New York University School of Commerce - Commerce Violet Yearbook (New York, NY)

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AT THE UNIVERSITY OF NORTH CAROLINA By R. B. House, Executive Secretary Under the wise, informed, tolerant, but always vigorously progressive guidance of President Harry Woodburn Chase, the University of North Carolina in slightly more than a decade 0919-19501 expanded its plant by a capital investment of approximately six million dollars. Its maintenance funds increased from S217,000 a year to 3880,000 a year. Its student body increased from 1,028 to 2,825. Its faculty increased from 66 to 158. Specifically, twelve university departments, the Graduate Club, and the administrative offices were all housed in new buildings or in newly worked over build- ings. One of the most beautiful stadiums in the country was erected, and the whole expansion was capped by a magnificent library. A student union building, a memorial bell tower, and a new auditorium were begun. In its organization, divisions of student welfare, a School of Commerce, of Public Welfare, of Engineering, the Institute for Research in Social Science, and the University Press were added, and the Division of Extension was greatly increased. The salary scale of the faculty was more than doubled. Professor Ogg, in the volume entitled A Survey of Rerearrls in the Humewirlir and Social Scienrer, compiled by the American Council of Learned Societies, says: The leadership in the new research movement in the South is traceable to one institution and to certain men and women in it, namely, the University of North Carolina. The explanation of this leadership seems to lie in an unusually keen appre- ciation of the possibilities of service to the people of the state, in the presence in the faculty of many vigorous, ambitious, and productive scholars, and in liberal support of research interests by the administrative authorities, facilitated, no doubt, by the notable economic and industrial development which the state has of late experienced. This expansion and enrichment coincided almost exactly with the beginning of President Chase's administration in 1919. President Chase measured up fully to the responsibility and the opportunity which, unsought, were placed on his shoulders at a time when as a member of the faculty since 1910 he was enjoying distinction A won in the field of his own specialty, psychology. In 1918 he had already been promoted to the deanship of the College of Liberal Arts. President Chase gave himself with humility and consecration to the problems that confronted him and himself grew to distinction in the process he guided. The University is in part an achievement of his spirit, he is in part an achievement of the University's spirit. Norm-1 CAROLINA FAREWELL 13

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.' J. 'D 1 EDUCATIONAL RISE OF CHANCELLOR HARRY WCODBURN CHASE AT DARTMOUTH By HERMAN H. HORNE, Proferror of llae Hirlory of Education and of lhe Hirtory of Philosophy. Dr. Clmrehr Teacher al Dmvmozztla. N those days, the first decade of the twentieth century, Dartmouth College, at Han- over, New Hampshire, was receiving the stamp of nationality under the administration of William jewett Tucker, one of America's great college presidents. Students were making the long trip to Dartmouth, before the days of autos and buses, from all sections of our country. Boys born and bred in New England who were accustomed to think of Harvard, Yale, and other colleges of their region, began to become Dartmouth-conscious and to set their faces toward the granite of New Hampshire and the old college of Daniel Webster and Rufus Choate, now small no longer. h And so came Harry Woodburn Chase from the town of Groveland, Massachusetts, where he had been brought up as a scion of old New England stock. His father was a quiet, reserved man with practical interests in life. His mother, whose middle name he bears, was a woman of unusual intellectual brilliancy, whose two sons were her jewels. The home life was not-luxurious, and its interests were not material. College for Harry was an ambition fulhlled. As in life, there are many types of persons in college-the social, the athletic, the routine, the literary, the business, the uplift. Young Chase was always the scholar. His quick and capacious intelligence made learning a pastime. He read widely, especially in French literature. He wrote stories for the college magazine in French. His grades were high without effort on his part. His genius turned work into play. His versatility easily surmounted every academic hurdle. His youth was full of promise, all were agreed on that point. Yet he was no academic recluse. His allowed cuts were taken. He had intimate friends. He helped found a new local frater- nity. He kept in touch with his old associations. Trying out many subjects his facile and penetrative mind searched through the ranges of philosophy, where it was my job both to direct and keep up with him. Plato and Kant espe- cially engaged him, and his life came to rest on the ethical imperatives. What the home had planted, Dartmouth tended. The rest is but fruition. lt was but natural that two decades later Dartmouth should crown its own work and DARTMOUTH STUDENT his with an honorary LI..D. 1 2 '

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AT THE UNIVERSITY OF ILLINOIS By A. JANATA, Arrirtafzl lo the Preridefzt Dr. Harry Woodburn Chase became President of the University of Illinois on july 5, 1930, after twenty years of service on the faculty of the University of North Carolina, the last ten as its President. He left the University of Illinois on July 11, 1933, to become Chancellor of New York University. Although his service at the University of Illinois was brief, it came during one of the most difiicult periods in the University's history, second in the present century only to the difficult conditions of the World War and the reconstruction period following. Like other institutions the University of Illinois suffered many losses during the war years, but by 1930 it was again in a very sound financial condition and had not only recovered lost ground but had made significant progress beyond its previous high stand- ing. Wlien President Chase came to the University of Illinois, it had not begun to feel the effects of the financial depression and during one normal year he made some of his' most notable contributions. ' The early months of his administration saw the completion of a plan, conceived several years ago, to create a new major division of the University, the College of Fine and Applied Arts, in which are now combined the work in Art and Design, Music, Architecture, and Landscape Architecture. During his second year the work in physical education for men and women, in hygiene, and in athletic coaching were combined into a new School of Physical Education. In his first year President Chase had a survey made of the University's educational and administrative organization, with the result that the administration of its educational divisions was reorganized, with more authority placed in the hands of the college facul- ties. Believing in the importance of making students responsible for many of their own affairs, Doctor Chase included in his program changes in policies relating to student affairs, which gave the students more responsibility A for student welfare and activities. Late in 1931 it became evident that the State of Illinois would not realize all of its anticipated revenues and would either have to borrow funds or curtail expenditures or both. Under the leader- ship of President Chase the University of Illinois immediately began to retrench in its operating expenditures, and as a result of its economies the institution left over 31,400,000 or twenty per cent of its appropriation for operations for 1931-33 un- expended, a capital appropriation of a like amount was also allowed to lapse. Thus the total savings were increased to thirty per cent. The University continued to cooperate with the state administra- tion by preparing a budget for 1933-35 which rep- resented even greater reductions. It was able to HONORFD BY LEGISLATURE make these reductions in ways which do not elimi- 14