '84 (Capt.); W. Terry, '85; J. I. Souther, '84; O. Mc- Kee, '84; W. S. Brigham, '86; J. C. Oliver, '85; S. A. Booth, '84; P. B. Stewart, '86; S. K. Bremner, '86. 1885. S. K. Bremner, '86; W. Terry, '85 (Capt.) ; F. A, Marsh, '86 S. ; A. A. Stagg, '88; W. B. Sheppard, '87; J. A. Merrill, '85; P. B. Stewart, '86; W. B. Hickox, '86 S. ; P. G. Willett, '88. 1886. J. C. Dann, '88 S. ; A. A. Stagg, '88 ; J. F. Cross, T. S. ; F. A. Marsh, '86 S.; P. B. Stewart, '86 (Capt.) ; S. K. Bremner, '86; W. S. Brigham, '87 ; W. B. Sheppard, '87 ; H. F. Noyes, '89. 1887. J. C. Dann, '88 S. (Capt.); A. A. Stagg, '88; A. K. Spencer, '89 S.; C. B. McConkey, '88; P. B. Stewart, P. G. ; H. F. Noyes, '89; W. S. Brigham, '87 ; J. F. Hunt, L. S. ; F. S. Kellogg, '87 S. BASEBALL. 575 188S. A. A. Stagg, '88 (Capt.); J. C. Dann, '88 S. ; H. McBride, '90 S.; G. Calhoun, '91 ; C. B. McConkey, '88 ; H. F. Noyes, '89; S. J. Walker, '88 ; J. F. Hunt, L. S. ; A. G. McClintock, '90. 1889. H. F. Noyes, '89 (Capt); A. A. Stagg, T. S. ; W. F. Poole, Jr., '91; H. McBride, '90 S. ; G. Calhoun, '91 ; T. L. McClung, '92; W. S. Dal- zell, '91 ; H. W. Cushing, '91 ; N. McClintock, '91. 1890. G. Calhoun, '91 (Capt.); A. A. Stagg, T. S. ; W. F. Poole, Jr., '91; H. McBride, '90 S. ; L. S. Owsley, '92 S. ; W. S. Dalzell, '91 ; H. W. Cushing, '91 ; W. H. Murphy, '93 ; A. G. McClintock, '90. 1891. G. Calhoun, '91 (Capt.); H. O. Bowers, '92; W. F. Poole, Jr., '91; T. L. McClung, '92; L. T. Bliss, '93 S. ; W. H. Murphy, '93; H. W. Cushing, '91 ; M. H. Beall, '93 S. ; G. B. Case, '94. 1892. W. H. Murphy, '93 (Capt.) ; H. O. Bowers, '92; W. F. Carter, '95; H. T. Jackson, '92 S. ; W. Norton, L. S. ; A. F. Harvey, '93; L. T. Bliss, '93 S. ; M. H. Beall, '93 S. ; G. B. Case, '94. 1893- J. H. Kedzie, Jr., '93 S. ; W. F. Carter, '95 ; F. B. Stephenson, '95 S.; M. H. Beall, '93 S. ; L. T. Bliss, '93 S. (Capt.) ; F. Rustin, '95 S. ; T. S. Arbuthnot, '94; W. H. Murphy, '93; G. B. Case, '94; J. B. Speer, '95. 1894. J. C. Greenway, '95 S. ; W. F. Carter, '95 ; F. B. Stephenson, '95 S. ; F. T. Murphy, '97 ; F. Rustin, '95 S. ; T. S. Arbuthnot, '94; J. B. Speer, '95; G. O. Redington, P. G.; G. B. Case, '94 (Capt.). 1895. J. C. Greenway, '95 S. ; W. F. Carter, '95 ; E. L. Trudeau, '96 ; F. B. Stephenson, '95 S. ; J. R. Quinby, '95 S. ; F. Rustin, '95 S. (Capt.) ; S. L. Quinby, '96 S. ; J. B. Speer, '95 ; G. O. Redington, P. G. ; H. M. Keator, '97 ; H. W. Letton, '97 S. 1896. F. T. Murphy, '97; E. L. Trudeau, '96; G. C. Greenway, Jr., '98 S. ; H. W. Letton, '97 S.; C. A. H. de Saulles, '98 S.; S. L. Quinby, '96 S. (Capt.) ; F. B. Smith, '96 S. ; A. N. Jerrems, '96 S.; H. M. Keator, '97; C. G. Bartlett, '99. 576 YALE. 1897. H. M. Keator, '97 {Capt.)\ J. J. Hazen, '98: H. W. Letton, 97 S.; G. C. Greenway, Jr., '98 S. ; E. F. Hamlin, M. S. ; B. W. Farnham,^ S. ; S. B. Camp, 1900; H. B. Wallace, '99; C. M. Fincke, '97 ; A. C. Good- win, 1900 ; M. L. Fearey, '98. 1898. C. A. H. de Saulles, '99 S. ; J. W. Wadsworth, '98 ; J. W. Wear, '99 ; G. C. Greenway, '98 S. (Capt.) ; H. B. Wallace, '99; S. B. Camp, 1900; J. J. Hazen, '98; C. E. Sullivan, 1900; M. L. Fearey, '98; E. M. Eddy, '99 S. CHAPTER V. TRACK ATHLETICS. TRACK athletics at Yale were, during their in- fancy, really but a side show of intercollegiate boating. It is true that the first field games of the athletic association were held in New Haven in 1872; but the first games of any real interest were in 1874, when Yale sent two representatives to the intercolle- giate contest at Saratoga. These two men were Nevin and Maxwell. Natural athletes in every sense, there was no style or form, according to present day stand- ards, about either ; but both were racers, and, when they got on their marks against other men, were pretty sure to get in ahead. This was demonstrated at that meet- ing at Saratoga, when Nevin, although slipping and almost going down at the start of the hundred, still finished ahead and was credited with ten and a half seconds. Maxwell, who ran in the hurdles, also won his event, but in twenty and a half seconds, time which under present day records seems very slow and out of all proportion to the time accredited to Nevin in the hundred. There is no question, however, but that the time has improved more in the hurdle than in the short event. The writer well remembers both these men. They not only represented Yale in track athletics, but on the ball nine as well, Maxwell being a very clever second baseman, and Nevin a speedy pitcher. 578 YALE. At the outset the athletic association was under con- trol of the boating and baseball association, and the events were very limited; but the interest inspired by the winning at Saratoga brought forth good results, and in 1875, Maxwell went up again and won the hurdle, while Trumbull won the half mile and took a second in the quarter mile. Trumbull was a fine speci- men of manhood, over six feet in height, and weigh- ing in condition over a hundred and ninety pounds. He ran a very even pace throughout the entire distance, and was a very graceful performer. He was on the crew as well ; but shortly after the race at New London the following year he was drowned while endeavoring to save a child who had fallen overboard from a yacht. In 1876, Yale brought out one of the leaders in the development of hurdle racing. This was Wakeman, who ran the 120 yard hurdle in 18^ seconds. He was the first man to take a fixed number of steps between the hurdles, and his work was much commented upon and greatly admired. During the first few years of the track games at New Haven it was a difficult thing to secure entries. The writer remembers being asked by one of the Doles (for the Dole Brothers were of very great assistance in bringing out the track athletes about this time) to take part in the games. The writer was then playing on the ball nine, and had stepped over to the track to watch the work of the track men. Upon asking what event, Dole replied, "Why, any that you like." After going down and examining the prizes, which were on exhibition in a tailor's window, the writer concluded that the prize for the hurdle was by far the most valu- able. He therefore entered for that event, and, after a TRACK ATHLETICS. S79 day's practice and at the expense of sore shins, won the race and a silver pitcher. At this time, 1877, tne intercollegiate games were held at Mott Haven for the first time; and for three years in succession Columbia won the cup. Yale's work in these years in track games was very mediocre, and it was not until 1880 that the work of Cuyler, a Yale mile runner, who established the then phenomenal record of 4 minutes, 37-f seconds, brought back some of the old enthusiasm that had been stirred into being by Nevin, Maxwell, and Wakeman. Har- vard won the cup in 1880, 1881, 1882, 1883, 1884, 1885, 1886, although in this last year the result depended upon the decision of the judges between Rodgers and Sherrill in the 100 yards. For all this, in 1882, Yale sent out a man who was of the greatest credit to the university, H. S. Brooks, who ran the 100 yards in 10^, and the 220 in 22f. This man also beat Myers, the most noted athletic club runner, in a 220-yard race in New York. Yale did nothing of note in the way of production of men after this until Sherrill came to the front in 1886. Coxe came out also this year and broke the intercollegiate record of hammer throwing. The following year Yale won the cup, having, in addition to the men already mentioned, Shearman, who made 21 feet f\ inches in the broad jump, and Harmar, who lowered the mile record to 4 36%. In 1888, Yale dropped back to second place, although Sherrill won both the 100 and 220, and Harmar the mile run, and Shearman the broad jump and pole vault. Yale's weakness was in her second string men. In 1889, Yale paid more attention to second places, and won the cup with four firsts and five seconds, Sherrill again win- 580 YALE. ning both his events, Shearman taking the broad jump, and Clark the two-mile bicycle. The following year Yale had to be content with second, although Wil- liams, who took second place the year before in the hurdles, came to the front and lowered the record to \6\ seconds. The next year Yale and Harvard formed a dual league in track athletics, although both universities still stayed in the intercollegiate. The games between Harvard and Yale were held at Cambridge, and Yale was disastrously defeated, her best man, Sherrill, breaking down completely. Harvard also won the intercollegiate games, Yale barely getting out ahead of Princeton. In 1892, the Yale-Harvard games were held at New Haven, and Harvard again won, though by a margin of only ten points. In New York, Har- vard repeated the victory, taking the intercollegiate cup. Yale, however, brought out a man in the short distance events who won easily, and who in that year and the next never failed to get in ahead of his field, no matter how many times he was sent. That was Swayne. Allen, another Yale man, ran a close second to Swayne in the 100 yards and 220, and would un- doubtedly have won first place from anybody but Swayne. Since 1892, the heroes at Yale in these Intercollegi- ates have not been the sprinters, but have been more apt to appear in the other events. Richards was too much for the English runners, as well as those of Har- vard, in the short distances ; but at the Intercollegiates he could not show at the front, as the pace was too high. In the high hurdles, however, Yale has had in Perkins a man able to win in the field of all colleges TRACK ATHLETICS. 5 8i as soon as Chase of Dartmouth was out. Until Kraenz- lein of Pennsylvania appeared Perkins was master of the situation. In the weights, Chadwick rose above the rest; and in the pole vault Allis, Johnson, and Clapp raised the bar above their competitors. Shel- don also stood out in the broad jump. In distance running, Yale has never, up to the present date, been strong, Morgan getting the nearest to the front. The four-forty has always been a weakness for Yale, as has also the high jump. The usual effect of the presence of a fine performer at Yale has been to stimulate inter- est in that particular event in which this leader was especially conspicuous. From this followed naturally as a result the improvement of the performances in that event, and when the leader graduated there were usually for a number of years able men to succeed him. In this way the university once sending out a special- ist, not infrequently followed him with several other star men in the same line. But there are other things beside star performers necessary, to keep steady, and of regular interest, this branch of athletics. Individualism tends so strongly in track athletics to break down united interest, and the cohesive element of team work, so strong in other sports, being lacking, there must needs be extraneous stimulus introduced from time to time. Thus Track Athletics at Yale are marked by certain epochs from which should be dated the rise and fall of interest in that particular branch. Generally speak- ing, these epochs are the institution of the Mott Haven games, the formation of the Harvard-Yale Cup Asso- ciation, the visit to Oxford, and the match with Cam- bridge in this country. 582 YALE. Previous to the advent of certain heroes, and the issue into prominence of Yale at the Mott Haven games, track athletics had been looked upon as that branch of sports to which the man unfit for rowing or baseball turned as a last resort. In the early days all the men of prominence in track athletics were loaned to the Athletic Association by the baseball nine. Nevin was the pitcher of the nine, and when he came on to the track during the few moments he could spare from the nine, all the lesser running lights were dimmed into insignificance. When Maxwell, the sec- ond base man, came over and tried the hurdles, he eclipsed every one at once. Later Trumbull of the football team and crew and Wakeman of the football team lent their prowess to the Athletic Association. But the time came when the track men could stand up for themselves, when they gave Cuyler, the mile runner, to the football team, when their sprinters could defeat any of the fast men of the other organizations. Then it was that this branch began a career of its own. The Mott Haven contests became of interest to the college at large. Men began to train regularly and specifically for this branch of sport. The entries of other colleges extended, the events were made more attractive to spectators in various ways, and track athletics became as stable an annual sport at Yale as the boat race. With the growth of the Intercollegiate Athletic Association, due to the addition of more colleges to its membership and the increased number of entries from each college, came, however, a feeling that, as a meas- ure of the relative merits on track and field of the Harvard and Yale representatives in these sports, the TRACK ATHLETICS. 583 annual meeting was a failure. The veterans of former teams, men most interested in this line of sport, desir- ing to have as thorough a test and as interesting a rivalry here as had grown up between the two colleges in boating and other sports, collected a committee com- posed of representative graduates of both universities, and this committee devised the plan of offering a cup to be competed for annually for a series of years, by teams representing Yale and Harvard. A formal deed of gift was drawn up, and was accepted by the two Uni- versity organizations. Thus was inaugurated a sec- ond and, if anything, a still more enduring guarantee that track athletics should be perpetuated. The next feature marking the progress of this branch at Yale was that of International competition. For a number of years it had been in the minds of those especially interested in boating that an International race with Cambridge or Oxford should take place. It had been approached, but had never taken on sufficient form to bring it to a head. Suddenly the same desire seized upon the track athletes, or rather upon the graduate advisers of these young men ; and as the ob- stacles to such a meeting were in this case far less formidable than in the case of the crew, it was not long before such a contest became not only possible but very probable. The presence in England of one of Yale's former heroes of the cinder path and his indefatigable vigor resulted in an arrangement for a Yale team to visit Oxford and to meet later at the Queen's Club grounds, London, a representative team of Oxford track men. The Yale men went over and enjoyed a most delightful visit, but were beaten in the meeting, winning only 31 firsts, and those points due 584 YALE. largely to their weight men. It had been in earlier days presumed that the quicker, more highly-strung American athlete would show to advantage in sprints, rather than in the more heavy work of weight putting; but the presence of the phenomenal hammer and shot putter, ■ — phenomenal in that day, though now surpassed — Captain Hickok, and the rather unusually mediocre sprinters reversed such a result. It was not long before Yale wanted another chance at her British cousins; and an interchange of corre- spondence, assisted once more by the good graces of Mr. Sherrill, brought about a visit from the Cambridge team, — the team that had recently defeated Oxford in their annual games. Here the tables were completely turned, Yale winning by an even greater margin at Manhattan Field, New York, than had Oxford on the Queen's Club Grounds. Meantime Yale had also been making a most envi- able showing at the Intercollegiate meets; for all of which proper credit should be given Murphy, their trainer, and the graduates who also assisted in the development of the teams. But in 1896 the Univer- sity of Pennsylvania began to make strides in the direction of track athletic successes, and in 1897 the team from that University, which had the previous year secured the services of Murphy, came to the front and defeated Yale in the Intercollegiates, Yale win- ning her dual contest with Harvard, however. In 1898, Yale fell still farther behind in this branch, being defeated by Harvard in the dual games, and completely swamped by Pennsylvania, and beaten out by Harvard and Princeton in the Intercollegiate. TRACK ATHLETICS. "Winners of Intercollegiate Meets. 1876. Princeton. 1884. Harvard. 1892. Harvard. 1877. Columbia. 1885. Harvard. 1893. Yale. 1878. Columbia. 1886. Harvard. 1894. Yale. 1879. Columbia. 1887. Yale. 1895. Yale. 1880. Harvard. 1888. Harvard. 1896. Yale. 1881. Harvard. 1889. Yale. 1897. U. of P. 1882. Harvard. 1890. Harvard. 1898. U. of P. 1883. Harvard. 1891. Harvard. 586 YALE. Ji o gS 5 oj 0) C C Ph o ^r u o to D 4j o a c c . 03 (O fi C £ M-l 4-J ! £00 ^ o " DS c c c n S - z-z-" to 1 rt rt ^ . 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O "2 <" ^ C ~ C M u | 03 u^g§»"S^s^ K i * * *-- 2 s -l u -S g> s g -a pj ^ S S • rt f^ H in ™ ►. 3 ^ 3 ^ . . 's! t^ ■*• . ►=: ^ pq ^ h-^i-Ay ^OhM i-^ _ O O « . r3 a . Ti o uiuSs'S '" a OO OOasi ".S ., Her- ffil co co en co r t* !l 21V) T? 1 ' hh m 15 H° N "1~^~ &*- ... . . d rt >i • • .5 .2.2 d2!S . 0) "■2 ■"§■§ JE ss^;,, CL'Sp.'cgsgaB .§5 m 3 mh 3 ^o a 75 73 q £ ■« u-l 1 — 1 Uj ' — ' ' — 1 »- rz ° < - , ^- / CL) CU 1 p fc p a afi «"S S =PhPh t/o^ 1< fi , ugg™fia jfcj3s52§oS3S . . .pqpq-^^cju^^^ K H S -+J rt > •a "^ -a _ ^ 1*3 2 ~ rtSiitssStlMP M ^ T3 r g'0 h h ^2j i ,S* J T3 T3 T3 T) W ^3 ^5 bOhjoa^ c nirtninjaga-«.-!>n& 2 2 35Woo«rt»S(SH TRACK ATHLETICS. 589 ■a rtT? on OS 3 S -2' « 8 § § - «t> . . ; S^ !oJ ° ,; B iu Ph o ?f.S .r..Pn Ph "3 r^ h N «i 2 c d m -K^ d^utf Mis I? ■ • ■ • -w n -s ^ -^ _ _ «d "!T"5 " j3 *•, to to to to o . t*J ""> . ,« • jj .-M m 1^ N a a u! N ^£00 ^3 ' T3 " }m +-» ell, Harvard g, Lehigh . ell, Harvard ell, Harvard :d, U. of P. uyler, Yale . :, Columbia iston, Harva ;r, U. of P. . sbury, Prince e, Stevens . Columbia ts, Yale . . 5 ^c-o-asuEc >,.* % -> >- cPcc-i .^Crt&o-a. 3 ^ J. We B. Sti J. We J. We A. Ba: D. W. H. Sa C. De C. Th B. T& T. Mc F. Bus . P. W >lumbi; Hffia'wwHft ■ • " a, • • a • g 3 • • s • • c U 3—. jj rt « ash urdl ash an . un . alk gh j oad sho heh icyc > WO **■£*$;£„**•*% •8-8-3-S:=.H.2 w>w>3~ ciJS (i ni rt ni C g S-«- > c > C O TRACK ATHLETICS. 50* '5 a 5 * "2 ."-° e O >< o u CU Ih "1 -O to o +3 TJ O u «? s g c n? S ■SPhS *° CD J= _Q T3 ■S B rt tu ,= r h-l O rt ok 3H rt J5 -S > O to o o cj U to . £ rwV2? °^ 0\ m C\ « rHhtuHMr-^TtyO ^ ^ . "^ J J +j O CO ro ro _ . T3 T 3 •2 -a S.SP S-i rt > 13 £ J3 2 CU a H SflU J of CU J3 o U rt > CU a F, > CU ■Si TD 3 tu M CO >-. tu tl Si O ^ h -* rt •Cfl £ U tu -P &S S B 2 B B rt 3 rt33§rtw)0 • OT ^i.y ■3-5 witu S -O ^ T3 C 5 g £ £ j£ „ CO to CO o) -i>-'V-a"3";- !=!= i? QU <5rtaicUfiSg--:-n>e ^^jrei S S § § «>"S r\ r\ r\ r\ ^3 zi 4i S ri i— i ■*-» 56' 6 6 6 6 22S5k6o£«££hhh 59 2 YALE. s « a 'o - r o ., O - o A o to *rj en ^! "^J .SJg." i- 1 . *-• Uk HI Z .pq- - : SB 1 „Ph u M^tJlOtfi 5 3 IS § u, > > ,s Ph b b ° rt . . . w pq" co O ^ ^^ ^ ^ O U c it 1 e O p In 'O S r-* 1 O 3 c . a T3 <-> Ji s t« . TO fi - .rt 2 o .2-Q § y • Sa ■3.S^3o nT E set, g Ji s- O Cti ■s! "C "S o >2 £Xn^ti«£ £d Ka^fcH eq p^ ^ h-^ «J J u d i-^fi fn" . O o • A O J5 o3 CJ I) OJ c c c.S •" K3 u r ; u <3 M OT w « qj y <£ m °*o«>o ll|N .S o O™ COM H . . H « ^ C g g N i i in »+H IH Ml <+H O lOCO g n tnco -*t^ VO • !i !-. 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J-t Q 1) c8 u w a^ rt B OU|-|U Wh4 rt >h o LU -2 a! 2 j3 ~ CO £ "H. bO n! 1> co CO CO T3 as MB3HI ^ i-AB cj cj B B B cj B >-A< cj BJH J3 o3 MO '5 S 00 CO CJ CJ U CJ 8 8-8-H y* CO V CO CU «r-*oooWi"E; jJ "2T M i-*n co co co cOrfiN^ffjQ^ co,£ ro _ q^ w w M mg g g^ H -5 ° •sat > fl c cti ri o p^jxffi s.S O O js sa| o a >-. o o mS 03 a a'p* -M O ^ co .a co co 'r; cj 3 rt a -S> o ~ CO ^ ^ -*-» co^ cj co a co x rT . « a cs 3 3 a t« wig ^.y , MlHi-iU c ;'a'3aa™ OO-r; - vn pSnJrtniaga-g-«>C^BO A c^rtrVa *> « « c^S S g bO o ° n §•« acsa-o^-a&a TRACK ATHLETICS. S95 %a rt rt nJ fl ssas ■a-d- > 3 £-° bi o o o U C, go g^ to H > ■a ^5 „ „ g 3 ;-c k- fe* £ ^ £ K p4 (=; >, rQ a 1 >< fl. 3 4-1 :z! o o CD U t> of ."£ c/1 ni £ £ T3 ^ rt > Om 1-1 _o aa . • . . . 5 as a 6 3 ' • 6 • • rt3rt33§15Mio - m .a.y -a -a -a d >- g £ 3 S « ~ -°. |3 -o -a -a -a .t: ~ i! a 1 £P 3 T„ S :a ? ^(-.^tnrj-a-saara oo-g e m-i n A A A -3 aa«ti2gbo a « s ^-Moophp^phPmHhh 596 YALE. B S ; ni rt ->tnw : >: «i -. >^ > rt ni T3T3 It >H > > „: rt rt .3«iE rt i-i b .-3 gT n! rt n5 P4 W »-i q g O o ™ « S § a. lOWWrj U hah ^(JwKKpSHQQhA <" m " «= +WO M •- "I* OM-< Ox y-*si ^mJo ^^h M ■ jj . . O J_T N m .-I . . jJih'Wm-iC r! M ^Egg« Ooo-oS 03 PS * rQ ^ a « £ h=> O > rt - "3) rt ffi "•SHI „- -d .2 • • h. ,a oi - • gPn SIS ■ i-c o_i s e 3* J? ° o 3 «« ^ . ~ 3 j O >< > ■5 D M & a co s" s W ^ ^ w fe g H ^ U < < < i «1 §1. .1 . « _ § .2. _ « | « -o^tj ^ u g £ £ £ .„ <" ^ ^ >. » i» in m u ,, „ "5i Mo > T3 -O -d T3 .-3 iJ iJ M b/0 3 G -3 P 13 b b h P'd'? S fl 5 M '> £■+■< rtrtrt^G g S'S'S > .3 £ v o i 1 ^^ i i £ &4J3 £ o M OOOOnJr-c3337iT^2fe3 TRACK ATHLETICS. 597 T3 T3 of W . ^ -P C * >< >< K ■r 3 ^ .,._. _ en - 3 r; ^ ^ h-> £ -J3 0) to i-J J- "3 -o-rs-o £ c 2 £ £ £ ^ j; ~ x> »h tJoinicjSgE-S-p^PpSo S°° 2-rt CS33'ob.3&3 22S3Koop^PhPhHHH 598 YALE. V'6'o f^ in 8 iJ Si 3 3Ph 3 5 S £ - . • -q . Co ^pq w^KcJuduHiffi^K > flS tn m toH^CK, - O N N r^ • e* 3 t ^ vo MdinggS a Mei' tn hC0\q4!\6 *i* T3 a rj > £ £ to ii u3 ffi ffi (3 3 S TO ,_1T So u • u rt rt ,£.£! ' " " «d £/5 ; 3'"" , ' a ' Si"* 3 ' SllinpSrt.MSaMp -s tijrttjCggHrt [,(•-« >c ? O TRACK ATHLETICS. 599 •o a o o CD w E. C. Moen, Harvard. J. P. Lee, Harvard. W. C. Downs, Harvard. A. S. Vosburgh, Columbia. W. Harmar, Yale. J. E. How, Harvard. W. B. Greenleaf, Harvard. H. L. Williams, Yale. H. L. Williams, Yale. R. G. Leavitt, Harvard. V. Mapes, Columbia. T. G. Shearman, Yale. H. A. Elcock, Yale. H. F. Allen, Harvard. Princeton. J3 d (J -5 -S - - .5 D U u .Aj^ crin D 0> eohfVO HMHej u, . 03 <" n * 0\Sf oo "> <° vo . ^ i- 1 ^ o^&c-e • v° vo ±j "- 1 iJ cK "- 1 « «^S g S g « «-£« ovo ov . c C. H. Sherrill, Yale . . . C. H. Sherrill, Yale . . . W. C. Dohm, Princeton W. C. Downs, Harvard C. O. Wells, Amherst . . T. Mcllvaine, Columbia F. A. Clark, Yale . . . . . H. Mapes, Columbia . . H. Mapes, Columbia . . T. D. Webster, U. of P. . T. G. Shearman, Yale . . R. G. Leavitt, Harvard . . H. H. Janeway, Princeton A. J. Bowser, U. of P. . . Columbia > }h " el. .! . ioo-yards dash 220-yards dash 440-yards run . Half-mile run . One-mile run . One-mile walk Two-mile bicycle 120-yards hurdle 220-yards hurdle Running high juir Running broad ju Pole vault . . Putting the shot Throwing the han Tug of war . . 6oo YALE. s 3 rt-5 C i-Jh 22 8 SCSI'S | So ■a -c ph q -5 g „ « fe « s >. • p 2 y .cs h5 PUPh V nj a! OiJS ucjf^^wSKffiffi hA> h A> (3 03 to O N i w M > d.S .« .2.2 .Kffiu cu • • a • 43 43 ' " ' ^ ^ ^ 'ITS " J§ U ' "> '» "1 i (U (D ^ «> "» v. Vr T3 +^°Pte o6 6-3gg|66§§ £ -.2 3° TRACK ATHLETICS. 601 s"5 _g'o I!* 4)1-1 _j o 4> 1- •a w).S & .3 INl - • m c S >^ - iu-O >< - b >- 1 ^ >- 5 s o 4> 45 , . . ■Sg.fi.B •oo M <«Sj (n oo rtH ,"T "T rttes ", 4> 4) rtkONkn_- mto 4) 4> • m «M 4) 5 - c . PhPlh y >-■ %- n! UUto . *r» ii in £ h S > S ■5 rt 3 t. 2 JX i-. O hh n3 : T3T3 01 o! 3 S £ o .2 rtU^ £ £ cl rt >-T >> >■» £ M aS ^ ^3 ^ 73 -— C cJ O djj «) . >>£ .3 O >UOHffiWfn>P T3t3 i- s- g ^JrfJ^ b w £ "^ £ b'-ibs'S's'Sb'-'CCTO fees «*-< O O Q 73 CC^O°S3o3aP 233KOOh2S*£££hH 6o2 YALE. g-d > > il P rt . fc Slip's £2 PL, .JS . . t,LSg k H «0> 3 S «J O ol O C >, rt m e« rt tu rt rt > !* c c rt rt H fcs S-, Joo MS I s uo o u • _• OJ QJ 0> 2 •'Ho rt m em > u "rt "rt rt .S 5Ph a - S rt §T3 o 13 rt »h t; 3 w -*^ s- c 3 re re (-i ** "- 1 -»-» t i .3000 1 ™UD„rt>> rt M =1 «i >• . • > > .spffitc . . (LI D.I*. .1 « C? ^^;r:±!6>->^3,s,i>-.£o oo6rtca&°033'3^^ TRACK ATHLETICS. 603 -0 c (J w C. T. Buckholtz, U. of P. R. C. Anderson, Yale. I. Brokaw, Princeton. C. H. Hubbell, Harvard. J. E. Morgan, Yale. D. B. Lyman, Yale. W. F. Garcelon, Harvard. F. H. Borcherling, Princeton. G. M. Coates, U. P. W. E. Putnam, Harvard. L. P. Sheldon, Yale. O. G. Cartwright, Yale. G. S. Ellis, Brown. W. H. Shea, Harvard. j= (0 Mo '53 S ml eu 5 C C .S .5 A ! § ^Pufe r-- hlH . 1) £ £ £ ^ 73 o o C u - fc-» ^ Cj U k"S D 01 tuO ^ ,£p re 43 4*i ^ rt^ ti ti o ° r *i Sx 43 ° h «3 ^75 -73 -43 •* t>< mm * § . . 43 u BHUW M <;>,>- ■-S 2 ° o ,ffi fe d w S ^ ^ Kofi odd „ . . . _ . ai . .... || J • DO ,5 3 "—• PS -w _, " " " ^ ^ * o •'~ , t3 '43 o "win g< G ~ >~u££ o"43 g , I 8 ID >< en to O O 55 §§ ££ rt J rJ S'H'H <; O O • P i-* rt O g . 2 e g dSdc c.S.S m w <" 'a & <" M "^ o? " °° N . « on"*> Bn ^""t? . " " -u -J cK • :::::::: >i\i : (U » 3 5 43^1 ' "^'o^j >,*I"2 '"7, 2 ol rt 3 3S 3 3 ri.S MO "43 m -Ot3 S d g 45 jtj £ -° £ fc .,_, ^ *> » l» » U „ M t» „ 11 . „ ,_ rg Sf'S i< ^ h fi-J >< 1.-2 d S fi ?'i » rtaSo5egrcJrtgS-g-;3>£e >i ^ >^mh i)^^i)6S2 - rt §§^ to to . *" !n "- 1 « • _. S3 ■-JO . «J P >H ^P rt^H gU cu S3 „ J? -B .SO rt . £? • B -Sa g >- £ < -d 2 IS P.P pn' U P*5 U . .IL(.. ........ g 3 , . g . . OOOrtj-OOcSS'o^aPQ s « 2 s * +■ TRACK ATHLETICS. 607 *C 4> buy ^3 O rt .2 « 13 «Ph g a i3 h w P^ i-4 h-^»fr rt g . > O 03 <* 8^ ^k J" WOu S e .5 OS >- •a o • *-• - 0) ^ c O HH D •OH U 3 3 C - uo o m So m ,;o'7.S O N O • e .^ ^ ..S g.S.S.S 1-1 ^vo M VO O « fO b0« o 3 ! £ S" if o « ■ JU ^ >5 H 5 -S 2 !S m^u h S c o i" 1 ^o ^ S-, 3 .3 rK PnpL,f4^ '>£-R jj oO W W i-VAC*i W IS- O «fe. t>. .1 r3-3 " JA "3 "O 'S '~"_§ -rG to -o-u * * 2 ^-*£:E,g~r n £ S S ^ S'H-- t, h c c M!?-g u rtaJrt«gSrtrt-~-~n>P7l O00rtcC °333'oSy 6o8 YALE. ,.5 o t> ^ffijSH hA^oi p^ K £ s'fl •uti l "" 1 uo »•" " ►, O • . »OPT) . t> t— i a> -: u ->- r '^ O £ CD JD • r_> 3 -M .Jo ^-^ 'J ' ^ ^ -^ "S "IT-S "7* "J rt iS 5 3 3 s 3 2 2 m" 1 -« c cotyiaiOujtntniu.. . „■£ " Mj 'O'O'dS "•C'5" tObJ)^ 3 c "" H rt oi R g rt o) fi'S-d c > S75 i ' ' ■— ' CD' ' € C C il w u ^» 8 8 §-£ C 8 8 B § § 3 Sa.2 2?J5Mo«?JOPil^0HPHHpq TRACK ATHLETICS. 609 Yale-Harvard Dual League. Date. Place. Winner. Points. May 16, 1891 Cambridge . . Harvard . . . 85-27 May 20, 1892 New Haven . . Harvard . . . 61-51 May 13, 1893 Cambridge . . Harvard . . . 66£-45i May 12, 1894 New Haven . . Yale .... 59-53 May 20, 1895 Cambridge . . Yale .... 65-47 May 15, 1897 New Haven . . Yale .... 80-24 May 14, 1898 Cambridge . . Harvard . . . 56-4S 6io YALE. a o +» (rt o o 03 02 < P o> o 2 < vo o K |x 4-> p < CD i— 1 S ■c} H « ■+-> H m m s £ M a U •iH !3 {3 !-i >D nl-> a H IS H S. L. Lasell, Y. W. L. Thompson, H. A. H. Jones, Y. G. L. Batchelder, H. F. F. Carr, H. M. Van Ingen, Y. H. L. Williams, Y. I. C. Brackett, H. D. B. Hawes, II. G. C. Cheney, H. S. J. Hale, H. D. C. Cartwright, Y. H. A. Elcock, Y. H. S. Evans, H. T3 C O o ioo-yards dash . . 220-yards dash . . 440-yards dash . . Half-mile run . . . 120-yards hurdle . . 220-yards hurdle . . Mile walk . . . . Two-mile bicycle . . Running high jump . Running broad jump Throwing 16-lb. hamme Putting 16-lb. shot . TRACK ATHLETICS. X £ > c/5 •" on rt T 1 Q o < •£ .a o d ^ O c/5 hAp4 OQ^cJffiAn'Hi-^ s = rt g-n^^s - «3 rt c3 « jj o d u g a g s O O «) colo en m «1 N„ ri|uM 1 hH >> ;M. ^ HH ^ ^ -^ !X ^ K „i;sa^ <«V - « 2 > 5 c "a ^ Q d d Ph' ^ d Ph' d Q d d ".£5*3:2 PS 3 PS pS pS £ O O O c ni ID co to to M^ ^ 13 T3 "U 'C .5 3 3 S pS rt.pj £ > ' * - P-, O S 3 • ^ .5£7 co ^T3 v6 IS ^2 M W)hC gssoohSSSShSfitfi* 6l2 YALE. •6 H L. Sayer, H. J. P. Whittrey, H. N. W. Bingham, H. Lakin, H. Blake, H. j Bardeen, H. } S. H. Bunnell, Y. Holmes, H. M. S. Hart, Y. G. R. Fearing, H. Cross, Y. j C. B. Rice, Y. \ E. H. Hart, Y. D. B. Lyman, Jr., Y. W. E. Putnam, H. O. W. Shead, H. c o U CO W. M. Richards, Y. . W. M. Richards, Y. . E. W. Pinkham, H. . C. H. Hubbell, H. . . I. E. Wight, Y. . . . H. D. Parmelee, Y. . O. W. Shead, H. . . M. L. Van Ingen, Y. . P. T. Stillman, Y. . . H. M. Wheelwright, H. W. O. Hickok, Y. . L. P. Sheldon, Y. . . 2 100-yards dash . • . 220-yards dash . . . 440-yards run .... 880-yards run .... One-mile run .... One-mile walk .... Two-mile bicycle . . . 120-yards hurdle . . . 220-yards hurdle . . . Throwing 16-lb. hammer Pole vault Putting 16-lb. shot . . Runhing high jump . . Running broad jump . TRACK ATHLETICS. 613 « ffi B ^'b* ^ ^ •£ m S"M 3 ^.-s-tij co „- C P £ u fc 6 W S X 1 >J .>* •w>; :M a - 2 ° ai 'O Sr+S- >, U co « ^ c - s ^ S « o a -y « cu-^ g £.Q .3,3 m ^ e-e ;2.MO " biD bo bJ3C C 3 "3 '3 3 & O O S "3 ooh^ShpXp;^^ 6i4 YALE. K (OP G . HH . £ HH >^" Sd " +■» J-t y £2 Z3 .ZT"-( •■"( ■* C ■ — ' c u ^ O O-j- 2fe.'G"'373 G Jg & 3 §ffi"£ p; ^ h^h wd?«dUM WKffiK . . . . .* . . . . ff|.alEt|SlflI«" (D o o o 1> . . woo w Unto, O N m . -J .VO m M N Iflg g gHN j ■-.a ><><, P4« g£ bbm" p.- «j2 o"u o CQ.22 OG * iu^-G^^KIH j^a - g ._- g" >-? ^ ^ £ w H^fe d -ah h4 ^ ^ ^ dash dash run run G 3 I-. 01 to »1 » "73 TJ T3 T3 9_ — ~ i* ui cS rt rt *■*■> **-> *■*■» p-> a . . . . g*a . S G « 3 S-" MO « -3 -S -3 m m 3 "gsa s-s.s £ - O O te N fl ' w^ ■** 3 G o HO, TRACK ATHLETICS. 6i5 ■6 H T. R. Fisher, Y. F. V. Chappell, Y. A. H. Fiske, H. C. E. Ordway, Y. C. Palmer, Y. P. Van Ingen, Y. P. Van Ingen, Y. E. Hill, Jr., Y. C. W. Abbott, Y. R. Hickok, Y. C. T. Van Winkle, Y. Rice, H. E. H. Clarke, H. •a w R. M. Graff, Y. . . . D. C. Byers, Y. . . . F. P. Garvan, Y. . . B. B. Hinckley, Y. . . D. Buckingham, Y. J. H. Thompson, Y. . W. G. Morse, H. . . J. I. Butler, Y. . . . E. E. O'Donnell, Y. . F. G. Shaw, H. . . . W. E. Selin, Y. . . . W. G. Morse, H. . . H. T. Weston, Y. . . 2 a MO s „ co to co 00 £ J" co n|w <-> u *<+n Z: 1-1 e*nsto^|o fO. - M|m^ -w m .} _, G . O oo to in^ a D. C. Byers, Y. . T. R. Fisher, Y.. E. Hollister, H. . E. Hollister, H. . H. Speer, Y. . . E. C. Perkins, Y. E. C. Perkins, Y. L. Tweedy, Y. . F. H. Clarke, H. C. Chadwick, Y. B. Johnson, Y. . R. C. Merwin, Y. C. D. Cheney, Y. "3 100-yards dash . . . 220-yards dash . . . 440-yards run .... 880-yards run .... One-mile run .... 120-yards hurdle . . . 220-yards hurdle . . . Two-mile bicycle . . . Putting 16-lb. shot . . Throwing 16-lb. hammer Running high jump . . Running broad jump . 6i6 YALE. kT w S <» & n ^ pq PQh • ^ w M -a - s & 66 6 6 6 6 £§£■£§ gS MM M m ti- oo O H Ph Ph Ph M H TRACK ATHLETICS. 617 Yale-Oxford Athletic Games. Queen's Club Grounds, London, July 16, 1894. Yale. Oxford. W. O. Hickok, '95, S. (Capt.) C. B. Fry (Capt.), Wadham. A. Brown, '96. G. Jordan, University. L. P. Sheldon, '96. G. W. Robertson, New. J. E. Morgan, '94. W. J. Oakley, Christ Church. E. H. Cady, '95, S. T. G. Scott, Hertford. G. F. Sanford, L. S. W. H. Greenhow, Exeter. A. Pond, '96, S. G. M. Hillyard, University. W. S. Woodhull, '96. H. R. Sykes, Christ Church. G. B. Hatch, '96. E. D. Swanwick, University. F. W. Rathbone, New. Oxford — si fi fst places, 4 second places. Yale — 3J first places, 4 second places. Event. 100-yards dash . . . . Throwing 16-lb. hammer 120-yards hurdle . One-mile run . . Running broad jump 440-yards run . . Putting 16-lb. shot Running high jump Half-mile run . . First. Fry, O. . , Hickok, Y. Oakley, O. . Greenhow, O. Sheldon, Y. Jordan, O. . Hickok, Y. ( Sheldon, Y. j Swanwick, O Greenhow, O. Second. Jordan, O. Brown, Y. Scott, O. Morgan, Y Fry, O. . Sanford, Y Brown, Y. Cady, Y. : Rathbone,0 Time, Height, or Distance. i of sec. no ft. 5 in. i6f sec. 4 m. 24^ sec. 22 ft. n in. 51 sec. 41 ft. 7I in. 5 ft. 8f in. 2 m. I sec. 6i8 YALE. Yale-Cambridge Athletic Games. Manhattan Field, New York, October 5, 1895. Yale. Cambridge. W. O. Hickok, '95, S. W. M. Richards, '95. E. H. Cady, '95, S. J. H. Thompson, '97. P. W. Crane, '95. J. E. Morgan, L. S. G. B. Hatch, '96. L. P. Sheldon, '96 (Capt.). R. W. Burnet, '97. D. C. Byers, '98. W. H. Wadhams, '96. F. E. Wade, '96. H. P. Cross, '96. A. Brown, '96. R. Mitchel, '96, S. F. S. Horan (Capt.), Trinity. C. H. Lewin, Trinity. E. H. Wilding, Pembroke. L. E. Pilkington, Kings. W. M. Fletcher, Trinity. F. M. Jennings, Canis. A. B. Johnston, Pembroke. W. Fitzherbert, Trinity. W. E. Luytens, Sidney. H. J. Davenport, Trinity. E. J. Watson, Trinity. Event. First. Second. Time, Height, or Distance. 100-yards dash . . . 120-yards hurdle (cinder) 120-yards hurdle (turf) . 300-yards dash . . . Half-mile run .... One-mile run .... Running high jump . . Throwing 16-lb. hammer Putting 16-lb. shot . . Quarter-mile run . . . Running broad jump W. M. Richards, Y. E. H. Cady, Y. . . G. B. Hatch, Y. W. M. Richards, Y. F. S. Horan, C. . . W. E. Luytens, C. . J. H. Thompson, Y. W. O. Hickok, Y. . W. O. Hickok, Y. . C. H. Lewin, C. . . L. P. Sheldon, Y. . R. W. Burnet, Y. . G. B. Hatch, Y. . . W. M. Fletcher, C. C. H. Lewin, C. P. W. Crane, Y. . J. E. Morgan, Y. . ( F. M. Jennings, C. | L. P. Sheldon, Y. . H. P. Cross, Y. . . A. Brown, Y. . . . W. M. Richards, Y. F. M. Jennings, C. . iof sec. 16 sec. 16 sec. 32I sec. 2 m. § sec. 4 m - 35s sec - 5 ft. 8J in. 130 ft. 7 in. 42 ft. 2 in. 49s sec. 2i ft. 4A in. TRACK ATHLETICS. 6i« Best Intercollegiate Records. Event. 100-yards dash 220-yards dash 440-yards run . Half-mile run . One-mile run . 120-yards hurdle 220-yards hurdle One-mile walk . Running broad jump Running high jump Putting 16-lb. shot Throwing 16-lb. hammer Pole vault Bicycle : Quarter-mile Half-mile . One-mile Five-miles . One-mile tandem Record. *9j sec. t2i£ sec. 49§ sec. 1 m. 55J sec. 4 m. 23! sec. 15JS sec. 1 23I sec. 6 m. 45! sec. 23 ft. 7 § in. 6 ft. 3 in. 43 ft. 8 in. 149 ft. s in. 1 11 ft. 4J in. 325 sec. 1 m. 6f sec. 2 m. 13I sec. 11 m. 50 J sec. 2 m. 10J sec. Winner. Jr. B. J. Wefers . B. J. Wefers . G. B. Shattuck E. Hollister . G. W. Orton . A. C. Kraenzlein A. C. Kraenzlein W. B. Fetterman, Myer Prinstein J. D. Winsor . J. C. McCracken J. C. McCracken ( R. G. Clapp . \ W. W. Hoyt . f J. T. Williams, Jr. ) H. K. Bird . , G. Ruppert . Ray Dawson Ray Dawson ( Ray Dawson \ J. A. Powell College. Year. Georgetown . Georgetown . Amherst . . Harvard . . Pennsylvania Pennsylvania Pennsylvania Pennsylvania Syracuse . . Pennsylvania Pennsylvania Pennsylvania Yale . . . Harvard . . Columbia . Columbia . Columbia . Columbia . Columbia . 1895. 189S. 1S98. 1S9S. 1898. 1897. * Equals World's record, t World's record. Made in vaulting off tie. 620 YALE. o^ .'sioo's! • 00 |s !ss iO t^-S CO „S -00 .00 00 - -ooco - H 01 »H0)COh«1»Mm«1 „ >~» CD ^0»-« ■— ■ — • s o :=: .J! s .H .22 s s t> .2} ^ E ° a ° £ °EE ° o'cE o " UH3 O " CJ ^ ^ U O _q ^ cj « S3 S vj£ S^iJ S3 S3 g.2 S3 . PS O^ S 26 fr° cu ££ rt c« bn j) So ho CO 10 • ^"-tftai-tn 1-1 . • .*j " N &gggS c in in . M N g in M w .s e" e" a, 4J^a^« * ' ^ g )H "a ^ ■>-> • • • • „, gsuCeucuo' co m.2 3 • r-> 5 rt ££3^ ^^^3 ' '^ ' g^B ^--70 £■* |T3 ■ ' ajrtrt35ns3 , -3s.yhoo_2a32^3=; OlJ»»><0(U(uU*2cnC0tU,.„ I , f .MOep^i- l '— •o^-as- ^5 .-s g -o -a rs 5P 5P £ 2 S "S >,„ 2 ^ ^ !■ e'S'S 5 V in 1. g C Cr fe'C f wo «nJrt£SgS p-2& > &e> ^ ; r^i~ OOOrteelSr-OOfe33? r T_3'?'rt'7! New Gymnasium Old Gymnasium, now Commons CHAPTER VI. OUTSIDE ATHLETICS. THERE are but four main branches of athletics at Yale, namely, boating, football, baseball, and track athletics. These four are the only members of the Yale Financial Union, and practically govern the athletic side of college life. But this is not saying that there are not many other forms of exercise enjoyed by the Yale student, and that he has not other clubs that would properly be classed under the head of athletic clubs. Of all the others tennis is perhaps the most promi- nent. There is a University Tennis Club, with presi- dent, vice-president, secretary, and treasurer. There are University tournaments, and Yale enters represen- tatives in the Intercollegiate Tournament, which has been usually held at the New Haven Lawn Club grounds. A more recent institution is the Yale Golf Club, which was organized in the fall of 1896. Matches were played with many prominent golf teams ; and in May, 1897, the Yale team, consisting of R. Terry, Jr., '98, (Capt); W. B. Smith, '99; W. R. Betts, '98; S. A. Smith, '99; J. Reid, Jr., '99; and C. Colgate, '97 S., won the Intercollegiate Championship at the tour- nament held at Ardsley, New York. Yale, Harvard, Princeton, and Columbia were represented. The sec- ond Intercollegiate Golf Tournament was held on the 622 YALE. links of the Ardsley Club in May, 1898, when the same colleges were represented. Yale again won the cham- pionship, the team being composed of R. Terry, Jr., '98, (Capt); John Reid, Jr., '99; W. R. Betts, '98; W. B. Smith, '99; R. H. Crowell, '98; and T. M. Robertson, 1901. There is the Dunham Boat Club, founded in mem- ory of George Dunham, of the Yale crew of 1858, who was drowned a few days previous to the date, July 23d, set for the race, and in consequence of whose death the race for that year was abandoned. This club owns several singles, beside barges and shells. The club was very popular at first, and was well represented in the fall and spring regattas. Then for a time it lost its strength, there being little interest in rowing, outside of the University and Class races. In the spring of 1897, however, the interest in " scrub crews " was revived, and the Dunham Boat Club is once more flourishing. The Yale Gymnastic Association, organized in Oc- tober, 1893, is one of the most prominent of those independent organizations. A contest is held each winter, at which the winner receives the coveted " Y," an adornment of only 'varsity athletes, and receives the title of "College Gymnast." The college gym- nasts have been as follows: for 1894-1895, George L. Buist, Jr., '96; for 1895-1896, F. A. Lehlbach, '98; for 1896-1897, H. M. L. Hoffman, '97; for 1897-1898, H. L. Otis, 1900. The " Gym. Team " gives several exhibitions each year in adjoining towns, and also gives a joint exhibition with Princeton. The importance of the Yale Gun Club was greatly increased in the spring of 1898 by the formation of an Intercollegiate Shooting Association. A champion- OUTSIDE ATHLETICS. 623 ship cup was provided by popular subscription, and will become the property of the team which first wins the championship three times. The first semi-annual match was held in New Haven, on May 7, 1898, and was won by Harvard, with a score of 131 out of a pos- sible 150. Thus establishing a new intercollegiate record. The records of the Gun Club are as follows : Date. Nov. 19 '893 May 29 1893 Nov. 24 1894 June 9 1894 Nov. 23 Nov. 1 Nov. 7 1897 May 28 1897 Dec. 4 May 7 Contestants. Yale. Harvard. Yale. Harvard. Princeton. Yale. Harvard. Yale. Princeton. Yale. Harvard. Princeton. Yale. Harvard. Princeton. Yale. Harvard. Princeton. Yale. Harvard. Princeton. Columbia. U. of P. Yale. Princeton. Yale. Harvard. Princeton. U. of P. Place. Springfield, Mass. Wellington, Mass. Hartford, Conn. . Princeton . . . Hartford, Conn. . Dayton Gun Club grounds, Prince- ton Cambridge . . . Wellington, Mass. Travers Island New Haven . . Winner. Harvard . Yale . . Harvard . Princeton Yale . . Princeton Yale . . Yale . . Princeton* Harvard . Scores and Remarks. Harvard 114, Yale 105. Thirty single keystone targets per man. Yale 128, Harvard 126, Prince- ton, 108. Harvard 119, Yale 113. Thirty single keystone targets per man. Princeton 130, Yale in. Yale 101, Harvard 92, Princeton 87. Thirty single keystone tar- gets per man. Princeton 120, Harvard 116, Yale 98. Thirty single keystone tar- gets per man. Yale 67, Princeton 57, Harvard 46. Twenty-five single keystone targets per man. Yale 116, Harvard 113, Princeton 1 10, Columbia 106, Univ. of Penn. 104. Thirty single key- stone targets per man. Princeton 214, Yale 197. Each man shot ten rounds of six birds each. Harvard 131, Yale 108, Univ. of Penn. 98, Princeton 96. Thirty single keystone targets per man. * Giving Princeton the cup offered by the Shooting and Fishing Magazine. There is also a Yale Hockey Club, which has gained steadily in power since its organization in 1895. A record of the college games played is as follows : 624 YALE. Feb. 14. Yale, 2, Johns Hopkins, 1. 1897. " Yale, 2, Johns Hopkins, 2. Jan. 23. Yale, o, Queen's Uni- versity, Canada, 3. Mar. 27. Yale, 7, Columbia 2. Jan. 29. Yale, o, Brown, 1. Feb. 5. Yale, 4, Columbia, o. Feb. 26. Yale, 1, Brown, 2. Mar. 5. Yale, o, Columbia, o. Mar. 12. Yale, 4, Columbia, 1. Basket Ball was also played at Yale in 1895. As an indoor or gymnasium game it is ahead of any other, and occupies more attention in outside matches. The Basket Ball team has had two very successful seasons. In the college year 1896- 1897, sixteen games were played, Yale winning eleven, and losing four, one being a tie. The college games played were: Dec. 11, 1896. Yale, 39, Wesleyan, 4. Jan. 14, 1897. Yale, 16, Trinity, 14. Mar. 20, 1897. Yale, 32, Univ. of Penn., 10. During the year 1897- 1898, fifteen games were played, of which Yale won eleven, scoring 318 points to her opponents 169. The college games were: Feb. 8, 1898. Yale, 36, Trinity, 10. Mar. 9. 1898. Yale, 61, Trinity, 9. The Yale Corinthian Yacht Club was organized in 1893. Races have been held by the Club each year over a course in the harbor, and one or two races have been held with Harvard at New London, before the University boat races. The club house is situated at Morris Cove. The Yale Bicycle Association is the latest of these independent organizations. Until very recently, the only bicycle event in the Intercollegiate Track meet was the two-mile bicycle race. During the last few OUTSIDE ATHLETICS. 625 years, however, other bicycle events have been added, and the bicycle races have been held by themselves; yet the college winning the greatest number of points in these races received only five points (equivalent to one first place) in the summary for the Intercollegiate Track Championship. But now a regular Intercolle- giate Bicycle Meet will be held, entirely separate from the Intercollegiate Track Association, and conse- quently, in the spring of 1898, the Yale Bicycle Association was formed. A number of years ago there was a flourishing La- crosse team, and that well-deserving sport was reck- oned as prominent. But it was dubbed "the refuge for invalid athletes," and that, together with other misfortunes, killed it. An attempt was made lately to resurrect this sport, but without satisfactory results. The game has in it a merit that may eventually bring it once more within the lists. It is played at other colleges and with marked gain. Polo is not played by any regular Yale organization, although many of the members of teams are Yale men. Cricket is also one of the sports which have never flourished at New Haven, although there have been individual players of excellence. Whatever they learned of the game, however, was acquired elsewhere. From time to time there have arisen special sports claiming a momentary attention, and at the time such popularity as to induce the formation of a Yale club. But these have proven for the greater part fleeting fan- cies that have given way to others equally ephemeral, while the main sports, established on a secure basis, have proved enduring. In fact, outside the four university organizations, 40 6 26 YALE. the only enduring athletics have been class contests. These, whether in the regular form or not, have kept some sort of pace with the strides of university ath- letics. Especially is this true of freshmen contests, for these take on a more intercollegiate character, and the matches with outside teams, from Harvard and Princeton, lend the necessary spur to improvement. Then there is the fashion of giving to the freshmen the privilege of sitting on the fence as a reward of vic- tory over Harvard. This and the liability of freshmen athletes to be viewed with care by the 'varsity manage- ment as probable candidates for higher positions in- sures the interest being well kept up. Individual athletics outside the regular channels, while unrecognized, still make up quite a feature of the college life. Cross country running, paper chases, hare and hounds, — all these have had some brief vogue, while single sculling, rink polo, and a dozen other interests have from time to time added new branches for the athletically inclined. The use of the gymna- sium took a considerable start with the erection of the new and most commodious structure that now stands on Elm Street, and the men who, under the super- vision of Dr. Seaver and Dr. Anderson and their assistants, are engaged in securing that sound body for the habitat of the sound mind are ten times as many as in the old days. This, too, in spite of the addi- tional outside interests that have developed within the last decade. LAWN TENNIS. 627 -a ■a re re •p 1 > CO > "re" "re CJ •a .3 2 13 > 3 w K 5* > > re c r, CJ ^ O P 1 O a. P. a 0. > .3 re O 3 "3 O re ^co 3 W 53 re -° J2 "£ 2.3 Qco '1 s* ^ pi "5 S> :» P. 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