Keuka College - Kiondaga Yearbook (Keuka Park, NY)

Text from Pages 1 - 52 of the 1910 volume:

VOLiUME V. NUMBER III. THE £OLLEGE PeCORD ARTICLES BY THE FACULTY. KEUKA PARK, N. Y. JANUARY, 1910. Entered as Second-Class Matter, February 22, 1909, at the Poet Office at Keuka Park, New York, under the Act of July IS, 1894. ■- TH E COLLEGE RECORD ANNOUNCEMENTS OF KEUKA INSTITUTE AND OF KEUKA COLLEGE ARTICLES BY THE FACULTY. KEUKA PARK, NEW YORK. CONCERNING THE INTERPRETATION OE MYTHOLOGY. Alice A. Mendenhall. HP HE province usually chosen by writers on Mythology is its ■ relation to literature and art. The purpose of such writers has generally been directed in two channels : First, to give such an account of mythical material as will enable readers of classical literature, both ancient and modern, to understand the numerous allusions therein ; second, to lead the students to appreciate the great influence which Mythology has had upon literature and art of all ages. This province has been well chosen and wisely defined, and, in the main, has met the de- mands of the day. But the time has come when this disposition of Mythology fails to satisfy. That mythical and legendary stories have been an unfailing source of inspiration for poet and artist of all times cannot be questioned. That there must be some reason for this fact ought to be admitted with equal candor. That there is in myths something more than superstitious ideas of savage tribes, something more even than harmless, fanciful picturings of the race mind in its infancy is coming to be recognized by many. Surely there must be in them some germ of truth, some vital principle to enable them to endure and to exert so strong an influence. Just what the reason is for the remarkable place of myths in the world of literature and art, what aspect of truth and what principles they illustrate, have not yet been satisfactorily formulated. If this should be done the science of Interpretation will have rendered a valuable ser- vice to human thought. Yet it is probable that the very nature and purpose of mythical material make it unreasonable to expect that such principles of teaching would be generally accepted. As soon as the literal truth of myths and legends began to be questioned some interpretation was demanded. In all periods of history, since doubt began to be felt concerning them as literal statements of fact, effort has been made to ex- plain their significance. Different theories have been proposed, 4 THE COLLEGE RECORD. different schools of thought have been formed. But the ten- dency has been for each theory or system of interpretation to be carried to such an extreme as to be considered absurd by the succeeding generation of interpreters. And in some cases the interpretation was regarded as meaningless as the uninter- preted myth itself. Many, in different ages, have considered the gods and heroes of Mythology as forces of nature personified, and the mythical narratives as poetical descriptions of physical phenomea. Ac- cording to this interpretation myths are allegories of nature. The gods are winds, storms, rain, fire and other natural forces. The stories are poetic descriptions of the havocs of wind, fire and other such powers. This was a favorite mode of explana- tion among Stoic philosophers. Modern scholars are inclined to discard the allegorical theory as based on false principles. Nevertheless they recognize that some myths give satisfactory evidence of belonging to this type. Another school of interpretation, which arose a few centuries before Christ, considered myths to be statements of historic fact under the guise of metaphors and moral allegories. Gods are explained as glorified men. Thus Zeus was the king of Crete ; Hera and Meda were queens ; Hercules was a human warrior. Even modern critics admit that there is an historic background to myths ; but that historic fact is not the pri- mary element in them, and that it is not a satisfactory explan- ation for them is generally admitted. Eminent mythologists of more recent times have directed their investigations toward discovering the origin and primi- tive meaning of classic myths. But the general trend of such investigations has been toward trying to satisfy an intellectual questioning merely, and, to some, the results are only partially satisfactory. Modem scholarship has brought forth two systems of inter- pretation. The one is matured by philologists ; the other, by anthropologists. The one results from the study of language; tli other, from the study of man and human thought. The field of comparative mythology furnishes the clue to in- terpretation for the anthropological school. When myths, legends and folklore of all nations arc collected and compared THE COLLEGE RECORD. 0 it is readily seen that this material is very similar in many re- spects. They differ in details as nations and tribes differ in temperament, but in essential points they are much the same. From this fact the anthropologists claim that the myths of different nations resemble each other because they are formed to meet the same needs out of the same materials. This simi- larity exists, they argue, because the different peoples passed through the same intellectual conditions. They indicate a stage of development belonging to all savage tribes — the stage in which the savage considers himself akin to beasts ; beasts, plants, inanimate objects, sun, moon, and star, are to him not only animate beings, but even persons with inclinations similar to his own. Elements in mythology which we consider irrational and even displeasing to a refined taste, according to this school of interpretation, seemed perfectly rational and natural to the savage mind in that state of development. The tales of transformation, which make up a great part of mythic lore, they interpret as an indication of the totemistic belief in descent from beasts. Another phase of belief among the anthropologists is called the theory of Survival. Their argument is stated thus: Beliefs and stories as well as practices tend to survive long after their original meaning has been lost. Instead of reject- ing these myths as absurd and immoral tales, the anthropolo- gists refer them to a period when the people's conception of the gods was much below the standard of later times, a period, moreover, when many of these myths had a different meaning from that attributed to them by later Greek writers. There is much in this system of interpretation to commend itself. Yet from it we must conclude that myths and legends of ancient times are of no particular value except from an his- toric point of view. They give us an idea of the grand progress man has made from savagery. They explain charac- teristics of the race mind and denote stages through which the race mind has passed. This understanding enlarges our view of life and ought to give a more tender touch to our sympathies. Although this explanation is good, and may fully satisfy the distinctly intellectual type of mind concerning the origin of myths, yet it fails to satisfy in regard to their primitive mean- 6 THE COLLEGE RECORD. ing. It fails to make clear why the artistic nature of poet and artist of later centuries has found something of interest in this legendary material. It falls far short of meeting the de- mands of those whose intuitional natures incline them to be- lieve that elements of truth lie hidden in these self same myths. The philological interpretation of myths is at the present time receiving much favor among another class of scholars. It sees more of the beautiful and the poetic in them. According to this school the key to all mythologies is to be found in lan- guages. The original name of the mythic gods and heroes, as ascertained by comparative philology, reveal the secret in re- gard to the primitive significance of myths and legends. These names are found, as a rule, to denote elemental or physical phenomena ; that is, phenomena of sun, rain, clouds, fire, winds, heat, cold and other aspects of nature. Therefore philologists claim that almost, if not all, myths were originally nature myths. These may be summed up in the following general classes : Myths of the sky, the sun, the dawn, the day, the night, earth, moon, sea, clouds, fire, winds, together with myths of the underworld and of the demons of drought and darkness. Thus it is claimed that myths were originally simple, poetic descriptions of physical processes. These nar- rations of simple fact, oft repeated, came in time to be mis- understood, and were regarded as stories of persons. It is difficult for us, so accustomed to matter-of-fact, prosaic phraseology, to appreciate the poetic expressions of ancients. M tiller, the great authority in philology, tell us that when the inhabitants of ancient Elis wished to convey the idea, It is getting late, they would say, Selene (the Moon) loves and watches Endymion (the setting Sun). If they wished to say, The sun is setting and the moon is rising, they would ex- press it thus: Selene embraces Endymion. Our prosaic, It is night. would be with them, Selene kisses Endymion to sleep. These expressions remained in the language long after their real meaning had ceased to be understood. Then to explain them it was supposed that Endymion must have been a young lad and Selene a young maiden who loved him. This explains the myth of Diana, the goddess of the Moon, (Selene), and hei lover, Endymion. It is interpreted by phil- THE COLLEGE RECORD. 7 ologists as a sun myth, in which Endymion refers to the dying or setting sun who sinks to rest on Mt. Latmus ( the land of forgetfulness ). Our prosaic minds would find it difficult to weave a story that might describe the rising of the moon and the setting of the sun. So chaste and beautiful is the mythical narrative describing the coming of the night that it may be given in full as an illustration of the topic under consideration. Every evening as the Sun finished his course, Diana mounted her moon car and drove her milk white steeds across the heavens, watched over and loved by the countless stars, which shone their brightest to cheer her on her way ; and as she drove she often bent down to view the sleeping earth, so shadowy and dreamlike, and to breathe the intoxicating per- fume of the distant flowers. It always seemed to her then as if Nature, so beautiful during the day, borrowed additional charms from the witching hours of the night. One evening, as she was driving noiselessly along, she sud- denly checked her steeds ; for there on the hillside she saw a handsome young shepherd, fast asleep, his upturned face illumined by the moon's soft light. Diana wonderingly gazed upon his beauty, and before long felt her heart beat with more than admiration. Gliding gently from her chariot, she floated to his side, bent slowly, and dropped an airy kiss upon his slightly parted lips. ' 'The youth Endymion, only partially awakened by this demonstration, half raised his fringed lips, and, for a moment, his sleep- dimmed eyes rested wonderingly upon the beautiful vision. That one glance, although it drove Diana away in great haste, kindled in his heart an inextinguishable passion. He rose with a start, and rubbed his sleepy eyes ; but when he saw the moon, which he fancied close beside him, sailing away across the deep-blue sky, he felt sure the whole occurence had been but a dream, but so sweet a dream that he cast himself down upon the sward, hopeing to woo it to visit him once more. It did not come again that night, however ; but the next night, as he lay on the self-same spot, it recurred in all its sweetness ; and night after night it was repeated when the pale moonbeams fell athwart his sleeping face. 8 THE COLLEGE RECORD. Diana, fully as enamoured as he, could not bear to pass him by without a caress, and invariably left her car for a moment, as it touched the mountain peak, to run to him and snatch a a hasty kiss. But, even when asleep, Kndymion watched for her coming and enjoyed the bliss of her presence ; yet a spell seemed to prevent his giving any sign of consciousness. Time passed thus. Diana, who could not bear to think of the youth's beauty being marred by w7ant, toil and exposure, finally caused an eternal sleep to fall upon him, and bore him off to Mt. Latmus, where she concealed him in a cave held sacred to her, and never profaned by human gaze. There each night the goddess paused to gaze enraptured upon his be- loved countenance, and to press a soft kiss upon his uncon- scious lips. Such is the tale of Diana and her lowly sweet- heart, which has inspired poets of all ages. The sum and substance of this myth, according to philolo- gists, may be expressed thus in one sentence : Diana, the goddess of the moon, loves Endymion, the setting sun, and kisses him to sleep on Mt. I,atmus ; this she does each night. The whole is but a vivid, poetic description of the cyclic occurence of the coming of night. Mythology furnishes abundant illustrations of nature myths, equally apt and beautiful. The philological method of interpretation has points in com- mon with the anthropological. It recognizes the Survival of story and custom, and claims that the primitive meaning of a myth became lost to view with the original meaning of a word. It has many points in common with the allegorical method. It considers myths as descriptions of natural phe- nomena. It recognizes the poetic instinct as an important fac- tor in myth-making. It appreciates the artistic, imaginative at of primitive mind. It is doubtless futile to expect that there should arise a method of interpretation of Mythology which would be gener- ally accepted in any given period of history ; perhaps it is inl- and even undesirable that there should be a univer- sally accepted principle of interpretation. There is no gener- ally accepted method of interpreting the Bible. Nor is there THE COLLEGE RECORD. 9 any indication that the world suffers on this account. Each reads and receives according to his need and according to his experience. Each sees in poetry and in art that which satisfies his particular fancy, and there is no occasion for anxiety be- cause others do not receive the very same message from them. Possibly the plea most needed, in regard to any subject that calls for interpretation, is the plea for open-minded and open- hearted hearing of different views, with no exacting demand for authority. The error into which the educational world has fallen is the tendency to worship authority with pharisaic narrowness as well as with pharisaic devotion. Scholarship should be recognized and the results of intellectual research should be respected. But that which has poetic instinct as the basis of its creation should be allowed explanation in the poetic instinct of each interpreter, and no stress on authority should interfere with one's right to this privilege. There is another understanding of myths that has held its place with a few in all periods of history. It has never been without advocates, although it has often been lost to the general public. It is not regarded with favor by recognized scholars of to-day ; yet justice has not been done to the sub- ject of interpretation unless some attention has been given to it. This way of treating myths has many points in common with the methods previously mentioned ; but it believes, in ad- dition, that myths are an expression of general principles or truths of vital importance to humanity in its varied stages of development. It may be stated that, according to this type of interpreta- tion, the intuitive faculties of the soul must be called into activity as well as the intellectual in determining the portent of mythical literature, Spiritual insight is required as well as mental accuracy. Since it is believed that myths originally had close connection with religious ideas it is needful that in- terpreters should be those whose religious natures are well developed. This interpretation is based on the Law of Correspondence, and is in keeping with the Hermetic principle of philosophy ; As above so below ; as below so above, or in other words : As in the visible world of physical processes so in the invisible 10 THE COLLEGE RECORD. world of thought and feeling. It recognizes a two- fold nature in the poetry of myths : the imagery that pictures pro- cesses of natural phenomena and the imagery that sees, in the invisible psychical realm, movements corresponding to and parallel with physical processes. So that myths in addition to being allegories of nature become also allegories of human ex- perience. This method is in harmony with the science of Symbology, and sees that mythical forms are symbols of uni- versal principles. From this the name symbolic method of in- terpretation arises. It regards myths as parables of life; from this the name parabolic method of interpretation is equally appropriate. Thus it is believed that myths were intended to answer, for those who understand them, much the same purpose that alle- gorical and parabolical elements in the Bible are intended to serve for those who accept it as their religious authority ; furthermore, it is seen that they hold in guise much the same principles. Also, they are open to like difficulties of interpre- tation. The purpose of a parable or symbol is three-fold : To pre- serve, to reveal, to conceal ; to present truth in such an attrac- tive form that the form, by its own peculiar attractiveness, is preserved and handed down from generation to generation ; to reveal the truth in proportion to one's ability to understand and appropriate ; to conceal the truth, as by a veil, from those who are not qualified to appreciate and obey it. Thus it is seen that the very nature and purpose of symbolic literature leave it open to difficulties of interpretation and make it improbable that a given rendering would appeal to any except those of the same degree of development and of kindred temperament. Likewise the very nature and purpose of sym- bolic elements explain how the same Law that gave them birth may elose the mouths of interpreters who understand the true meaning. It is in harmony with the Law of its own creation that tli is should be so. The great difficulty to be overcome in interpreting symbolism is the tendency to press into signifi- e tin- details of a narrative ; the story with its accessories is but the garb or form in which a general truth is clothed. If holds himself to the consideration of principles and essen- THE COLLEGE RECORD. 11 tials he need not become entangled in the meshes of minute- ness. These minor features — the details — are points in which myths of different nations vary, and only illustrate and empha- size the mythic law of revealing yet concealing. It is only to be expected that the results of this method should seem capricious and arbitrary to the distinctly intellec- tual temperament. It will be argued that it is absurd to claim that the mind of myth-makers ever saw such meaning in the products of their creation. No such claim is made by those who see traces of a deeper truth in them. Why limit ourselves to what myth-makers saw ? Is it reasonable to claim that we can determine, with any degree of certainity, what primitive consciousness saw in myths ? No claim is made of being able to determine the primitive significance of myths in the sense of discovering, with ac- curacy, what they may have meant to early tribes. But it seems reasonable to many minds to cherish the hope of de- ciphering the primitive significance of myths in the sense of finding in them a portrayal of primitive or first principles ; simple, fundamental laws of life, which, in some way, found birth in the race mind and became clothed in beautiful or in grotesque imagery, the meaning of which in the evolvement of human thought has passed through many phases of interpreta- tion ; simple, fundamental laws of life to which primitive organisms in the process of evolution may have given only instinctive obedience, with no comprehension whatever of the vital principles involved, with no consciousness even of render- ing such obedience. For the purposes of this article a few generalizations from mythic material to illustrate the symbolic type of interpreta- tion must suffice. Myth-makers were in an environment of constant changes. The myriad phases through which the elements of nature pass in one brief hour furnish material for weird fancies, in which the leading factors are given personal names and personal traits. Nature's sports and havocs under different circum- stances present different aspects. Hence in various localities stories that picture her ways take various shapes and colorings. 12 THE COLLEGE RECORD. But in all of these is this one factor : Something going on, action, changes, processes, movement. It is not difficult for some types of mind to see in this por- trayal of the ever-present principle of life — the Law of Growth, the Law of Change. It is not necessary to suppose that primi- tive mind was purposely developing a philosophy, or that it had any more than an instinctive consciousness of this great law ; if indeed the word consciousness, as we understand it, may be used at all in such connection. But it is easy to ob- serve that myths are a portrayal of action, and this, in general, expresses the Law of Growth. Whether an esoteric signifi- cance was intentional on the part of myth makers, or uninten- tional, does not matter. This fact of outward movement finds a true correspondence in the myriad changes that take place in the inner world of thought and feeling. How much or how little the ancients may have appreciated this truth need not concern us. Such is the law of life ; as it is in the visible world of changes so, in general, is it in the invisible psychical realm. Thus mythic lore may be said to have application in both realms, the visible and the invisible, and to illustrate the Law of Growth in all departments of life. But an environment of constant changes leads to an inquiry concerning the beginning, the origin of things, and in particu- lar concerning the origin of man. One great class of mythic stories presents theories regarding man's origin. These theories belong to two classes. Common to all such literature are traces of totemistic ideas ; man has arisen from beasts and is akin to them. Likewise common to such literature is the idea, couched in various weird stories, that man has arisen from the gods and is akin to them. Fundamentally there is truth in each kind of story ; man partakes of divine and of animal qualities, and in so far as he partakes of the character- of each he may be said to have arisen from each. Again another great group may be made of those myths that represent the alternate victories of king, hero, or giant over each Other. These are classed as solar myths by philologists, and are said to represent the victory of light and warmth over darkness and cold or the alternation of (lay and night, the re- THE COLLEGE RECORD. 13 turn of the seasons and other cyclic processes of nature. Un- der this also come the lover's alternate wooing and losing of his lady or goddess or fairy love. Generalizations from this class of myths may be stated in this principle : Growth pro- ceeds through a mingling or contending, harmonizing or alter- nating of two apparently antagnonistic forces ; as, light and darkness, heat and cold, love and hate, good and evil. Another group of myths annoy the refined taste of those who see nothing in them. These represent gods and heroes as swallowing their own offspring. These are seen by some to illustrate a true principle of life, beautiful when understood ; growth proceeds through the method of devouring one's own children — that is, eating the fruit of one's own deeds. Still another class of myths represent transformations from gods to beasts, from beasts to gods, incarnations and re-incar- nations, migrations and trans-migrations, as though such freaks might be the sport of a moment. They may be consid- ered the garb of the general truth that growth proceeds through an endless series of transformations. Retro- gression finds place in these illustrations as well as progression. From a hero or a god one may dwindle down to a grasshopper if he is not gifted with the qualities of immortal youth or with the elements of desirable progress. Other principles of growth may be seen in mythic material, according to the classification made of it. The great Epics of Greek and Latin Literature, the Aeneid, the Iliad, the Odyssey, are seen by some to be, in their esoteric meaning, parables of life. They give evidence of being a por- trayal of the growth of the soul, with as true and beautiful significance as allegorical portions of the Scriptures. The twelve labors of Hercules are explained by philologists as the tasks of a solar demigod or hero in his victory over darkness. The essentials of the narrative may be given briefly: Born at Argos (a word signifying brightness ) from the sky (Jupiter) and the dawn (Alcmene), in early infancy he throt- tles the serpents of darkness. With untiring patience and str ength he plods through life, never resting, and always on his journey performing twelve great tasks. These are inter- preted to represent either the twelve signs of the zodiac, or the 14 THE COLLEGE RECORD. twelve months of the solar year, or the twelve hours of day- light. In harmony with this interpretation of the labors of Hercules is the idea that these twelve great tasks represent great cyclic crises in the history of the soul, in which, Her- cules, the Sun god, means the Sun nature of man overcom- ing the elements of darkness in his own character. Even con- servative critics admit that some parts of the myths about Her- cules have a beautiful allegorical significance. Modern scholars are inclined to think that he seeks in vain who seeks to find esoteric meaning in myths. Those who see any such significance in them are willing to admit that they do not seek ; they do not try to find ; they do not hunt ; they find because they cannot help finding ; they see because they cannot help seeing. Therefore, knowing full well that truth reveals itself in accordance with the degree of Soul-develop- ment of the investigator and in accordance with his type of mind, they feel no inclination to consider their interpretation as authoritive or to thrust it upon others. The ground of an article on this subject has not been satis- factorily covered until some attention has been given to the place of mythical interpretation in the educational field. Edu- cators whose province it is to deal with mythical literature may be considered in three classes : First, teachers of children ; this includes parents and all who have any responsibility in re- gard to children's reading, as well as teachers of English in primary and elementary grades ; second, teachers of Latin and Greek in High School grade ; third, teachers of Greek and Latin in Coll ege. Educators, much more than formerly, are selecting for chil- dren's reading a large proportion of mythical material and fairy stories. It is well for the teacher to be in close touch with the spirit of the literature read and to have a noble purpose in teaching it, but, with children, Interpretation may best be left in the background. It is important for the teacher to recog- nize in the child the functioning of the same Law of life which produced tin- literature that is being read, and to have confi- dence in the working of this Law. Therefore, with children, tli' wise teai her will do little allegorizing. In the ancient languages of High School grade almost no THE COLLEGE RECORD. 15 time and attention can be given to mythical interpretation if justice is done to the more important features of linguistic training. If the student has sufficient understanding of the mythical references to make the context clear, he does well. In general, the same may be said of College students in Greek and Latin until they come to a course especially pre- pared for the study of Greek and Roman Mythology. The first purpose of such a course should be to collect and classify mythical material of the Greeks and Romans. Attention should be given to such methods and results of interpretation as are recognized by scholarly men. If the teacher has con- victions of his own they will, unavoidably, give shape and color to his presentation of the subject, but they need not be made prominent. Justice has not been given to the possibili- ties of such a course of study unless students are led to recog- nize in the evolution of human thought a Law that makes for righteousness and progress. This can be done best by laying aside any disposition toward arbitrary instruction, and by leav- ing each individual free to appropriate helpful lessons in accord- ance with his own taste and temperament. NATHANIEL HAWTHORN, THE PURITAN. Abbie E. Weeks. II ISTORY does not often produce a man who, by sheer ■ force of intellect, can dominate the thought of a na- tion for one generation ; less often does she give us a man who can control the thought and, therefore, much of the con- duct of the greatest nations of the world for two and a half centuries. History seldom repeats herself, and the world has yet to see a successor to John Calvin. The doctrines which he formulated and established in the minds of his contemporaries are still the essential teachings of Protestantism, but it is be- cause the Puritan of England and sturdy New England was more rigidly Calvinistic than any other sect that we have a right to speak of Hawthorn, the Puritan. Calvin taught, and the Puritan believed that the individual has direct communication with God, and is directly responsi- ble to God alone ; that since man is responsible to God, he 16 THE COLLEGE RECORD. may insist on liberty of thought, but not on liberty to believe the wrong, and to the Puritan everything opposed to his creed was wrong; that the church is made up of regenerate persons, and only those are regenerate who prove their faith by holy living; and that all believers have equal rights before God. To these great essential principles were added others of lesser value. The hard doctrine of election was emphasized ; church and State were made one, and legislation extended even to the details of private life; pleasure of all kinds was condemned ; it was a sin to laugh, it was wicked to be happy. The spirit life of the Puritan was so real to him that with his vivid imagination he could people the world with ghosts or witches as the time required, but, mo st of all, to him God was a con- stant presence, ever just, but never loving ; ever angry, ever ready to hurl the unrepentant sinner into an eternal and literal lake of fire. Harsh, austere, unattractive, intolerant, superstitious, yet mighty in its compelling power — such was the religion for many generations of the Puritan family that gave us Nathaniel Hawthorne. But Time, in his accustomed leisurely way of doing things, wrought changes in the Calvinism of our New England fore- fathers. The rugged nature of the Puritan gradually yielded to gentler influences. The voice of God came to be heard not only in the individual conscience, but in the songs of birds and in the murmur of the brooks and the breezes ; the Puri- tan imagination learned to see God in the delicate blossom and in the noble mountain, as well as in the terrible calamities that overtake mankind from time to time; the intolerance of the seventeenth century was refined into the beautiful desire to call all men brothers ; the Puritan conscience slowly but sure- ly gave itself over to German philosophy, and the Puritan of the old Colony days stands transformed into the New England idealist of the nineteenth century. Into this somewhat rarified transcendental atmosphere was Hawthorne bom. He was strangely a part of the world into whi h be had come, but more strangely still a part of the Puritan world whence he was descended. He inherited many ot the good traits of his ancestors with few of their failings ; bis rugged characteristics came from his father, his delicate, THE COLLEGE RECORD. 17 sensitive, fanciful imagination from his mother. The life of the spirit predominated over the world and the flesh in this unique American ; the mysteries of the spirit land formed a never failing source of material for his imagination to work on ; the Puritan conscience was his by birthright. Unlike his ancestors, he was not especially troubled by his own sins, but, like them, conscience was the dominant factor in his life. Hawthorne reveals his Puritan conscience in many ways. It made him a searching critic of all he wiote ; he burned much that fell short of his own severe standards, and through- out his life conscience drove him to constant effort to over- come his imperfections in style. The imaginative faculty in Hawthorne was strong, and there must have been frequent temptations for him to give it loose vein in his alluring field of work, but here, again, his New England conscience served as a balance wheel, and even in his most fanciful sketches we find so just a proportion of the matter of fact that we never question the consistency of kis tales. We sometimes wonder if his people are spirits, sprights, or demons, but we are sure to conclude that, after all, they are flesh and blood, essentially like ourselves. Conscience and his wholesome New England temperament kept him always on the sane side of the mysteries he chose to investigate. He often approaches the borderland of gloom, and sometimes penetrates even to a morbid interior, but so rarely is he unwholesome in his suggestions that we may, with perfect safety, place his books in the hands of young people, fearing naught of evil influences from the pen of Hawthorne. Hawthorne's religion was Puritanical only in essentials. His faith was simple and trusting. He believed in the verities of the soul, and that these ultimately would bring about the betterment of the world in all its possibilities. Doubts never troubled him, and though he loved mysteries he cared as little for solving them in the religions world as elsewhere. A few extracts will illustrate: What is good and true will harden into facts while error melts away and vanishes. God who knows us will not leave us in our toilsome and doubtful march, either to wander in infinite uncertainty or to perish by the way. The wisest people and the best keep a steadfast faith 18 THE COLLEGE RECORD. that the progress of mankind is onward and upward, and that the toil and anguish of the path serve to wear away the im- perfections of the immortal pilgrim, and will be felt no more when they have done their office. Hawthorne was never aggressive, never controversial in his religious life ; theology as such made no appeal to him, and in this he belongs rather to the period of which he was a part than to the Colonial times. Being the Puiitan that he was, Hawthorne must take for his special subject of study the soul. For his work in this province he had an unusual course of training. When only a babe Hawthorne's father died, leaving the mother, a delicate, sensitive woman, so crushed with grief that for the remainder of her life she shut herself and, so far as possible, her family steadfastly from the world. The effect of this early home training was to make of Nathaniel a recluse. Seclusion be- came with him a habit from wh ich not even his four years in Bowdoin could release him. For twelve years after leaving college he shut himself in his own room in the Salem home, and here he read and wrote, but, more than all, studied his own soul, and, therefore, the great All-Soul of humanity. It is the prerogative of genius to be a law unto itself, and what would have been ruinous to most young men just out of col- lege became for Hawthorne a graduate course in literary train- ing. He says of these years: Solitude kept the dew of youth fresh. Had I gone sooner into the world, I should have grown hard and callous. Again: If there be a faculty which I possess more perfectly than most men, it is that of throwing myself mentally into situations foreign to my own, and detecting the circumstances of each. I have a spirit- ual sense of mankind, discovering what is hidden from the wisest ; my glance comprehends the world, and penetrates the breast of the solitary man. I think better of the world than formerly, more generously of its virtues, more mercifully of its faults, with a higher estimate of its present happiness, and brighter hopes of its destiny. This penetrative faculty could have been developed in no other way so well as in the twelve years of seclusion. But Hawthorne realized, too, the disadvantages of his cursed habit of solitude, as he called THE COLLEGE RECORD. 19 it. He says in this connection : I have spent so much of my time alone that I have nothing but thin air to concoct my stories of; and again: The Twice Told Tales have the tint of flowers that blossomed in too retired a shade. Instead of passion there is sentiment ; whether from lack of power or from an uncontrollable reserve, the author's touches have often an effect of tameness: the merriest man could hardly laugh at his broadest humor ; the tenderest woman will hardly shed warm tears at his deepest pathos. All these sharp criticisms from his own pen are true because he feels his lack of sympa- thy with the real world which comes only from an intelligent contact with humanity. He says in a letter to Lonfellow at a time of bereavement : Trouble is the next best thing to en- joyment, and there is no fate in the world so horrible as to have no share in either its joys or sorrows. Hawthorne's Puritan traits are revealed again in his tenden- dency to spiritualize, often to humanize, everything he touched. To the Puritan the spirit life was the real life, and accordingly Hawthorne must penetrate the surface of all things, and find there ever the spiritual meaning. The things of the spirit and the mysteries thereof were his inherited world. Here he must work if anywhere; here he did work, but he would have fallen short of his inheritance if he had worked only as an artist. Hawthorne, though never a theo- logian, was always a preacher. With the highest art he tells his stories, and weaves into them the moral so skillfully that no exposition is needed to make the lesson clear. But Haw- thorne fears lest the moral escape his audience, so in a para- graph or two at the end of the story he expounds his moral in direct violation of art ; but this Violation of his art is so es- sential to his Puritan nature that we forgive him for imposing on our intelligence, and smile at the naive way in which the preacher reveals himself. Since Hawthorne was a soul student and a preacher from necessity, from necessity also he makes sin the prevailing theme of his romances, and of many of the tales. His Calvin- ism is prominent in the extracts that follow. In Fancy's Show Box he says: Man must not disclaim his brotherhood even with the guiltiest, since though his hands be clean, his heart 20 THE COLLEGE RECORD. has surely been polluted by the flitting phantoms of iniquity — imaginity. Father Hooper says: When man does not vain- ly shrink from the eye of his Creator, loathsomely treasuring up the secret of his sin, then deem me a monster for the sym- bol beneath which I have lived and died. Hooked, and lo! every visage a Black veil! It seems to me there is no chasm nor any hideous emptiness under our feet except what the evil in us digs. It is a terrible thought that an individ- ual wrong doing melts us into the great mass of human crime and makes us who dreamed only of our own little separate sin — makes us guilty of the whole. These few quotations show how true Hawthorne was to his Puritan training, yet he had no love for his ancestors, much less for their religion as they taught it. It was with shame that he contemplated the cruelties perpetrated by them in the name of religion, and he thanked God heartily that every day removed him a little far- ther from his hard, unloving forefathers. He was the Puritan preacher from necessity not from choice, the unwilling repre- sentative of the seventeenth century in American literary art of the nineteenth. In the romances he has ample space in which to work over his problems in the varying but inevitable effects of sin; he sometimes only states his problem through the story, some- times does hardly more than suggest it, but he never works it out to a satisfactory result. He often seems as much baffled by the mysteries of sin as his reader is. In the Blithedale Romance, his cheeriest long story, we know that Zenobia's life has been shadowed by sin, though what the sin was, or what led to it, we are left to guess. In the Marble Faun some terrible crime has darkened the life of Miriam, yet here Haw- thorne but faintly suggests what the sin has been ; his real problem is not with the sin itself, but with the effects of sin — sin as a force in the soul development of the sinner. Haw- thorne fails to solve the problem because such problems can never be solved in this life. The scarlet letter, more than any of his other works, reveals Hawthorne the Puritan. The theme goes back in time to the old ny days, when Calvinism was strongest in its harsh, unloving, unforgiving ideals. As a hoy, and during his years of seclusion, THE COLLEGE RECORD. 21 Hawthorne had lived so much in the past that he knew the life of early Boston ; its people were even more familiar to him than those of his own home town. The view point for the favorite study here is secrecy. In Hester Prynne we watch the development of a soul that grows steadily strong as it works its life upward to the highest ideals possible after sin has once been admitted and publicly pun- ished ; in Dimsdale w e watch another soul developing downward under the influence of sin concealed from a trusting public. The result in Dimsdale's Puritan conscience is a remorse that eats away his very life in the course of the seven years of the story. Old Roger, to whose charge Hawthorne lays the greatest sin, is also touched by the sin of the romance, but in him revenge is the only result — revenge of the darkest nature. Not even the elf child Pearl, Hawthorne's fairest creation, escapes the evil influences. With consummate skill Hawthorne enters into the spirit of his story, and here, as nowhere else, he gives us a psycho logical study of his characters. With the hand of a master he keeps the theme ever before the reader. The scarlet letter blazes from every page, never for one moment allowing us to forget its presence. The book is all Puritanism, dark and gloomy ; only the wild rose at the prison door and the elf-like child relieve the sombre cast of the story, and even Pearl is so overshadowed by the sin of her exist- ence that she intensifies rather than relieves the gloom. The book is without joy in its religious suggestions ; Hester dares to believe that possibly in the life to come there may be happiness for them, but Dimsdale refers only to the broken law and says : Let this be alone in thy thoughts! fear, I fear! Hawthorne has been criti- cized for making the picture so dark, but he couldn't have done otherwise. The Puritanism of early Boston was dark, unlovely, and unforgiving, and Hawthorne would have been untrue to his art if he had made the story bright with suggestions of forgiveness and eternal happiness. When sin has been once admitted to a life, even as an incident and not as a habit, its evil influences can never be entirely overcome. Though the scarlet letter ceased, in after years, to be a cause of reproach, it was ever a type of something to be remembered with sorrow. Hester longed to be the proph- etess of a new truth that should place the world on saner and surer grounds of happiness, but she recognized the impossibility that any mission of divine and mysterious truth should be confided to a woman stained with sin, bowed down with shame, or even 22 THE COLLEGE RECORD. burdened with a life-long sorrow. The angel and apostle of the coming revelation must be a woman, indeed, but lofty, pure, and beautiful ; and wise, moreover, not through dusky grief, but through the ethereal medium of joy. Such was the scarlet letter with its symbolism, its gloom, and its lack of reality ; but in spite of its faults, the book is a master- piece— America's greatest contribution to the world of literary art. And the author ? He was an artist who could give to the word romance a new meaning in a country still in its infancy ; he was a student of nature and of the soul ; he was a man of simple life and simple faith, a man of sincerity, a man of conscience, a mystic, a philosopher — in short, he was Nathaniel Hawthorne, the Puritan. PUBLIC AND PRIVATE SCHOOLS. Carl Churchill. X A 7HILE this article was under consideration many let- V ters Were sent to the principals of schools, both public and private, in New York and other states. These letters carried inquiries about the particular schools with which these men were connected, and also invited opinions as to the advantages and disadvantages of both public and private schools. The most of the letters were fully an- swered, and have been of great service. In many cases the experience of the men. addressed has been wider and more valuable than that of the writer, and his own view has been broadened, and, in several cases, modified as a result of the inquiry. If there has come also a feeling of doubt as to his fitness for the task of discussing the subject, it has not strong enough to deter him from persevering in his original plan, for it is hoped that after all necessary deduc- tions for error have been made, there may remain enough of truth to be of service to those choosing schools for their own training or thai oi others. This was the object in view when | In- subjec t ns undertaken. A word about the schools considered may be appropriate. They were, for the most part, in New Vork State, and this may atfe t. i , some extent. the conclusions reached. THE COLLEGE RECORD. 23 Enough other States were considered, however, to have a decided influence, and the fundamental differences between the two systems would remain unchanged in all States. The schools to which inquiries were sent were representative institutions ; the public schools being those in small or moderate sized cities, and the private schools those whose standing is assured. The number of institutions consid- ered is not large enough to admit of sweeping conclusions being drawn. The most that can be expected is that ten- dencies will be shown. It can hardly be said that the public and the private schools are active competitors. It would be impossible to give an answer to the question, Shall I send my boy or girl to a public or to a private school ? that would serve in all cases. Indeed, the question would hardly occur in this form. It would appear in a form calling for a decision be- tween an actual public school and a possible private school. Yet in so far as the material upon which they work is the same or similar, and so far as their ends are not materially different, they certainly compete for the work of educating the youth ; and it is a fact that the development of the public high school and the wide extension of its privileges have led to a corresponding decrease in the activities of the old-time academies. The comparatively recent legisla- tion providing for the payment by the State of the tuition of non-resident pupils materially affected the private schools in New York State. Of course the private schools whose patronage is from the wealthy alone do not show this effect. Also, in States where the public schools are generally not well organized or administered, private schools flourish. From these indications it would seem possible to find some valid grounds for comparison, yet the wide variations in the schools of both classes make it easy for the inquirer to be deceived by differences that are characteristic of in- dividuals only. The point on which there would seem to be the least probability of hasty generalization is the point of religious influence. The public school avowedly ignores this, the reason being that it must receive those of all religions and 24 THE COLLEGE RECORD. of none, and must ne glect all lest it should wrong some. An additional reason is that the pupil of the public school is under the influence of the family's choice when at home, and consequently needs no instruction of this kind while at school. The position of the private school is in direct opposition to this. It has set itself in the place of the home, and thus must assume some of the responsibilities of a parent in re- gard to religious teaching. The fact that its principles are known to its prospective patrons, and that attendance is purely voluntary, leaves it free to exert such religious influ- ence as it will publicly profess. In most schools, even those founded and maintained by religious organizations, this public profession extends no farther than to the fundamen- tal principles of Christianity, and few schools exceed their professions in this respect ; they are more apt to fall short of them. Generally it may be said that the quality of the religious influence in a private school controlled by any given denomination would seldom be unsatisfactory to those reared under the teaching of an entirely different society. It would hardly be disputed that it is well for the influ- ences of religion to synchronize with the other moulding influences which play upon the youth during his period of greatest mental and moral development. It may, however, be questioned whether the religious influence of the good private school is as good as that of the average home. In school there is constantly unfolding a new life which has little connection with the life of the home, but it is in the nature of a school to present new ideas, and to clothe old ones with deeper significance. For this reason old truths often come home to the boy or girl with new force, largely because they reach him in an atmosphere which insensibly begets a spirit of receptiveness. Private schools do not, however, always reach the plane i excellence which the foregoing assumes! The statements found in a school's publications do not always accurately indicate its religious life, and this is not necessarily due to any desire Or intent tO deceive. The published statements On this head must generally be taken tO indicate the ideals THE COLLEGE RECORD. 25 of the men who have the school in charge ; between them and the accomplishment of these ideals lie the obstacles that intervene between the inception and the execution of any great project dealing with the reformation or moulding of human character. Yet if the school is in charge of an earnest Christian, if the test of real Christian character is applied to candidates for position on the teaching force, if a sincere effort is con- stantly made to present true religion as acceptable and de- sirable through its fruits, there can hardly fail to result to students passing through the school a benefit none the less real because somewhat difficult of measure. And schools where these conditions exist are by no means rare. Here, then, seems to be one point of comparison which is real and definite. The difference in point of religious influence, moreover, is but one of the elements of a general atmosphere which constitutes one of the rather indefinable differences between the two institutions. The life of the private school being such that the stu- dents and instructors are in almost constant contact outside the class rooms, and that of the public school being such that there is practically no such contact, there would nat- urally be much closer relations between students and teach- ers in the private schools. Of course there are many splen- did friendships between students and teachers in public schools ; in fact these are the rule and not the exception, but in the private isntitution it would seem that the condi- tions are more favorable to such relationships because of the closer life. Teachers being equally good, they should find in the private school, where they see much more of their pupils, greater opportunity for exerting that peculiar influ- ence which is so difficult to define and so invaluable in a teacher. It is objected that the constant supervision by the teach- ers and the greater number of cases of petty discipline which naturally arise in the private school tend to create friction which offsets this apparent advantage ; that the constant presence of the teacher has a tendency to weaken 26 THE COLLEGE RECORD. his influence. This is, however, really a case of personality and of individual schools, and not inherent in either class. Discipline is not necessarily a cause for serious friction in either system, and may become in either a source of posi- tive advantage in its reaction on personal influence. Theoretically, then, the private school has in this an ad- vantage, and if it does not make use of it the fault must lie in wasted opportunity. This happens, of course, and there is little doubt that inferior or positively bad character in a teacher can do more damage in a private school than in a public school. Another point of difference in the life of the two schools is a result of the personnel of the student bodies. The pub- lic school is made up of the boys and girls of the pupil's own home town or city, and the general conditions under which he finds himself will not differ socially from those to which he has been accustomed. On the other hand the student body of the private school is made up of pupils from widely separated localities, and represents new social conditions. In this lies opportunity and danger. The opportunity lies in the facilities for learning to meet strangers and to make acquaintances, to learn self-reliance, to acquire certain manly ways; the danger lies in meet- ing the wrong kind of strangers, in meeting them in im- proper ways, and in learning undesirable things. Some of the things which ''manly ways is often supposed to include are not to be coveted for either boys or men. It is impossi- ble to prevent an occasional undesirable boy from entering hool, and sometimes it is a long time before it is realized that he is a source of danger. The same condition which means so much for good under the best circumstances, namely, (loser life, means equally great danger when pupils whose influence is bad are retained in the school. The only offset to this danger is the larger liberty which a private chool has in dismissing pupils who are thought to be a detriment. And again in some private schools the tempta- tion is great to keep a boy known to be questionable be- e his dismissal would entail some financial loss. In pubH 54 hools where there is less freedom in dismissing nil- THE COLLEGE RECORD. 27 desirable students, the danger from them is less because their relations with the other students are less close. Public school principals often remark that it is their poorest students who leave them to go to private schools. There is in the minds of many, also, an idea that all private schools are, in a sense, either reformatories or schools for children who are backward, or lacking in some respects. There are many schools of these kinds, but they are gener- ally schools which advertise to do just this work, and can hardly be considered in this discussion, except as a special case. It is true, however, that some work of the kind indi- cated is put upon all private schools, whether by their con- sent or not. Many schools require the fullest recommenda- tions for a student before admitting him, but others are not independent enough in the matter of attendance to do this. Even when good credentials are demanded students will slip in who are no help to the school, but all honest schools will dismiss these as soon as they are detected. The boy who is backward, or who is dull even, presents a different case. The dull boy often goes to the private scool, and often he responds to the ordinary methods in such a way that he is saved educationally. He stands in a better position to get help in the average private school than he would in the average public school, for few private schools are so large that they cannot give plenty of individual at- tention. The close relation between teacher and student before referred to leads to a keener interest on the part of the teacher ; in a sense every pupil that enters a private school is looked upon as a case to be studied and treated if it presents any unusual difficulties. The fact that the pri- vate school is called on to save many students who have been considered dull, whether it wishes this work or not, would seem to indicate that it has a somewhat higher capacity than the public school, at least in cases of peculiar necessity. Somewhat allied to the class just referred to are those who are not, perhaps, dull, but who have had little early opportunity for study, and are backward for their ages. These pupils often turn to the private schools, feeling that 28 THE COLLEGE RECORD. their backwardness will not be so noticeable there as it would be in a public school. Probably the greater freedom from arbitrary grades is also an inducement. In a majority of cases such students are desirable ones. They are apt to be studious, and often prove to have great ability. They are more serious, and think more clearly on questions of school discipline and administration. Thus they often come to be a positive source of strength in the school, as their influence is usually on the side of good order, and their sense of responsibility makes them willing to be of use. The influence of some such students would seem to be necessary in private schools to overcome a certain tendency to snobbishness which often exists. This fault is apt to crop out, especially in private schools which draw from the well-to-do classes exclusively, and it strengthens a class feeling which is generally felt to be undesirable. Probably it results, in some measure, from the school's being so much set aside by itself. The whole life is a unit, and tends to absorb the attention of its component parts. Where the students are uniformly from one rank in life this fact would be the foundation for the feeling, and the school would probably at least fail to destroy it, if it did not strengthen it. Certain schools which are largely attended by students of limited means are almost entirely free from this fault. An attempt was made before writing this article to secure some data that would make possible a comparison between the standards for teachers in the two classes of schools. Not enough information was secured, however, to admit the drawing of definite conclusions. Some tendencies are shown. Nine out of eleven private schools chosen at ran- dom from tlu.se of established reputation required all tea hers to have had a college education, one allowed nor- ui.il training, and one reported no special requirement. Of eight public schools chosen in the same manner, four required the college education, two the normal diploma, one ate teachers' certificate, and one generally required a college education. This proportion of college teachers is higher than the proportion for the whole State. THE COLLEGE RECORD. 29 An inquiry as to the salaries of teachers and as to the proportion of men to women teachers showed that there is considerable difference in the latter respect, but not very much in the former. Reports covering the schools referred to in the preceding paragraph showed 33 men and 87 wo- men in the public schools, while there are 82 men and 42 women in the private schools. Although the number of schools considered is small, it is not probable that the pro- portion would be greatly changed if the number were ex- tended. Nearly all the schools considered were co-educa- tional, but the fact that two or three were not would affect conclusions drawn from the above figures. There can be no doubt, however, that the proportion of women to men teachers is much greater in the public schools than in the private schools. The average salary for women in the public schools con- sidered was $709, and for men, $1276. In private schools the salaries were, for women $875, and for men, $1386. This difference is probably not large enough to affect to any great extent the quality of teachers employed. About one- fourth of the men reported for the public schools were principals, whose salary is large in proportion to that of the other teachers, while the private school principals num- ber only about one-seventh of the teachers reported. Tak- ing this into consideration, the salaries for men teachers in private schools seem to be be considerably larger than for men in public schools. In the matter of teachers the private schools are believed to have an advantage in a point which is not generally con- sidered. The private school, being more like a home, hav- ing generally a more definite personality, and depending more on its own efforts for attendance and consequent pros- perity, takes hold of the imagination and sympathies of those that work for it much more strongly than can the public school, except in very rare instances. The private school to those that have long served it becomes more like a living thing than an institution. It comes to be loved. In this respect it approaches the college, and commands the devotion of all its members. Teachers stay longer than in 30 THE COLLEGE RECORD. public schools, not so much on account of the salaries or of the work in itself, but because the institution has come to have a hold on them that they are unwilling to break. The fact that the school demands and needs more makes the teachers and officers willing to give more. We come to love those that we minister to. For these reasons the pri- vate schools seem to be in a position to receive more from their teachers than can the public schools. These facts in- dicate that the private school is more stable in its character also. A private school which was a good school a year ago is more apt to be still a good school. For the same reason a private school which has fallen into bad condition should be looked upon with suspicion until radical changes have been observed which can change the evil conditions for wholesome ones. The matter of keeping records is another in which there seems to be some difference between the two schools. From the replies to the questions sent out on this point, and from experience in collecting evidence of the preparatory work of students the writer is inclined to believe that private schools generally keep a better system of records than pub- lic schools. In New York State there has been too strong tendency to depend entirely on the Regents examinations for records of the pupil's standing. These register the results of the work, but ca n hardly be considered a satisfac- tory record of it. The constant shifting of principals in the public schools tends to looseness and variability in the matter of records. In the schools reported for this article every private school makes permanent record of standings every term, while only about half of the public schools re- ported do SO. Also the number of private schools which make entries in the records at shorter intervals, as by months or weeks, is larger than the number of public - hools whi li do this. This is important, as the record of work not passed in state examinations often becomes of great importance to the student. Prom the institutions considered came some interesting fig- ures in regard to the relation in size between the entering and the graduating classes, and the proportion of graduates in THE COLLEGE RECORD. 31 higher institutions. In the public schools the graduating class was 28 per cent, of the entering class, while in the private schools the percentage was 77. From the public schools 47 per cent, of the graduates entered higher institutions, while from the private schools 73 per cent, entered. The points which have been considered in the foregoing have seemed to be tolerably clear. There are many lesser differences between the two schools, but the writer is not dis- posed to enter upon their discussion. Since the province of this article was simply a comparison of the two systems, not an attempt to establish the superiority of either, the writer is inclined to draw no conclusions in closing. It is his belief that each institution should strive to develop those elements of peculiar strength that are inherent in it; that it should acknowledge its peculiar weaknesses, and try to reduce them ; that it should frankly recognize the pe- culiar advantages of the other class of schools, even while urging its own claims for students. Attempt has been made to show some of the limitations and some of the advantages of each system, and if injustice has been done to either the fault is of the head, not of the heart. THE CATALOGUE. HHHE following pages contain extracts from the catalogue - ■ of the College and of the Institute. These are neces- sarily very brief. A complete catalogue, showing the work of the school in detail, will be mailed on request. o4 THE COLLEGE RECORD. TRUSTEES. Terra Expires in 1912. FRANK C. BALL Muncie, Ind. JOHN H. JOHNSON Penn Yan, N. Y. ARTHUR BRADEN Keuka Park, N. Y. T. A. STEVENS Keuka Park, N. Y. A.M.TAYLOR Keuka Park, N. Y. HENRY HURLBUT Keuka Park, N. Y. ELI LONG Buffalo, N. Y. A.J.APPLEBY Wellsville, N. Y. Term Empires in 1910. JULIA A. BALL Keuka Park, N. Y, ROBERT STEWART Rochester, N. Y. THOMAS CARMODY Penn Yan, N. Y. C. W KIMBALL Penn Yan, N. Y. L. M. HUNT Springfield, Mass. WALTER B. TOWER Penn Yan, N. Y. WILLIAM McLATCHY Keuka Park, N. Y. H. R. SAUNDERS North Scriba, N. Y. Term Expires in 1911. Mrs. A. C. McKOON Keuka Park, N. Y. N. B. JACKSON Keuka Park, N. Y. WILLIAM W. BEANE Keuka Park, N. Y. LOWELL C. MCPHERSON Keuka Park, N. Y. W. H. JUDD Keuka Park, N. Y. Z. A. SPACE Keuka Park, N. Y JOSEPH A. SERENA Syracuse, N. Y. ALBERT CROSBY Keuka Park, N. Y, THE COLLEGE RECORD. 35 OFFICERS OF THE BOARD OF TRUSTEES. WALTER B. TOWER President l. c. Mcpherson, vice-president W. H. JUDD Secretary and Treasurer EXECUTIVE COMMITTEE. WALTER B. TOWER. W. H.JUDD. H. W. HURLBUT. lowell c. Mcpherson. ARTHUR BRADEN. Z. A. SPACE. ROBERT STEWART. JOSEPH A. SERENA. HONORARY BOARD OF TRUSTEES. No person shall be eligible for membership in this Board until active service has been rendered on the Board of Trustees for a period of ten years. GEORGE R. HOLT, D. D., PHINEAS FORD, Jackson, Mich. Rochester, N. Y. A. W. GATES, ESQ., L. W. RAYMOND, Thompson, Pa. East Extan, Maine. Mrs. A. M. PENDLETON, Oneonta, N. Y. 36 THF COLLEGE REC ORD. COLLEGE FACUTLY. ARTHUR BRADEN, A. B., President. Professor of Sacred Literature. ZEPHANIAH A. SPACE, A. M., D. D., Vice-President. CARL CHURCHILL, Ph. B., Dean. ABBIE E. WEEKS, A. M., Dean of the Woman. Professor of English. GEORGE W. EDDY, A. M., Professor of Philosophy and History. LEROY M. COFFIN, B. S., Professor of Mathematics. LESTER D. BEERS, B. S., Professor of Science. ALICE A. MENDENHALL, A. B., Professor of Latin and Greek Language and Literature. ABELS. WOOD., A. M., Professor of Oratory. CLARA BRUCH McPHERSON, A. B., Instructor in Sacred Literature. EMMA L. GRANT, B. S., Professor of French and German Language and Literature. ROSE CHRISTINE CUMINS-GRIFFITH, Professor of Instrumental Music. HENRY EDMUND MOZEALOUS, Professor of Vocal Music. THE COLLEGE RECORD. 37 STANDING COMMITTEES. Library Committee. REV. JOSEPH A. SERENA, PROFESSOR EDDY, THE LIBRARIAN. Committee on Discipline. PRESIDENT BRADEN, DEAN CARL CHURCHILL, VICE-PRESIDENT Z A. SPACE, PROFESSOR WEEKS, DEAN OF WOMEN. Committee on Study Hours. DEAN CARL CHURCHILL, PROFESSOR MENDENHALL, MISS HUNT. 38 THE COLLFGE RECORD. REQUIREMENTS FOR ADMISSION. The subjects prescribed for admission to the several courses are as follows, for the course in arts, leading to the degree A. B. : English, _______ 13 Counts. 1st, 2d, 3d, and 4th years. Mathematics, - - - - - - 12 Counts. Elementary Algebra, 5 Intermediate Algebra, 2 Plane Geometry, 5 Latin, _______ 2o Counts. First Year, 5 Caesar, Grammar, Elementary Composition, ' Cicero, ) Latin Prose Composition,) Vergil, and either ) Latin Prose or Poetry at Sight, ; Si 1 mm) Foreign Language, - - - 10 Counts. Greek, German, or French. History, _______ 5 Counts. Ancient History English History, American His- tory, or U. S. History passed in Regents Exami- nation on the 1900 Syllabus, with Civics passed as a separate subject. Ele( riVE Subjects, 10 Counts. I otal, ------ j0 Counts. It is recommended that the elective counts be made, as far as possible, in History and Science. A counl is taken to mean a subject pursued for an entire school year with one recitation a week. For the 1 ourse in Science, leading to the degree B. S. : E in.- - - - 13 Counts. '1, -I, and 4th Years. Mathematics, - - - - 12 Counts. ictitary Algebra, 5 [ntermediate Algebra 5 Plane Geometry, 5 THE COLLEGE RECORD. 3tJ ♦Foreign Language, ----- 10 Counts. French, German, or Latin, 10 Science, ------- 5 Counts. Physics, 5 History, _______ 5 Counts. Ancient History, English History, American His- tory, or Elementary U. S. History passed in Re- gents examinations on the 1900 Syllabus, with Civics as a separate subject. Elective Subjects, ----- 25 Counts. Total, ______ 70 Counts. It is recommended that the elective subjects be made, as far as possible, in History and Science. DESIRABLE ELECTIVES. Physics, 5 Chemistry 5 Botany, Physiology History, • 3 to 10 Drawing, 3 Advanced Drawing, 3 Foreign Language (1 or 2 years), 5 to 10 Beginning with the class entering in 1910, 10 counts in a second modern language wili be required, and the elective counts will then be reduced to 15. OUTLINES OF COURSES. courses leading to the degree a. b. This course requires 2400 recitation hours of 60 minutes each. The Roman number after the subject is the number of the course. The Arabic number at the extreme right indicates the total number of hours of recitation, and also the number of hours credit. The sign indicates an elective subject. The sign f before a group of subjects indicates that some one of them is required. Subjects not marked as above are required. Unless other- 40 THE COLLEGE RECORD. wise indicated all courses require 3 recitations a week for 36 weeks. The required work of each year must be increased by enough elective work to make it equal at least 600 hours. FRESHMAN A. B. Latin I : Livy, Horace, Prose Composition, 108 l Greek I, . . 108 t - French I or II, 108 ( German I or II, 108 Rhetoric 1 108 Mathematics I : Trigonometry, University Algebra. Solid Geometry (5 hours a week), 180 Ancient History I (required unless offered for entrance), . . 108 Total required subjects, 500 hours Total electives in addition required, 100 hours 600 hours SOPHOMORE. Latin II, Ovid, Cicero, Terence, 108 Greek II, ■ • • 108 t - French I or II, 108 ( German I or II, 108 History of English Literature IV, 108 Argumentation II (2 hours a week), 72 Analytic Geometry II, . 108 Physics [ 108 'Chemistry I or II, 108 History of Art I io8 Medieval and Modern European History II (required if not offered for entrance), 108 Total required subjects 400 hours Total electives in addition required, 200 hours 600 hours It both Medieval and Ancient History are offered for en- train •. some other course in History must betaken in either t he I unior or t he Senior year. JUNIOR. Latin in, 108 I rrcck III, 108 II. tory of German Literature, German Lyrics III, 108 History of French Literature, French Lyrics III, 108 gli h Poetry VI, 108 English Composition III (2 hours a week), 72 THE COLLEGE RECORD. 41 Development of the English Drama VII, 108 Development of the Novel VIII, 108 Nineteenth Century Poets IX, 108 ♦Nineteenth Century Prose Writers X, 108 Comparative Course in Epic Poetry XI, 108 ♦Chemistry I or II, 108 ♦Biology I, . 108 Geology I, 108 ♦Calculus III, 108 ♦English Constitutional and Political History to 1689 III, . . 108 ♦English Constitutional and Political History since 1689 IV 108 ♦American Colonial History V, 108 ♦American Constitutional and Political History VI, 108 ♦History of Art I, 108 History of Philosophy I, 108 Logic, Ethics II, 108 Psychology, General and Educational III. (Required for teacher's certificate.) 108 ♦History and Principles of Education I. (Required for teach- ers certificate.) 108 ♦Sociology, Politics, Economics I, 108 Total required subjects, 200 hours Total electives in addition required, 400 hours 600 hours SENIOR. Modern German Writers, and Faust IV, 108 History of American Literature V, 108 Development of English Drama VII, 108 ♦Development of the Novel VIII, 108 ♦Nineteenth Century Poets IX 108 Nineteenth Century Prose Writers X, 108 Comparative Course in Epic Poetry XI, 108 ♦Teachers Course in English XII, 108 English Composition III (2 hours a week), , 72 ♦Physiology and Hygiene I, 108 ♦English Constitutional and Political History to 1689 III, . . 108 English Constitutional and PoliticalHistory since 1689 IV, . 108 ♦American Colonial History V, 108 ♦American Constitutional and Political History VI, 108 ♦Seminary in History VII, 108 ( History of Philosophy, 108 ( Ethics and Logic 108 Sociology, Politics, Economics (Junior or Senior), 108 ♦History and Principles of Education I. (Required for teach- ers certificate), 108 42 THE COLLEGE RECORD. Methods and Observation of Teaching. (Required for teach- ers certificate.) 108 Total required subjects, ioo hours Total electives in addition required, 500 hours 600 hours COURSE LEADING TO THE DEGREE B. S. This course requires 2400 recitation hours of 60 minutes each. The Roman number after the subject is the number of the course. The Arabic number at the extreme right indicates the total number of hours of recitation, and also the number of hours credit. The sign indicates an elective subject. The sign f before a group of subjects indicates that some one of them is required. Subjects not marked as above are required. Unless other- wise indicated all courses require 3 recitations a week for 36 weeks. The required work of each year must be increased by enough elective work to make it equal at least 600 hours. FRESHMAN. , ( French I or II, 108 ' German I or II, ... ' 108 Mathematics 1: Trigonometry, University Algebra, Solid Ge- ometry (5 hours a week), 180 Rhetoric 1 108 Chemistry I or II, 108 Ancient History I (required unless offered for entrance), . . 108 Total required subjects, 500 hours Total electives in addition required, 100 hours 600 hours SOPHOMORE. French II, 108 ' German II, 108 History of English Literature IV, 108 Argumentation [I (2 hours a week), 72 Analytic Geometry II 108 I'h lid I, 108 Chemistry II 108 THE COLLEGE RECORD. 43 Medieval and Modern European History II (required unless offered for entrance), 108 Total required subjects, 400 hours Total electives in addition required, 200 hours 600 hours If both Medieval and Ancient History are offered for en- trance, some other course in History must be taken, in either the Junior or the Senior year. JUNIOR History of German Literature, German Lyrics III, 108 History of French Literature, French Lyrics III, 108 English Poetry VI, 108 English Composition III, (2 hours a week), 72 Development of the English Drama VII, 108 Development of the Novel VIII, 108 Nineteenth Century Prose Writers X, 108 Nineteenth Century Poets IX, 10S Comparative course in Epic Poetry XI, 108 Biology I, 108 Astronomy j, (one term, Winter, 3 hours a week), 36 Calculus III, 108 English Constitutional and Political History to 1689 III, . . 108 English Constitutional and Political History since 1689 IV, . 108 American Colonial History V, 108 American Constitutional and Political History VI, 108 History of Art I, 108 f History of Philosophy I, 108 , I Ethics, Logic III, 108 I Psychology, General and Educational III. (Required for L teachers' certificate), 108 History and Principles of Education I. (Required for teach- ers certificate), 108 Sociology, Politics Economics I, (Junior or Senior), .... 108 Total required subjects, 200 hours Total electives required in addition, 400 hours 600 hours SENIOR. Modern German Writers, and Faust IV, 108 History of American Literature V, 108 Development of the English Drama VII 108 Development of the Novel VIII 108 Nineteenth Century Poets IX, 108 Nineteenth Century Prose Writers X, 108 44 THE COLLEGE RECORD. Comparative Course in Epic Poetry XII, 108 Teachers Course in English XII, 108 English Composition III, (2 hours a week), 72 Physiology and Hygiene 1 108 Geology I, 108 English Constitutional and Political History to 1689 III, . . 008 English Constitutional and Political History since 1689 IV, . 108 American Colonial History V, 108 American Constitutional and Political History VI, 108 Seminary in History VII, 108 . ( History of Philosophy, 108 ( Ethics, Logic, 108 Sociology, Politics, Economics, I, 108 History and Principles of Education I. (Required for teach- ers' certificate), 108 Methods and Observation of Teaching II. (Required for teachers certificate), 108 Total required subjects, 100 hours Total electives required in addition, 100 hours hours 600 hours DEPARTMENT OF SACRED LITERATURE. All courses in this department are elective. Full credit toward a degree will be given for any of these courses, but only courses I, II, and IV may be offered toward the re- quired work in any year; all other courses in this depart- ment, if offered, must be in addition to the required work as outlined in the courses leading to the degrees: That is, they may be classed as required electives. Courses I, II, or IV may be offered as required work in Ancient language, in the arts course, provided that they may not be substituted for the required Latin. COURSES. New Testament Greek, the Gospel of Mark I, . . . . 108 hours New Testament Greek, Romans II, 108 hours Church History III 108 hours Beginning Hebrew IV, 72 hours The Old Testament V, 72 hours The New Testament VI, 72 hours Homiletics VII, 36 hours Apologetics VIII, 36 hours English Bible IX, 36 hours KEUKA INSTITUTE, A : — PREPARATORY SCHOOL CONNECTED WITH KEUKA COLLEGE 46 THE COLLEGE RECORD. INSTITUTE FACULTY. ARTHUR BRADEN, A. B., President. CARL CHURCHILL, Ph. B., Principal, English III, Bookkeeping. ABBIE E. WEEKS, A. M., Preceptress, English IV DORA GOODALE JUDD, B. S., English I, English II. FRANCES S. ROSE, Ph. B., German, Latin I, Ccesar. ERWIN W. COLE, History and Science. LEROY M. COFFIN, B. S., Algebra, Geometry. ALICE A. MENDENHALL, A. B., Cicero, Vergil. NELLIE GRIFFIN-CHURCHILL, French. FANNY I. BELL, A. B., ' v H miliary Subjects, Drairini . BERTHA A. BALL HUNT, Stenography i Typewriting. THE COLLEGE RECORD. CO oi o a 9 1 5 •J133AV d suossaq ITl m IT) U ) U miomtH ui m Ofomuiw o fninnw n in •pansjnj SJP AY O O O O O o o o o o o o O O O O 0 0 ■ ■ ■ ■ ■«- ■ • • ■ ■ • OOOOOO 3AIJ03I3 jo pajinba gtftftfW gggggW Pi Pipixpipipi Pi pi X Pi pi Pi H u ST English, ist Year. El. Algebra. Botany. Physiology. Foreign Language. English, 2d Year. Plane Geometry. Ancient History. El Bookkeeping. Business Writing. Foreign Language. Comm. Geography and History of Commerce. English, 3d Year. English History. Physics. Shorthand and Typewrit'g Commercial Law. Business Arithmetic. English, 4th Year. Am. History. Adv. Bookkeeping. Business Practice. Comm. Correspondence Shorthand and Typewrit'g W Pi o V h Q u O w U W to suossa tomiofo rr, in in in tn 10 m in m •pansjnj o o 0 o o o o o o o OOOO OOOOO •3A11D313 jo pajinba j piaiPipiPitt Pipioipi PiPiPiPi PiPiPiPiUX f- U H n ) English, ist Year. El. Algebra. Botany. Physiology. Latin, French or German. Drawing. English. 2d Year. Latin, French or German. Plane Geometry. Ancient History. English, 3d Year. French or German. English History. Physics. English, 4th Year. French or German. American History. Int. Algebra. Chemistry. C 3 IS H 2 CO u Pi •jp M J3J suossa tfiminmin ro ffimminmin 10 10 fO 10 5 m in ui m m in in •pansjnj «P?Ak O O 0 0 o o O O 0 o o o OOOOOO OOOOOOO •3AUD313 jo paimba j gggggu tftftfprfgH pipiPiPiPiUi tftfpStftfWW 10 H u w s English, ist Year. El. Algebra. Botany. Physiology. Latin. Drawing. English, 2d Year. Caesar. French or German. Plane Geometry. Ancient History. Greek. English, 3d Year Cicero French or German. English History, Physics. Greek English, 4th Year. Vergil. French or German. American History. Int. Algebra. Chemistry. Greek. YEAR. 'HV3A ASHI3 HV3A QNOOaS •HV3A aniHi HV3A HJ.HnO.-I 48 THE COLLEGE RECORD. DAILY PROGRAM OF INSTITUTE CLASSES. 8 oo Vergil. Chemistry. 8 45 German ist Yr. French ist Yr. Cicero. 9 30 Stenography. French 2d Yr. German 2d Yr. Physiology. Geography. 10 15 English ist Yr. Am, History and Civics. Plane Geometry. 1 15 English 2d Yr. English 3d Yr. English 4th Yr. Drawing. 2 00 Algebra Review. English History. Elementary English. 2 45 Bookkeeping. Elementary U. S. History. Plane Geometry Review. Ancient History. Latin ist Yr. 11 00 Caesar. Algebra. Physics. Arithmetic. This program will not be changed except to prevent seri- ous inconvenience to a considerable number of students, and all changes, except those necessitated by changes in the teaching force, will be considered temporary. Students are urged to adapt their work to this schedule ; by so doing, and by planning the work of the course in ad- vance, all connections may be avoided.