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NEW HAVEN, CONN., WEDNESDAY, JAN. 10, 1900.
THE PRESIDENT AT CLEVELAND,
Shows the Alumni the. Building
Plans—His Speech in Full.
The presence of President Hadley
was the feature of the twentieth annual
dinner of the Yale Alumni Association
of Cleveland, which was held at the
Stillman, on Euclid Avenue, Saturday
evening, December 30. President Had-
ley brought with him to this meeting
sketches made by the University archi-
tects, Carrere & Hastings, of the build-
ings proposed for erection on the new
college square, in connection with the
Bi-centennial. The plans had been fin-
ished only two or three days before and
were exhibited here for the first time.
They were not finished in detail, of
course, and gave only general plans. As
announced by President Hadley, the
plans when completed will be printed,
with a good deal of fulness and detail,
in the ALUMNI WEEKLY.
Over seventy Yale men were present
at the Cleveland banquet. Their classes
ranged from 1857 to 1902. With Presi-
dent Hadley at the head of the table
were George H. Ely, Yale ’65, President
of the Association and toastmaster of
the evening; Prof. George C. S. South-
worth, Yale 63; W. S. Kerrruish, Yale
’55; Whittlesey Adams, ’57; Samuel A.
Raymond, ’70.
The toast list followed an unusual
plan, including a welcome to the Presi-
dent by Professor Southworth, the
speech of President Hadley and the fol-
lowing toast-list, or list of speakers:
Mr. Kerruish, A Graduate.
Mr. McBride, A Senior.
Mr. Brown, A Junior.
Mr. Abbott, A Sophomore.
Mr. Roby, -A Freshman.
As was to be expected, next to the
speech of the President with his outline
of the plans of the University, the inter-
est was perhaps keener in what the foot-
ball men had to say about the season,
than almost any other subject. During
the course of the dinner, Mr. Horace
Andrews proposed a long cheer for
President Hadley. When this had been
given with much enthusiasm, all joined
re the song “For He’s a Jolly Good Fel-
ow.”
Prof. Southworth, in his introduction, -
said that Yale had changed no faster
than the Anglo-American civilization.
He spoke with special pleasure of the
stand taken by President Hadley in
favor of equality between rich and poor
at Yale. He offered very hearty con-
gratulations to the new President and
wished him Godspeed.
President Hadley’s address, which is
given in full below, was very closely
followed and received with warm ap-
plause from time to time. Particularly
popular was his opening declaration of
the supreme importance of making Yale
a place where Yale gentlemen are made.
The general outline for the develop-
ment of the curriculum was also satis-
factory to the alumni. His address in
full follows:
President Hadley’s Speech.
Mr. President, Professor Southworth,
and Gentlemen of Yale Alumni: No one
can tell what a privilege and what a
pleasure it is to receive a welcome like
this,—welcome from any body of Yale
alumni, doubly so from an association
like yours in Cleveland, which for twenty
years has maintained a continuous exist-
ence as a, body and whose members
have done so much for Yale.
lege curriculum.
I am going to try to tell you a little
of what we are doing: for if alumni
associations like this are of any use at
all, they are of use in making the gradu-
ates feel that they are, as they really
are, a part and the largest part of the
life which is going on at Yale every day.
I am going to try to tell you in a few
plain words about the policy of the Col-
lege,—first on its intellectual and moral
side, and next on its material side.
Any college and any university in
America at the present day is face to
face with two problems, sometimes going
hand in hand, sometimes seemingly in-
consistent in the means to be adopted.
One is the making of gentlemen, the
other is the making of bread-winners.
Any college, to solve its problem and
fulfill its mission, must do both. If we
had to sacrifice either, I think there can
be no doubt which as Yale men we
should give the preference to. We
should say Yale has been and must re-
main a training school for gentlemen—
for the very best kind of gentlemen:
for as America is a democratic nation,
the American gentleman must take a
larger group of fellow-men within his
sympathy than any other. But we have
not to make this choice and it will not
do to make this choice, for so many
great colleges and universities are striv-
ing side by side, each in their own line,
that we must, side by side with this
training for citizenship, have a training
for the professional work of after life,
and it is the work of the modern edu-
cator to solve the question of how these
things can go hand in hand.
YALE’S TENDENCY.
Now in some of our colleges and uni-
versities there has been a tendency to
lay too much stress on the bread-winning
side. The tendency of Yale has been
toward the other extreme,—to lay stress
on traditions, on the formation of charac-
ter; and far be it from me to wish to
advance one side which should take us
away from that high ideal of the train-
ing of gentlemen, of democratic-spirited
gentlemen, of Christian gentlemen of the
best sort, which has formed the charac-
teristic in the past.
But this must not be made an excuse
for slightness in other directions. You
know the story of the Cunard Steamship
Company. One of the passengers com-
plained that his napkin was dirty, and
the steward said: “Yes, sir, but we never
lost a passenger.” We must not get into
the same kind of trouble as that, and
must not let the pursuit of what is the
main object prevent us from taking care
of the pursuit of other business of im-
portance. Now for this purpose we need
the development of a better system of
intellectual training, along with the social
and athletic training and the old
fashioned mental discipline, as it was
called, that formed so much of the col-
We need so to arrange
things with the college course that, in-
stead of being an intellectual spring,
separate by itself, it will have a connec-
tion with what goes before and what
comes after.
HARMONY BETWEEN YALE AND SCHOOLS.
On the one hand, we need to get into
closer connection with the schools. I
think most of you who have gone
through the early years of the college
course have felt a lack of coordination
there,—that in taking some of the young
men from the schools we give some of
them the same things over again; in
taking others from the schogls we give
them things for which they have not
been prepared. Now the only solution
is for the college and schools to work
together,-for the college to get into
connection with the work of after life.
This has been so to some degree in
the Sheffield Scientific School, but with
the increased cooperation I believe it will
not only be done more there, but will
come into the Academic Department,
and the later years of a man’s course
will be the beginning of his preparation .
in active life afterwards, so that he will
begin his career, in whatever profession,
one year at least advanced beyond what
the graduate does now. Not that we
wish to anticipate the work of the office
or the work of the shop. There can be
no greater mistake than to suppose that
the College should teach in its course
the things which a man has to learn
afterwards; for if he learned them in
his college course one day, he would
surely in each several office or shop have
to learn them in a different way and
unlearn all that he knew before.
TRAINING IN PROFESSIONAL THEORY.
But we can in our college courses give
training in the theory of a man’s pro-
fession; we can so help the student in
his choice of electing that he. shall begin
to see in Sophomore and Junior years
what he expects to do in after life; shall
adapt his work intelligently toward that
end; shall, instead of making his Junior
and Senior years a mere haphazard col-
lection on all sorts of subjects, take a
certain amount of work that shall be
training towards his profession. I be-
lieve that if we manage it rightly we can
get not only into connection with pro-
fessional schools, but with the offices
and departments of the United States
government.
As an instance of what I mean,—what
I should like to strive for,—take archi-
tecture as it is taught in Paris, for
instance. Do they teach it as most
universities do, mixing up theory and
practice in the schooling? No! they
teach theory in the school and give the
student at the same time an opportunity,
as early as possible in connection with
it, to go into the shops, to get into con-
nection with architects’ offices and to
learn in the offices what can be learned
there and only there, making a connec-
tion by bringing the student and practi-
tioner into union with one another.
YALE AND FORESTRY.
Now, taking an instance of what we can
do here or what I hope we may do here,
I think we have something in hope in the
immediate future. I am not at liberty
to say how far negotiations have gone.
Of all the needs at present, the thing
we feel the need of most is the intelli-
gent teaching of forestry, which stands
out prominent. We need it for the sake
of the rainfall of the country, for the
health of the country, for the future life
of the country. I hope I shall see estab-
lished at Yale in the not distant future
a school of forestry, which shall be not a
school of a kind of botany as are some
of the schools at present in the country;
not modeled on German fashions, as is
the case with the remainder; but as a
school adapted to the needs of America,
teaching in the studio and in the labora-
tory the principles of botany and sur-
veying, the law of economics necessary
to the understanding of the subject, and
giving the men a chance to go out into
the fields and do practical field work,
and work into positions with the United
States government; work into positions
of private influence also, which are
bound in the immediate future to in-
crease very greatly in importance. Such
a school of forestry I believe we have
at hand and before us.
If we were to sum up the lines of
Yale’s development, I should say we
hope first to have greater cooperation
between the departments; — second,
greater coordination between the begin-
Copyright, 1900,
by Yale Alumni Weekly.
- here,
Price 10 Cents.
ning of the college course and the end
of the school life; third, and most im-
portant of all, organized means of pas-
sage from the theoretical studies in the
class room to the practical work of life,
and not by supposed practice but by
facilitating the connection with actual
work of the schools, the shop and the
office. In so doing we shall work slowly
in all that is destructive of our old
methods, for we have done so well in
the past that we should distrust the
radical reformer who would upset too
quickly things that have proven them-
selves essential in the training of citizens .
for the development of the country. 3
KEEP MOVING,
But we should keep moving,—should
substitute studies that have a direct
bearing on life for those that do not,
and just as fast as we can, without sac-
rificing the coherence of the student
body and the existence of the mass of
student traditions which have made men
of us.
And now I suppose you will want to
come to the illustrated part of the lecture
and know what we are. doing on the
material side. You may have heard that
in October, 1901, we have a bi-centennial
‘before us, for which we have to prepare.
Now when I entered office, matters were
in this shape. The Corporation had
decided—turning to this plan, you will
see the Yale Campus here, Chapel street
Elm street here, Grove street
here—the Corporation had decided that
the bi-centennial buildings were to be
placed on this block diagonally opposite
the Scientific schools. It had _ been
further decided that the choice of archi-
tects should be determined by a limited
competition, in which five leading archi-
tects were invited to participate. These
architects were invited to present a plan
for the future development of the
grounds and also plans for the bi-cen-
tennial buildings. Now none of the
plans met the conditions, and particularly
that condition that the buildings were
to come down as close as possible to the
cost of $400,000. But the plan of Méssrs.
Carrere & Hastings, on the whole, came
nearest to meeting the needs of the Uni-
versity in this competition, and while
these things are not to be regarded as
finally accepted plans, they are the plans
of the architects whose scheme was
accepted, and represent in a general way
what we are supposed to do.
As soon as the plans are finally drawn
they will be published with great care
in the ALUMNI WEEKLY, and will be dis-
tributed. But these are general draw-
ings presenting the general plans. T will
say to the Cleveland alumni that this is
the first occasion on which these plans
have been made public outside of the
building committee and the Corporation.
OPENING THE YALE CAMPUS.
The plans of Messrs. Carrere & Hast-
ings contemplate a gradual opening of
the interior of the Yale Campus. I
might say that these architects were so
interested in the development of Yale
that they offered their services for noth-
ing in attending to the grades and laying
out the Campus. This contemplates the
taking out of all the old buildings. ‘
for one, hate to see South Middle go:
but my friend Mr. Winthrop suggests
that we leave it until all the men who
roomed in it have forgotten it. From
this Campus it is contemplated that a
place with an arch should be opened in
the lower part of Durfee, making an
opening toward the middle of the Campus
on the block beyond. On this block we
have already East and West Divinity
Halls and the buildings connecting them.
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